Direktorat Jenderal

Pendidikan Tinggi
Kementerian Pendidikan,
Kebudayaan, Riset dan Teknologi

Drg. Dani R Firman, M.Si., M.Sc

ASESMEN & EVALUASI disampaikan pada

Workshop Pengembangan Modul Pembelajaran
dan Modul Nusantara
PEMBELAJARAN DARING Mason Pine Hotel Bandung | 1 - 3 juni 2021
 pretest-asesmen-evaluasi

http://bit.ly/pretest-asesmen-evaluasi
 ASESMEN VS EVALUASI
PROSES DAN CAPAIAN PROGRAM
PEMBELAJARAN PEMBELAJARAN
PESERTA AJAR
 ASESMEN & EVALUASI
"ASESMEN DAN EVALUASI UNTUK PEMBELAJARAN DARING DAN LURING BERMULA DARI PRINSIP DASAR YANG SAMA,
NAMUN TERJADI PERBEDAAN DIKARENAKAN TANTANGAN TERKAIT DENGAN KESIAPAN DAN POLA PEMANFAATAN TEKNOLOGI NYA"
Among the many reasons for assessment Crooks (1988) listed the
following as relevant in higher education:

1. selection and placement;

2. motivation;
3. focusing learning – the ‘hidden curriculum’;
4. consolidating and structuring learning;
5. guiding and correcting learning;
6. determining readiness to proceed;
7. certifying or grading achievement; and
8. evaluating teaching.
Benon & Brack, 2010. Online Learning and Assessment in Higher Education
1st Edition: A Planning Guide
Asesmen dapat diperoleh dari:

MENTOR/
PRAKTISI

MANDIR
I
PENGAJAR
SISTEM
PEER
Asesmen tahap awal sebagai upaya diagnostik

Diagnostic assessment is often used at

the beginning of a teaching period for
this purpose and to help you find out
more about the characteristics of your
students so that you can provide the
support they need to achieve the
intended learning outcomes.

Benon & Brack, 2010. Online Learning and Assessment in Higher Education
1st Edition: A Planning Guide
Miller's Pyramid
 Selaraskan metode asesmen dengan aktivitas
pembelajaran dan juga tujuan pembelajaran
Whether or not learning activities are formally included as part of the summative assessment, they should always
underpin assessment in some way to allow students to practise and demonstrate the kind of learning specified by the
learning objectives. This alignment then also needs to be evident in the summative assessment task.
 This process will be most effective
when the following principles are taken
into consideration:
Validity, Reliability,
Educational impact, Practicability

Psychometric anaylsis ??
Benon & Brack, 2010. Online Learning and Assessment in Higher Education
1st Edition: A Planning Guide
PENGALAMAN
BELAJAR
BERMAKNA

MEMBERIKAN
UMPAN BALIK...
BERSIFAT KUALITATIF
BERGUNA BAGI PENGAJAR
TANPA SKOR/NILAI
HTTPS://WWW.CEESVANDERVLEUTEN.COM
Berikan umpan balik konstruktif & non-judgmental

Other potential assessors include

mentors (formal or informal) and
clinical or workplace supervisors or
experts. Feedback from such people
can increase authenticity of
assessment and the online
environment facilitates their input.

Benon & Brack, 2010. Online Learning and Assessment in Higher Education
1st Edition: A Planning Guide
QUALITY FEEDBACK is...
Ongoing throughout the learning experience.
Timely and frequent.
Inclusive of modeling or mentoring.
Valued by the recipient.
User-friendly.
Clear and specific.
Given with an eye on long-term priority goals, not just the short-term skills and tasks.
Often broken down into manageable bits of information, then built back up over
time.
Balanced: confirms what students did well in addition to stating areas for
improvement.

Orlando, 2011. How to Effectively Assess Online Learning

Permasalahan nyata sebagai substansi asesmen

Make sure that the assessment strategy

adequately demonstrate the student’s
ability to solve real life
problems/situations
Gunakan rubrik untuk standarisasi kriteria penilaian

Assessment rubrics can be very useful

for summative assessment as they help
describe what is expected and how each
element (objective) will be rated.
However, in some cases they can
‘normalise’ grades, and inhibit creativity.
Students may consider the rubric as a
list of boxes to be ticked rather than
treating the assessment task as an
opportunity for learning (Panko, 2006).

