SAMPLE OF ASSESSMENT GUIDE - biology.umm.ac.idbiology.umm.ac.id/files/file/Sample of marking guides no copy.pdf · Forms of Assessment: UTS, UAS, Presentation, Attitude / Performance,

SAMPLE OF ASSESSMENT GUIDE

Course: CURRICULUM DEVELOPMENT

Coordinator: Dra. Lise Chamisijatin, M. Pd.

BIOLOGY EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG 2016

BIOLOGY EDUCATION DEPARTMENT

Evaluation (Assessment)

Assessed Aspects: Cognitive, Affective and Psychomotor

Assessment Principle: Educative, authentic, objective, accountable, transparent

Assessment techniques: Observation, participation, performance, written test / oral

Forms of Assessment: UTS, UAS, Present, Attitude / Performance, Tasks

Assessment Mechanism and Procedure:

1) Compile, submit, agree on the stages, techniques, instruments, criteria, indicators, and assessment weights between the assessors and those

assessed in accordance with the lesson plan (listed in the Lecture Contract at the beginning of the lecture)

2) Carry out the assessment process in accordance with the stages, techniques, instruments, criteria, indicators, and weight of the assessment

3) provide feedback and opportunity to question the results of the assessment to the students;

4) Documents the process assessments and student learning outcomes in an accountable and transparent manner. (TKKA)

5) Assessment procedures include the planning, assignment or questioning, performance observation, and final grades.

Scoring Weight

No Scoring Material/ Description of the Task Weight Agenda

1 Middle I, II, III, IV 30% On schedule

2 Task 1 I: Analysis of curriculum concept model and flow of education (Individual) 5% Submitted 4th meeting

3 Task 2 V: Curriculum Analysis 2004, 2006, 2013 (Group) 10% Submitted on 12th meeting

4 Task 3 V: Comparison of Curriculum (Individual) 20% Submitted on 13th Meeting

6 Task 4 VII: Making a Research Problem Formulation 5% Submitted on UAS time

7 Final VI: Identify the legal basis for school curriculum development 10% On schedule

8 Attendance Independent and responsible 10% Every lecture

9 Attitude Independent and responsible 10% Every lecture

ASSESSMENT OF STUDENT LEARNING RESULTS

CURRICULUM DEVELOPMENT COURSE

Class : BIOLOGY Class VI-B

Lecturer: Dra. Lise Chamsijatin, M.Pd

NO ID NAME

TASK MIDDLE FINAL ATTENDANCE ATTITUDE

1 2 3 4

5% 10% 10% 10% 30% 20% 5% 10%

Scoring Report :

Score Category Symbol

Number Letter

80 – 100 Excellent 4 (four) A

75-79,9 Very good 3,5 (three point five) B+

70-74,9 Good 3 (three) B

60-69,9 Fair (high) 2,5 (two point five) C+

55 – 59,9 Fair (low) 2 (two) C

40– 54,9 Less 1(one) D

0 – 39,9 Not Passing 0 (zero) E

DESIGN OF STUDENT TASKS

Assessment of Tasks

Task 1

Indicators: 1. 6 Identify the relationship between the education stream and the

curriculum concept model

Command:

Individually make the relationship between the curriculum concept model and the flow

of education. Assignments are gathered next week's meetings.

Assignment Task Rubric 1

No Scoring Component Score

1 The characteristics of the curriculum concept model (4 concept models) 20

2 Characteristics of the flow of education (4 schools of education) 20

3 The relationship between the education stream and the curriculum concept model

(4)

60

TOTAL 100

Task 2

Indicator: 5.3 Analyze the school curriculum used during the Reformation Period

Command:

Make one class into 3 groups. Each group analyzes one from the curriculum of 2004, 2006

and the 2013 curriculum.

The analyzed are:

1. Look for curriculum documents, and assign:

a. Main idea

b. Legal basis

c. Components of the Curriculum

1) Purpose

2) Content

3) Strategy

4) Evaluation

5) Organization

d. Findings from existing and undocumented curriculum documents in the above points

can be incorporated into specific findings.

2. Analyze: From the findings of the curriculum documents, analize:

a. The basic concept of the curriculum

b. Principles of curriculum

c. Advantages

d. Deficiency

Assignment Rubric 2

Task 3

Indicator: 5.3 Analyze the school curriculum used during the Reformation Period

Command:

Individually, make a comparison of curricula 2004, 2006, and 2013.

