Assessment Of Learning
1.
Definition of Learning Assessment
From the point of view of
language, judgment is defined as the process of determining the value of an
object. To be able to determine a value or price of an object requires the size
or criteria. For example, to be able to say good, moderate, less, there needs
to be a clear measure of how good, medium, and less. The measure is called the
criterion. From this understanding, it can be said that the characteristics of
assessment are the existence of the object or program being assessed and the
existence of criteria as a basis for comparing what is achieved with the
criteria that must be achieved. Comparison can be absolute, it can also be relative.
Comparison is absolute meaning
that the results of the comparison describe the position of the object being
evaluated in terms of applicable criteria. While the relative comparison means
the result of the comparison is more describing the position of an object that
is valued against other objects based on the same criteria. Thus, the core
assessment is the process of determining the value of a particular object based
on certain criteria. The process of giving value takes place in the form of
interpretation which ends with judgment. Interpretation and judgement is a
theme of assessment that implies a comparison between criteria and reality in
the context of a particular situation. On that basis, in the assessment
activities there are always objects / programs that are assessed, there are
criteria, and there are interpretations / judgments.
Assessment of learning outcomes is
the process of assigning grades to learning outcomes achieved by students with
certain criteria. This implies that the object judged is the result of student
learning. Student learning outcomes are essentially change in behavior.
Behavior as a result of learning in a broad sense covers the fields of
cognitive, affective, and psychomotor. Therefore, in the assessment of learning
outcomes the formulation of abilities and behaviors desired by students
(competence) becomes an important element as a basis and reference for
assessment. Assessment of the learning process is an effort to give value to
teaching and learning activities carried out by students and teachers in
achieving teaching objectives.
2.
Learning Assessment Function
The purpose of learning is
essentially a change in behavior in students. Therefore, the assessment should
be examined to what extent changes in student behavior have occurred through
the learning process. For example by making changes in teaching strategies,
providing guidance and learning assistance to students. In other words, the
results of the assessment are not only useful for knowing whether changes in
student behavior have been achieved, but also as feedback for efforts to
improve the learning process.
In this assessment seen the
extent to which the effectiveness of the learning process in seeking changes in
student behavior. Therefore, the assessment of learning outcomes and processes
are interrelated with each other because the learning outcomes achieved by
students are a result of the learning process that they go through (their
learning experiences). In line with the above understanding, the evaluation
functions as follows:
a. Tool
to find out whether learning objectives are achieved. With this function then
the assessment must refer to the formulations of learning objectives as a
translation of the subject competencies.
b. Feedback
for improving the teaching and learning process. Improvements might be made in
terms of learning objectives, student learning activities or experiences,
learning strategies used by the teacher, learning media, etc.
c. The
basis for compiling reports on student learning progress to his parents. In the
report, students' ability and study skills were expressed in various fields of
study or subjects in the form of achievement values.
3.
Purpose of Learning Assessment
In line with the assessment
function above, the purpose of the assessment of learning outcomes is to:
a.
Describe students' learning skills so that their
strengths and weaknesses can be identified in various fields of study or
subjects they take. By describing the skills, it can also be seen the position
of the ability of students compared to other students
b.
Knowing the success of the education and
learning process in school, in aspects of intellectual, social, emotional,
moral, and skills, namely how far the effectiveness in changing the behavior of
students towards the expected educational goals. The success of education and
learning is important, considering its role as an effort to humanize or
civilize humans, in this case students to become qualified human beings
c.
Determine the follow-up of the results of the
assessment, namely to make improvements and improvements in terms of education
and learning programs and their implementation strategies. Failure of students
in learning outcomes they achieve should not be seen as lacking solely in
students themselves, but can also be caused by learning programs that are given
to them or by strategic mistakes in executing these programs. For example,
inaccuracies in choosing and use teaching methods and learning aids
d.
Provide accountability (accountability) from the
school to the parties concerned. The parties in question include the
government, the community, and parents of students. In accounting for the
results it has achieved, the school reports various strengths and weaknesses in
the implementation of the education system and the obstacles it faces. Reports
are submitted to interested parties, for example the local education office
through officers who handle it. While accountability to the community and
parents is conveyed through student learning progress reports (report cards) at
the end of each program/semester
4.
Principles of Learning Assessment
In addition to the purpose and
function of assessment, teachers must also understand the principles of
assessment. The principles of assessment referred to include the following:
a. Assessment
of learning outcomes should be an integral part of the learning process. This
means that every teacher carrying out the learning process he must carry out
assessment activities. The intended evaluation is formative assessment. There
is no learning process without assessment. Thus the progress of student
learning can be known and the teacher can always improve the quality of the
learning process carried out.
b. Assessment
of learning outcomes should be clearly designed what abilities should be
assessed, the material or content of the teaching material being tested, the
assessment tools to be used, and the interpretation of the results of the
assessment. As a benchmark or signs in designing assessment of learning
outcomes is a curriculum that applies primarily the objectives and competencies
of subjects, the scope of the content or teaching material and guidelines for
its implementation.
c. The
assessment must be carried out comprehensively, meaning that the abilities
measured include cognitive, affective and psychomotor aspects. In cognitive
aspects include: knowledge, understanding, application, analysis, synthesis,
and evaluation proportionally.
d. Assessment
tools must be valid and reliable. Valid means measuring what should be measured
(accuracy). Reliability means that the results obtained from the assessment are
consistent or consistent.
e. Assessment
of learning outcomes should be followed by no further. Assessment data is very
useful for teachers as material to perfect learning programs, improve learning
weaknesses, and tutoring activities for students who need them.
f. Assessment
of learning outcomes must be objective and fair so that they can describe the
actual abilities of students.
Indonesian Education Ministry, 2008
