ASESMEN PAI

DI PERGURUAN TINGGI UMUM

Furqon
(Universitas Pendidikan Indonesia)

Disampaikan Pada Bimtek Dosen MKU PAI yang

Diselenggarakan oleh Kemenristekdikti
di Bandung 24 September 2016.

PARADIGM SHIFT
from
INPUT - ORIENTED EDUCATION
toward
OUTCOME (COMPETENCY) - BASED
EDUCATION

WHAT IS COMPETENCY ?

A Competency is a measurable set of

knowledge, skills, and attitude that a person
needs to perform a task effectively.
As competency is task-based, the person
may need to transfer the competencies to a
new situations and environment.

Competency :

+S +

A+

CONCEPTUAL LEARNING MODEL FOR

COMPETENCY-BASED CURRICULUM

Tujuan Pendidikan Nasional

(Pasal 3 UU No 20 Sisdiknas Tahun 2003)

Berkembangnya potensi peserta didik agar menjadi
manusia yang beriman dan bertakwa kepada Tuhan
Yang Maha Esa, berakhlak mulia, sehat, berilmu,
cakap, kreatif, mandiri, dan menjadi warga negara
yang demokratis serta bertanggung jawab.

Sika
p

Spiritua beriman dan bertakwa kepada Tuhan Yang Maha

l
Esa
Sosial

berakhlak mulia, sehat, mandiri, demokratis,

bertanggung jawab

Pengetahuan

berilmu

Keterampilan

cakap dan kreatif

5

KARAKTER MANUSIA INDONESIA

Kemampuan
berfikir orde
tinggi, kreativitas,
dan daya inovasi

-Nilai transendental
-Kasih sayang
-Menghormati
sesama
-Jujur dan
berintegritas
-Toleran
Sumber dll
(diadaptasi dari): Moh Nuh, 2013

-Pancasila
-UUD 1945
-Bhineka Tunggal
Ika
-NKRI

Measure

Generalise

Intervene

1
1.
Measurement
of each
specific
capability and
domain / unit
of learning.
The student
is assessed
both
diagnostically
and
formatively

Policy

Resource

2.

3.

Generalise by
interpreting
performance
as progress
on
developmental
scale for the
assessment.
The levels
form a
developmental
learning map

Levels on the
generalised
developmental
scale used to
plan a focused
targeted
teaching /
learning plan
based on the
zone of
proximal
developmental

4.
Focused
teaching is
linked to the
nature and
range of
resources
needed to
implement the
teaching
strategy.

5.
Resource
needs,
assessment
reporting
and focused
teaching
information
allows the
system to
formulate
policy

Fig. 2.1 Integrated assessment system

Innovati
ve
assessm
ent

l
a
on

Paperbased
Assessme
nt

Technology delivers
innovative assessments,
designed to affect curriculum
and learning

i
at
rm egy
o
sf rat
n
a St
tr

Technologyrich
Assessment

Migratory Strategy
Characteristics of assessments:
Technology delivers
traditional paper based
Business process improvments, such
low levels of innovation
as lower provider cost, when
ready testing

Traditional
Assessme
nts

Apa itu Asesmen?

Assessment

is the ongoing process

of gathering, analysing and
reflecting on evidence to make
informed and consistent judgements
to improve future student learning

COMPETENCY AND AUTHENTIC CLASSROOM

BASED ASSESSMENT
A Collection of evidence to demonstrate that a learner
can perform or behave according to specific standards.
A form of assessment that is derived from the
specification of a set of outcomes articulated in the
competency standards.
The assessment outcome that will allow the teacher to
make judgment with respect to the achievement or non
achievement of the outcomes ( competent or not
competent).
The assessment should be authentic: the context should
be as realistic as possible

PARADIGM SHIFT OF ASSESSMENT

AND EXAMINATION

Three main purposes for assessment

Assessment for learning occurs when teachers use
inferences about student progress to inform their
teaching. (formative)
Assessment as learning occurs when students
reflect on and monitor their progress to inform their
future learning goals. (formative)
Assessment of learning occurs when teachers use
evidence of student learning to make judgements on
student achievement against goals and standards.
(summative)

Tujuan Asesmen Dalam

Perkuliahan

Lebih

merupakan Assessment for

learning dan Assessment as learning
daripada Assessment of learning
Lebih merupakan Formative
Assessment daripada Summative
assessment
Lebih bersifat Criterion Referenced
Assessment, daripada Norm
Referenced Assessment