Assignment Rubric 3

Task 4

Indicators: 6.2 Develop learning tools based on applicable legal basis

Orders: Make 1 RPP based on the 2013 curriculum

Assignment Rubric Task 4

Task 5

Indicator: 6.3 Focus on curriculum issues in research

Formulate a research problem from the identification of the 2013 curriculum issue

Assignment Rubric 5

SAMPLE OF ASSESSMENT GUIDE

Course: Histology

Coordinator: Dra. Sri Wahyuni, M. Kes.

BIOLOGY EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG 2017

BIOLOGY EDUCATION DEPARTMENT

Evaluation : (Evaluation on Process and Result)

Aspects assessed: cognitive, Affective and Psychomotor

Assessment techniques: observation, participation, performance, written test / oral

Forms of Assessment: UTS, UAS, Presentation, Attitude / Performance, Tasks, Practicum,

Assessment Mechanism and Procedure: 1) Compile, submit, agree on the stages, techniques, instruments, criteria, indicators, and assessment weights between the assessors and those

assessed in accordance with the lesson plan (listed in the Lecture Contract at the beginning of the lecture) 2) Carry out the assessment process in accordance with the stages, techniques, instruments, criteria, indicators, and weight of the assessment

3) Provide feedback and opportunity to question the results of the assessment to the students; 4) Document process assessments and student learning outcomes in an accountable and transparent manner. (TKKA) 5) Assessment procedures include the planning, assignment or questioning, performance observation, and final grades.

1. Theoritical Class

No Scoring Form Material/Assignment Value Time 1 Middle Test I, II, III, IV, V (material before Middle test) 15% As per middle test schedule

2 Task 1 I: Summarize the Material & search the tool literature and how to learn

histology

5% Collected 3rd meeting

3 Task 2 II: Search for Literature and summarize cell structure material & Preparation

Method

5% Collected 5th meeting

4 Task 3 III: Seeking the Literature and summarizing the epithelial tissue and glandular

material

5% Collected 6th Meeting

5 Task 4 IV, V, VI: Search for Literature and summarize Connective tissue material 7.5% Collected 10th Meeting

6 Task 5 VII, VII: Seeking Literature and summarizing material Muscle and nerve tissue 7.5% Collected 13th Meeting

7 Task 6 IX: Create a Network model 10% Collected 15th Meeting

8 Task 7 X: Reviewing Histology-based Research Articles 5% Gathered UAS time

7 Final Test Material VI to X 20% As per final test schedule

8 Attendance 10 % Every lecture

9 Attitude /

performance

Discipline and responsibility 10% Every lecture

TOTAL 100%

Summary of proportion and weight of the scoring are designed as follows:

NO ID NAME Attendance and Attitude Assignment Middle Final Theory 2x 1x Final Score

Lecture Middle Final 10% 10% 45% 15% 20% 100% Theory Practicum Number Letter

No. Aspects to Score Percentage (%)

1. Attendance & Performace 20

2. Task Assigning 1 to 7 45

3. Middle Test 15

4. Final Test 20

Total 100

2. Practicum No Scoring Form Material / Task Description Weight Time

1 written test Pretest material I, II, III, IV, V, VI, VII (7x2%) + VIII (3%) 17% As per practice schedule

2 Observation I to VIII (Network identification skills) 16 % As per Practicum schedule

3 Report writing

Task

I to VII (14%) plus VIII (3%): Preparation of the Practicum report 17 % Collected no later than one day

before the next practicum

4 Final Test Matter I to VIII 30% As per Final test schedule

5 Attendence 10 % Every lecture

6 Attitude /

performance

Discipline and responsibility 10% Every lecture

TOTAL 100%

Score Reporting:

Final Assessment formula = (2x theory score) x (1x Practicum score): 3 Valcoreue reporting is expressed in conversions as follows

Score Category Symbol

Number Score

80 – 100 Excellent 4 (Four) A

75-79,9 Very good 3,5 (Three point five) B+

70-74,9 Good 3 (Three) B

60-69,9 More than Enough 2,5 (Two point five) C+

55 – 59,9 Enough 2 (Two) C

40– 54,9 Less than enough 1(One) D

0 – 39,9 Failed 0 (Zero) E

Course Coordinator

Dra. Sri Wahyuni, M.Kes

STUDENTS’ TASK DESIGN

UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION BIOLOGY EDUCATION DEPARTMENT

COURSE Histology

CODE 033309 CREDIT 3 SEMESTER 4

LECTURER Sri Wahyuni, M.Kes, Etc.

