Finding out whether student already learn or not is not as easy and simple as we think. We, as a teacher should find out the right method and strategy to evaluate our student and learning process in a classroom. This evaluation generally called “assessment”. Assessment could be define as a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. Therefore, assessment provides important feedback to both instructors and students.
As we might know, assessment is divided into two categories, namely, traditional assessment and alternative assessment. The former is typically paper and pencil test in which students select from choices, calculate number and construct short respond, and the latter is typically require creating answer/product that demonstrate knowledge and skill in which include writing or conduct experiment, carrying out a project, solving a real world problem and etc.
In doing the assessment, we usually refer to a traditional assessment. Probably, this kind of test is the fastest way to grade the student but in order to obtain the development of student learning, we cannot use it. The main reason we should not use only paper and pencil test is because this kind of assessment only observed how many do the student learn rather than how well student in learning. Moreover, the traditional one only emphasizes in what student know not like in the alternative assessment which emphasizes in what student know and can do.
Another reason why there is a switch to alternative assessment is somehow the traditional assessment are often far removed from real world context. The traditional does not allow the evaluation of student knowledge/skill in context that approximate the real world or life as closely as possible. Hence, since the alternative assessment able to evaluate how student construct knowledge and understanding; set and reach a goal; and think critically and creatively, it become more reasonable to use this assessment than to use paper and pencil test.
One example of the alternative assessment is a performance base assessment. A performance assessment is a form of assessment in which students demonstrate their knowledge and skill by carrying out an activity or producing a product (Airasian, 2000). Clearly, there are some features of the performance assessment which are absent in the traditional assessment,
1. Direct methods of evaluation
Performance-based assessment use a “direct” methods of evaluation, such as evaluating writing sample to assess writing skill; oral presentation to assess speaking skill; experiment to assess scientific skill and etc is more direct than asking the student a series of questions about something on a paper and pencil test (indirect) which will create a bias outcome.
2. Students’ higher level thinking and problem solving skill evaluation
Since in the traditional assessment use a test, teacher cannot observed the student thinking. It only evaluate at the final outcome, not the ongoing process. With this contemporary assessment, it allows the teacher to evaluate the level of student thinking and solve the problem by observing the process on how the students doing.
3. Teamwork evaluation (the effective of a group work)
Traditional assessment only asses in how the student performs individually. However, in learning process we try to implement about the social constructivism which need a collaboration in a group. By giving them a project in group rather than individual, the learning process might be different. The evaluation of the student can include both the individuals’ contribution and groups’ product. Group project are often complex and allow for the assessment of cooperative skill, communication skill and leadership skill.
4. Sustainable evaluation
As we know, in traditional assessment, evaluation only occurs in a single time frame, for example by giving them a multiple choice test and the student are given a certain time to finish it. On the contrary, performance assessment may take an extended period of time, days, weeks, or even months. For example, a student might be evaluated once a month on the progress of creating/making a science project, then receive a final evaluation when the project is completed. This will create the sustainable evaluation which allows the teacher to observes the student progress.
5. Self-evaluation opportunities
Students need to learn to evaluate themselves independently so that they can continue to grow professionally. This may be done through open-ended questions, journal entries, checklists, or rubrics. Self-assessment can be particularly beneficial with the same instruments that instructors will use during field experiences. Instructors should not penalize students when their appraisal of their own performance is different from the instructor's; however, they should investigate why there are discrepancies.
Based on the performance-based guidelines covers four general principles to design an effective performance assessment, Rubrics is one of the performance assessments that I want to use in my science classroom. The criteria that is suitable for chemistry experiment:
a. Experimental design, ability of designing the experimental independently.
b. Scientific skill, demonstrates the skill of using the correct tools and cautious use of equipment.
c. Scientific result, ability of analyzing and summarizing the experiment.
d. Data collection, ability of accuracy that reflects in the experiment result.
e. Communication skill, ability to communicate the result to the peer.
Reference
Santrock, John. W., Educational Psychology, Second Edition, McGraw-Hill co, 2006, p.518
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