Stiggins (1994)

Assessment and teaching

can be one and the same

Assessment for learning (1):

establishes a classroom culture that encourages
interaction and the use of assessment tools

occurs throughout a learning sequence and is planned

when teachers design teaching and learning activities

involves teachers sharing learning intentions and

explicit assessment criteria with students

involves teachers and students setting and monitoring

student progress against learning goals

requires teachers to ascertain students' prior

knowledge, perceptions and misconceptions

Assessment for learning (2):

involves teachers focusing on how students learn
and how to scaffold their learning

involves teachers adapting teaching practice to

meet student needs

provides sensitive and constructive feedback to

students on their performance

involves teachers making formative use of

summative assessment

Assessment as learning (1):

involves students monitoring their learning and

using feedback from this monitoring to make

adjustments and changes to their skills and
understandings
establishes students role and responsibility in

relation to their learning and assessment

empowers students to consider strategies for

learning and taking action

involves students in self-assessment and peer-

assessment

Assessment as learning (2):

promotes students self-esteem and self-

confidence through an understanding of how they

learn to learn
develops students capacity to reflect on the

learning and to contribute to their future learning

goals
enhances students life-long learning skills
emphasises the process of learning as it is

experienced by the student

Assessment of learning:
enables

students to demonstrate what they know and can

do
describes

the extent to which a student has achieved the

learning goals, including the Standards
uses

teacher judgements about student achievement at a

point in time
is

supported by examples or evidence of student learning

ensures

consistent teacher judgements through

moderation processes
is

used to plan future learning goals.

CONDITIONS UNDER WHICH ASSESSMENT

SUPPORTS LEARNING (Gibbs, 2006)
1.
2.
3.
4.
5.
6.

Assessed tasks capture sufficient study time

and effort
These tasks distribute student effort evenly
across topics and weeks
These tasks engage students in productive
learning activity
Assessment communicates clear and high
expectations to students
Sufficient feedback is provided , both often
enough and in enough detail
The feedback is provided quickly enough to be
useful to students

CONDITIONS UNDER WHICH ASSESSMENT

SUPPORTS LEARNING (Gibbs, 2006-Cont)

Feedback focuses on learning

rather on marks or students
themselves
8. Feedback is linked to the purposes
of the assignment and to criteria
9. Feedback is understandable to
students, given their sophistication
10. Feedback is received by students
and attend to
11. Feedback is acted upon by students
to improve their work or their
learning
7.

PENILAIAN YANG MEMBENTUK

KARAKTER
- Jernih fikiran niat yang tulus
- Fairness/adil
- Challenging tasks/standards
- Feedback (timely and
appropriate)
- Objektif (nilai sesuai dengan
kemampuan)
- Effective communication

CLASSROOM ASSESSMENT
Instruction is most effective
when:
Directed

toward a
clearly defined set of
intended learning
outcomes.

The

methods and
materials of instruction
are congruent with the
outcomes to be
assessed.
The instruction is
designed to fit the
characteristics and
needs of students

Assessment is most effective when:

Designed

to assess a clearly
defined set of intended
learning outcomes.
The nature and function of
assessments are congruent
with outcomes to be
assessed.
The assessments are
designed to fit relevant
students characteristics &
fair to everyone

CLASSROOM ASSESSMENT (Lanjutan)

Assessment is most effective
Instruction is most effective
when:
when:
Assessments provide
Instructional decisions are
information that is
based on meaningful,
meaningful, dependable,
dependable, & relevant
and relevant.
information.
Provision is made for
Students are periodically
giving early feedback of
informed concerning their
assessment results.
learning progress.
Remediation is provided for Specific learning
weaknesses are revealed
students not achieving
by the assessment results.
learning outcomes.
Instructional effectiveness is Assessment results provide
information useful for
periodically reviewed and
evaluating the
intended learning outcomes
appropriateness of the
and instructions modified as
objectives, methods, and
needed
the materials of instruction.

1.Jangan membenarkan sesuatu karena

sudah biasa tapi harus membiasakan
sesuatu yang benar (Menkominfo, 20 Mei
2016)
2.Insanity: doing the same thing over and
over again and expecting different results
(Albert Einstein).
3.sesungguhnya Allah tidak akan
mengubah suatu masyarakat (atau
seseorang) hingga mereka (ia) mengubah
dirinya sendiri (QS 13: 11)

TERIMA KASIH