Benon & Brack, 2010. Online Learning and Assessment in Higher Education
1st Edition: A Planning Guide
https://dikti.kemdikbud.go.id/wp-content/uploads/2020/12/Booklet-Pembelajaran-Daring.pdf
Hubungkan formatif dan sumatif

It is desirable for learning if you design

summative assessment tasks which also
have a formative aspect so that you
provide students with feedback, as well
as a grade. In doing this, it is important
that you make the most of these
formative opportunities to guide learning
and offer support, while providing a
rationale for the grade.

HTTPS://WWW.CEESVANDERVLEUTEN.COM
Benon & Brack, 2010. Online Learning and Assessment in Higher Education
1st Edition: A Planning Guide
Assessment as learning ! Hence, the distinction is often made between
formative assessment for learning (e.g.,
Boud, 1995, 2007; Carless, 2007), assessment
of learning (summative assessment),
PEMBELAJARAN
BERMAKNA and assessment as learning, ‘when
students personally monitor what they
are learning and use the feedback from
SELF-REGULATED this monitoring to make adjustments,
LEARNER adaptations, and even major changes in what
they understand ... [which] is the ultimate goal
where students are their own best assessors’
(Earl, 2003, p. 25).
LONG-LIFE
LEARNER

OUTCOME-BASED
EDUCATION
Benon & Brack, 2010. Online Learning and Assessment in Higher Education
1st Edition: A Planning Guide
 OUTCOME-BASED EDUCATION

Nakkeeran, R., Babu, R., Manimaran, R. and Gnanasivam, P., 2018. Importance of Outcome based education (OBE) to advance educational quality and enhance global mobility.
International Journal of Pure and Applied Mathematics, 119(17), pp.1483-1492.
Asesmen karakter untuk capaian sikap!
 CAPAIAN
ASESMEN PEMBELAJARAN EVALUASI

SUMATIF & PEMBELAJARAN EVALUASI

FORMATIF BERMAKNA DIRI & PEER

MATRIKS
RAGAM SELF-REGULATED EVALUASI
ASESMEN LEARNER PROGRAM

ASSESSMENT LONG-LIFE EVALUASI

AS LEARNING LEARNER PESERTA
AJAR

ALTERNATIVE OUTCOME-BASED
ASSESSMENT EDUCATION
Lakukan evaluasi secara bertahap dan kontinyu

EVALUASI EVALUASI
DIRI & PEER PROGRAM
FORM
EVALUASI
Evaluasi proses (program) pembelajaran dapat dilakukan antara lain dengan cara
mengukur:
efektivitas proses pembelajaran;
kesesuaian proses dan objek pembelajaran dengan capaian pembelajaran;
tingkat kepuasan pengguna (mahasiswa dan dosen) terhadap kualitas akses ke berbagai
sumber belajar daring

Model Evaluasi
CIPP Stuflebeam
Formatif-sumatif
Scriven
Kirkpatrick
 Post test-asesmen-evaluasi

http://bit.ly/post-test-asesmen-evaluasi
Daftar Referensi
Ditjen Guru dan Tendik Kemdikbud, 2020. Panduan Pembelajaran Jarak Jauh
Booklet Pembelajaran Daring, Direktorat Pembelajaran dan Kemahasiswaan, DItjen DIkti, Kemdikbud, 2020.
Panduan Penjaminan Mutu Asesmen dan Pembelajaran Daring
Pedati: Pembelajaran Daring di Perguruan Tinggi
Anderson, L. W. & Bloom, B. S. (2001) A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives
Longman.
Benson, R. & Brack, C. (2010) Online learning and assessment in higher education: A planning guide. Elsevier.
Dikli, S. (2003) Assessment at a distance: Traditional vs. alternative assessments. Turkish Online Journal of Educational Technology-TOJET, 2(3), 13-19.
Hansson, H. (2008) E-learning quality. Aspects and criteria for evaluation of e-learning in higher education.
Kazaine, I. (2017) Evaluating the quality of e-learning material, ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific
and Practical Conference.
Orlando, J., 2011. How to effectively assess online learning. Magna Publications.
Urgo, K., Arguello, J. & Capra, R. (2019) Anderson and krathwohl's two-dimensional taxonomy applied to task creation and learning assessment,
Proceedings of the 2019 ACM SIGIR International Conference on Theory of Information Retrieval.

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