Perencanaan Pembelajaran - Merancang Asesmen Pembelajaran SMA

Summary

The video script focuses on designing and modifying assessment modules for high school (SMA) education, specifically in the subject of art. It introduces the concept of assessment as a tool to measure learning outcomes, using a summative assessment example in the field of e-sales. The script guides educators on creating rubrics to evaluate students' competencies in empathy, definition, and ideation processes during group discussions. It emphasizes the importance of detailed indicators, multiple rubrics if necessary, and the inclusion of group reflection in the assessment process. The goal is to accurately evaluate and adapt teaching methods to students' needs, enhancing their understanding and learning experience.

Takeaways

• 📚 The session focuses on designing and modifying teaching modules, specifically for high school level assessments.
• 🎨 The example given is a summative assessment in the art subject, aiming to measure learning outcomes at the end of a unit on 'Art and Design in Daily Life'.
• 🤝 Students are expected to present solutions to issues and conditions in their environment through art, reflecting a design thinking process.
• 📊 Assessments should measure student competencies, often involving multiple aspects, and a rubric is introduced as an appropriate measurement tool.
• 🔍 If there are multiple stages to assess, multiple rubrics can be created to evaluate each stage effectively.
• 📝 The rubric design starts with identifying indicators to measure from the assessment, such as empathy, definition, and ideation processes.
• 📈 The script suggests breaking down these indicators into levels of achievement, with 4-5 levels recommended for a comprehensive rubric.
• 📋 The levels of achievement can be named flexibly by the teacher or school, with examples like 'Excellent', 'Good', 'Fair', and 'Developing'.
• 👥 Since the task is group-based, the script advises including a group reflection aspect in the assessment criteria.
• 📊 The rubric can be quantified with numerical values if needed, allowing for a range of scores to be assigned to each level of achievement.
• 🔧 The process of designing assessments involves determining the learning objectives, clarifying achievement indicators, selecting relevant measurement tools, and preparing the rubric with detailed levels of achievement.

Q & A

What is the main topic of the video script?

The main topic of the video script is about designing and modifying assessment modules for high school (SMA) level, specifically using an example of a summative assessment in the subject of art and e-sales.

What is the purpose of assessment in the context of this script?

The purpose of assessment in this context is to measure the achievement of learning objectives, such as the ability of students to represent issues and conditions in their environment through a designed art solution at the end of a learning material.

What is the expected outcome for students after learning about art and design in everyday life?

The expected outcome is that students should be able to present artistic solutions that address specific needs derived from the design thinking process.

What is a rubric and why is it important in assessing student competencies?

A rubric is a tool used to measure and evaluate the quality of student work, providing clear criteria for assessing various aspects of a project or assignment. It is important because it helps in evaluating student competencies in a structured and consistent manner.

How many stages of the empathy process are mentioned in the script for assessing student work?

The script mentions four stages of the empathy process that need to be assessed in student work.

What are the different levels of achievement mentioned for the empathy process in the rubric?

The different levels of achievement for the empathy process mentioned are 'Mahir' (Skilled), 'Cakap' (Capable), 'Layak' (Sufficient), and 'Berkembang' (Developing).

How can the assessment criteria be broken down into indicators for the design thinking process?

The assessment criteria can be broken down into indicators such as the ability to perform empathy, definition, and ideation processes, and then further into specific stages within each process.

What is the role of group reflection in the assessment process?

Group reflection serves as an additional aspect to be evaluated in the assessment process, especially when the task is done in groups, to assess the students' ability to reflect on their collaborative work and learning.

How can the assessment criteria be organized for clarity and ease of use?

The assessment criteria can be organized into a table format, with clear indicators and levels of achievement, which can be downloaded and used as a reference during the learning process.

What are the steps involved in designing an assessment according to the script?

The steps involved in designing an assessment are: 1) Determine the learning objectives to be measured, 2) Elaborate on the indicators of competency achievement, 3) Determine the relevant measurement tool, 4) Prepare the measurement tool, and 5) If the tool is a rubric, detail the indicators into several levels of achievement.

How can the assessment be adjusted to fit the needs of individual teachers or schools?

The assessment can be adjusted by customizing the levels of achievement, the naming of the achievement levels, and the range of numerical values if a quantitative evaluation is required, according to the specific needs of the teacher or school.