Form

Create a Network model

TITLE

Task 6: Making (microscopic Drawing or photographing) one of the network models (epithel

binding, muscle, nerve) of the preparations that have been observed under a microscope,

SUB APPLICATION OF COURSE LEARNING (M2)

Students are able to model network according to academic norm and ethics (S8,, KU1, KK3, P1, P8)

DESCRIPTION OF TASK

This assignment is a task given to students to create (microscopic drawing or photographing) one of

the network models (epithel binding, muscle, nerve) of the preparations that have been observed

under a microscope, to produce a photo / image network product to be exhibi ted as a medium or

source studied in the "Animal Network Preparation Show"

TASK MAKING METHOD: Project Based Learning

1. Examine various animal tissues 2. Search for literature in the form of books, atlas or related journals 3. Selecting and defining objects

4. Take pictures, draw the color of selected microscopic tissue 5. Describe each part of the specified object

6. Making the completeness of narration, and accessories and laminating 7. Degree of Product / exhibition 8. Explain to guests, related products at the time of photo exhibition / drawing preparations

Outcome

1. Product Photo image preparation 2. Narration or detailed explanation of each part Preparat (hardcopy and softcopy)

CRITERIA INDICATOR AND SCORING WEIGHT

Histology Preparation Products (weight 60%). Innovative, attractive, neat, accurate illustrations of images and photos, completeness,

punctuality Presentation / Narration (weight 40%) Communicative language, material mastery, audience control, the complete answer to the

questioner

Choosing Elements The best product: 60% Lecturer, Friends / Guest 40%

SCHEDULE PLAN

Material Review : September-November 2017 Product Title : December 5, 2017

Announcement of the assessment results: 15 January 2017

OTHERS

-3 best products selected and rewarded;

- The task will be presented and exhibited at the histology exhibition show and awarded a

certificate for the winner.

REFERENCES

Main

1. Wahyuni,S, 2016, Petunjuk Praktikum Histologi, Laboratorium Biologi UMM 2. Wahyuni, S, 2013, Buku Ajar Histologi, Jurusan Pendidikan Biologi Universitas

Muhammadiyah Malang.

3. Halim, J, 1996, Atlas Praktikum Histologi, EGC Penerbit Buku Kedokteran

Support

4. ________, Histologi Laboratory Syllabus, The Histologiy staff of Anatomy

University of California School of Medicine San Franscisco, California Book Co. LTD. Berkerly California.

5. Bloom and Fouchett, 1965, A text book Of Histology. London, WB Saunders Company

Phyladelphia. 2. Handari Suntoro, 1993, Histologi dan Histokimia, Bagian Anatomi dan Mikrotehnik Hewan, Fakultas Biologi Universitas Gadjah Mada Yogyakarta

6. Champbell, R.M, 2002. Biologi.Erlangga. Jakarta 7. Finn Geneser, 1992, Buku Text Histologi I dan II , Alih Bahasa Yan Tambayong Bina

Rupa Aksara

8. Finn Geneser, 1992, Atlas Berwarna Histologi, Alih Bahasa Yan Tambayong Bina Rupa Aksara

9. Humason, 1979, Manual of Histologic and Special Staining Technic. Second Edition,

The Blanskinston Devisions. MC. Graw Hill Book Company Inc. New York Toronto, London.

10. Ira R, Telfort, tt Laboratory Outline for Mikroskopic Anatomy. The George Washington.

11. Junquiera L, 1980, Histologi Dasar, Edisi 3 EGC Penerbit buku Kedokteran

12. Mariano, De Flore, 1996. Atlas of Human Histologi, 5 th Edition, Lea and Febiger Phyladelphya

13. Subowo, 1993, Histologi Umum, PAU- Ilmu Hayati ITB Bandung, Bumi Aksara 14. Sudiana, tt, Tehnik praktis untuk Jaringan dan sel, CV Dharma Shandi, Jembrana

Negara, Bali

15. Bevelander, 2000, Histologi Umum, EGC Penerbit buku Kedokteran 16. Wildan Yatim, 1996, Histologi, PT Tarsito Bandung 17. Leeson and Leeson, 2006, Histology, Lea and Febiger Phyladelphya L.Paparo, 2003,

Histology EGC Penerbit buku Kedokteran 18. Gartner, 2007, Histology, The Blanskinston Devisions. MC. Graw Hill Book Company

Inc. New York Toronto, London. 19. 10 years recent Histology articles. 20. Relevant books on Histology.

