P2 Konsep Dasar Penilaian

Main ideas, concepts, and lessons

• Assessment (penilaian) is the process of collecting and processing information to measure students’ learning outcomes.
  • It is not separate from learning, but an integral part of teaching and learning.
• Assessment is conducted for several purposes and can be described in multiple categories (including terms in educational practice):
  • Assessment of learning (often equated with summative assessment / summative)
    • Typically used at the end of learning to determine students’ achievement.
  • Assessment for learning
    • Used during the learning process to support learning and provide feedback (formative in nature).
  • Assessment as learning
    • Emphasizes students’ active role (e.g., self-assessment using rubrics, holistically/analytically, compared to standards).

Key distinctions (role and timing)

• Assessment of learning (summative)
  • More teacher/education-centered in terms of responsibility and decision-making.
  • Example decision: results used to determine whether students pass/fail or receive grades.
• Assessment for learning (formative)
  • Students are more engaged, but feedback and improvement focus is central.
  • Often includes teacher-guided monitoring during learning.
• Assessment as learning (formative, student-dominant)
  • Students take a more dominant role as decision makers, e.g., by self-assessing against rubrics/standards.
  • Goal is to help students recognize their strengths/weaknesses and improve.

“Low-risk” vs “high-risk” testing concepts (example)

• Low-risk tests (hextech testing in subtitle wording)
  • Results have limited consequence; they mainly provide information/feedback.
• High-risk tests (high texting in subtitle wording)
  • Results determine major outcomes such as pass/fail, retaking, or official selection decisions (example given: national/school exams).

Core terminology: assessment vs evaluation vs testing vs measurement vs instruments

• Assessment: a process of collecting data about students’ development in teaching and learning to answer how well performance is.
• Evaluation: uses data from assessment to determine/judge outcomes, such as whether learning is effective and to provide feedback for improvement.
• Test: a procedure (commonly using an instrument) to obtain information about performance.
• Instrument (also mentioned as “measurement tool”)
  • A tool/systematic procedure used to measure a person’s behavior/performance.
• Measurement
  • The process of producing a numerical description of the extent to which an individual has certain characteristics.
  • Used to answer “how much” improvement/achievement.

Detailed example workflow (as described in the subtitles)

• Teacher creates a test for physics material:
  • Example: 30 multiple-choice questions (5 options) on physics material.
• Students take the test:
  • Example: 40 students answer the 30 questions.
• Teacher obtains answer patterns and compares them:
  • Teacher checks responses by comparing them with the answer key/standard.
• This comparison is described as the measurement process (turning performance into results).
• Results lead to decisions:
  • Students are classified based on whether they meet KKM (minimum mastery criteria).
  • Example outcome in subtitle:
    • Some students are categorized as passing (e.g., achieving enough correct answers to meet/exceed KKM).
    • Others must receive remedial teaching because they did not reach KKM.

Objectives/purposes of assessment (explicit list)

1. Know the level of competency achievement
   • During and/or after the learning process.
2. Monitor progress and diagnose learning difficulties
   • So enrichment or remedial can be done.
3. Provide alternative assessment choices for teachers
   • Different assessment approaches/tools can be selected.
4. Provide feedback
   • Feedback to students (knowing strengths/weaknesses).
   • Feedback to teachers to improve teaching practices.
5. Give information to parents and schools
   • About learning effectiveness in the school/teacher context.

Functions/benefits of assessment (expanded concepts)

• Functions
  • Diagnostic tool: identify learning issues early.
  • Measure achievement success: judge mastery of competencies.
  • Selection/placement data: used for determining student placement (e.g., placement in programs/groups).
• Benefits
  • For students: know learning success and competency mastery.
  • For teachers: guidance on student progress and suitability/accuracy of teaching methods.
  • For schools: understand learning conditions and use results for planning and standardizing learning processes.

Principles of assessment (as stated)

• Based on Permendikbud No. 23 of 2016, assessment must be:
  1. Valid (appropriate/meaningful)
  2. Objective (not favoring any student)
  3. Clear/accountable
     • Values and results should explain “because of what,” i.e., traceable reasoning.
  4. Based on criteria
  5. Systematic
  6. Accountable
  7. Comprehensive and continuous
  8. Integrated
  9. Fair

Scope and techniques of assessment (detailed bullet list)

Scope (three domains)

• Cognitive domain
• Psychomotor domain
• Affective domain

Possible assessment contexts

• Repetition/review activities
• Observation
• Assignments/homework

Techniques (examples given)

• Test-based techniques
  • Written tests (for cognitive)
  • Oral tests (for cognitive)
  • Assignments (for cognitive)
  • Practical performance tests (for skills/psychomotor)
  • Project products (for psychomotor)
  • Portfolios (for psychomotor)
• Non-test techniques
  • Observation techniques (for affective/attitudes)

Closing principle (final idea)

• Assessment is a means to achieve educational goals, not the goal itself.

Speakers / sources featured

• Permendikbud (Indonesian regulation): Permendikbud No. 23 of 2016 (cited as the basis for principles and framing of assessment).
• No individual speaker name or identifiable person was clearly stated in the subtitles.