Finally I could
open my eyes widely in the previous meeting of PETA class. I could follow the
class well, and I even took a note of everything that being explained. I
learned about assessment in the last meeting. Actually we, the section H
students have learned about it before with the guest lecturer, but there were
some part missed from the explanation. Even though I could follow the class
well and I got a lot of new things about assessment, but I think last meeting’s
session was not really interesting because there was no new activity, I just
did the usual presentation, listened to the others’ presentation, gave response
and discussed together. On the other hand, the materials that being discussed
are meaningful for me as a teacher candidate because assessment is one of the
teacher’s duty to measure whether our lesson has delivered well or not. From
the discussion, I could conclude once again that being a teacher is not that
easy, there are many things that I have to consider in assessing students’
understanding.
Ms. Ine used
Group Interaction model in delivering the materials, so she divided us into
five groups to explain different things that covered about assessment. There
were a lot of things that we discussed, and I have clearly understood about the
definition of assessment, the criteria of effective assessment, elements and
domain of assessment, model of assessment, assessment effect and how assessment
influencing students’ motivation.
·
Definition
A
tool to measure students’ understanding
A
means of collecting and interpreting students’ information
·
Effective assessment:
Valid
= the assessment have to be suitable with what we want to assess
Reliable
= the scores have to be the consistence/the same in every assessment
Objective
= reach the standard indicators
·
Elements
o
Purpose
= what to be assessed
o
Measurement
= technique
o
Evaluation
= how interpret the data
o
Use
Diagnosis = problems
Grading
Instructions
·
Domain:
o
Cognitive
(assess students’ knowledge) example: paper&pencil
o
Affective
(students’ attitudes) example: group discussion
o
Psychomotor
(project-based, creativity) example: bajaj race
·
Model of Assessment
1.
Conventional
o
No
connection between instructions
o
Doing
test as the end of the unit
2.
Standard-based
o
Teach
using variety strategies
o
Look
at the result → decide what to do next:
Adapt
instruction based on assessment of students
Give more
practice
Help
students to use feedback
o
Teacher
feedback
o
Move
to the next unit
·
Assessment Effect
Assessment
impacts on students’ learning motivations and goals which can be positive or
negative and it will influence students’ performance.
·
Motivation
o
Ego
involvement/intrinsic = influence students’ performance
o
Extrinsic
motivation = something from the outside that influence students’ motivation
o
Task
involvement = variety of assessments are needed so students will be more
motivated
My friends had
explained clearly about their parts, so there is nothing that I have not
understood. I might forget about the materials that being explained in the last
meeting, but I can read it again in my notes.
I did not meet
my expectation in the last meeting’s session because I really look forward to
learn about how to elaborate a lesson plan. I hope I will get it in the next
meeting.
Suwirawati:
BalasHapusHi, Yulia... Good Reflection. You have wrote many things that you have understood. I could learn from your reflection too, because there are some of them that I did not write in my note. Thank you :)