SCORING RUBRIC

1) COGNITIVE SCORING

a. Written test questions Essay Middle & Final Examination

Criteria: accuracy in answering the questions

No Description % Score

1

All components are reviewed

Each component is reviewed with accurate data

Each component is accompanied by a very detailed explanation

100

2



Each component is accompanied by a detailed explanation

90

3 All components are reviewed


Each component is accompanied by enough detailed explanation

80

4



Not every component is accompanied with a detailed

explanation

70

5


Not Each component is reviewed with accurate data

Not Each component is accompanied with a detailed explanation

60

6 Not All components are reviewed


Not Each component is accompanied with a detailed explanation

50

7 Do not do a problem

No answer questions

0

Example : Test result from middle test

Problem middle test Number 1

score maximum 10, if the

student's answer is at level 4 (80)

then the score obtained by

students for question number 1 is

80/10 x 100 = 80

a. Assignment Test 1 to 7

Criteria: accuracy, completeness, neatness of work

No. Description Score

1


Each component is assessed with accurate data, from

several literature sources

Each component is accompanied by a very detailed

explanation with neat writing / typing

100

2 All components are reviewed

Each component is assessed with accurate data from

multiple sources

Each component is accompanied by a detailed explanation

with neat writing / typing

90

3


Each component is assessed with accurate data from

multiple sources

Each component is accompanied by a fairly detailed

explanation and neat writing / typing

80

4


Each component is assessed with accurate data from a

single library source

Neat writing / typing but detailed detailed explanations

and

70

5



The explanation is incomplete and the writing is not tidy

60

6

Not all components are reviewed

Incomplete / accurate sources

The explanation is incomplete and the writing is not tidy

50

7 Not doing the task 0

Number of question

Maximum Score

Percentage Score

Acquired Score

1 10 100% 10

2 10 90% 9

3 15 70 % 10.5

4 15 70 % 10.5

5 25 80% 20

6 25 80% 20

100 80

2) ATTITUDE SCORING

Scoring of attitude done by observation during lecture in one semester covering::

a. Attitude on Learning Discipline

No Deskripsi Score

4 Always show good discipline to learn (on time)

90

3 Often shows a good discipline of learning 80

2 Sometimes it shows good discipline to learn 70

1 Lacking a good discipline to learn 60

b. Attitude on Learning Responsibility

No Description Score

4 Always show a good attitude to study 90

3 Often shows a good attitude of learning responsibility 80

2 Sometimes it shows a good learning responsibility attitude 70

1 Lack of good learning attitude attitudes 60

3) PSYCHOMOTOR SCORING

a. Scoring on Discussion and Presentation Skill

No Deskription Score

4

• Can explain well

• Can respond well to problems

• Can share roles / tasks well

• Appreciate friends' opinions

• Can make conclusion

90

3 • One of the above five elements is not visible

80

2 • Two elements of the above five elements are not visible 70

1 • Three of the above five elements are not visible 60

b. Product Scoring (Task 6)

Making a product

No. Deskription Score

4 Collect products

Timely collection of products

90

Component of the product is complete and complete

Systematic products are correct

There are product-making innovations

3

Collect products



Systematic products are correct

There are no product-making innovations

80

2

Collect products



Systematic products are less precise


70

1

Collect products

The timing of product collection is not timely

Product components are present and incomplete

Systematic products are less precise


60

1. RUBRIC FOR PRACTICUM EVALUATION

a. Accuracy in answering the Pretest


1 Answering the true question (as per the key answer) 1

2 Answering is incomplete 0.5

3 Answering the problem is wrong 0

Score total = Number of Scores per item about / maximum score x 100

b. The skill of observing tissue under a microscope


1 Observe the observation object

Make observations according to purpose

Make appropriate observations of Procedures

Observe the appropriate part of the object

Make a full observation report

90





Make the report of observations incomplete

80



70


Undertake an incomplete section of the object



Make less objective observations

Make less appropriate observations Procedure



60

c. Assessment of the Practicum Report (Task)

No Deskription Score

1

Collect reports

Timely collection of reports

Component reports are complete and complete

Systematic reporting is correct

Complete Discussion

90

2

Collect reports



Systematic reporting is correct

Less Complete

80

3

Collect reports



The report system is incomplete

Less Complete

70

4

Collect reports


The report component is incomplete

The report system is incomplete

Less Complete

60

For every one day delay, the score is reduced by 10

d. Attitude on learning discipline


1

Always show a good discipline of learning (timely) 90

2 Often shows a good discipline of learning 80

3 Sometimes it shows good discipline to learn 70

4

Lacking a good discipline to learn 60

e. Attitude on learning responsibility


1 • Always show a good learning attitude 90

2 • Often shows a good attitude of learning responsibility 80

3 • Sometimes it shows good learning responsibility 70

4 • Lack of good learning attitudes 60