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ASSESSMENT

Cognitive Assessment
a. Assessment Techniques : Writing Test
b. The form of assessment : Essay (Worksheet)
Skills Assessment
a. Assessment Techniques : Oral test
b. The form of assessment : Observation Sheet (Attached)
COGNITIVE ASSESSMENT
STUDENT WORKSHEET
Name of School : SMAN 1 SURABAYA
Class : .

Basic Competence :

3.9 Analyzing the concept development of redox reaction and determining the
oxidation number of atom in molecule or ion

Indicator :
3.9.1 Analyzing the percentage of vitamin C by doing experiment of redox
reaction
3.9.2 Correlating the concept of redox reaction to solve the problem

Question number Total Score


Nu. Name of Student
1 2 3 4 9
1.
2.
3.
4.
5.
...

Assessment Criteria :
Maximum score = 100


Score = x 100

Very Good (A) : if the obtained score : 100 - 80


Good (B) : if the obtained score: 79 - 70
Enough (C) : if the obtained score: 69 - 60
Less (D) : ifScoring Guidelines
the obtained score: < 60
Competence : Cognitive

Assessment : Worksheet

School : SMAN 1 Surabaya

Subject : Chemistry

Chapter : Electrolyte and Non-Electrolyte

Class/Semester/ : X/2

No. Question and Answer Maximum


score

1. Based on the phenomena, write the problem formulation! 10

Answer :

How sulfuric acid or accuzuur can conduct electricity ?


2. Make the hypothesis according to the research problem ! 10

Answer :

Sulfuric acid or accuzuur can conduct electricity because sulfuric


acid (H2SO4) is a strong electrolyte which has ions H+ and SO42- can
move freely so that the two combined ion can conduct electricity.
The two ions can eventually be combined with positive and negative
electrodes so that they can produce an electric current through the
electrolyte solution.

3. Table Observation Result 15


Answer :
4. Analysis the experiment 5
What are the solutions that show the flame of lamp?
Answer :

Aquadest, salt solution, and vinegar

5. What are the solutions that show the appearance of gas bubble? 5

Answer :

Aquadest, salt solution, and vinegar

6. What are the solutions that not show both indications above? 5
Answer :

Sugar solution

7. What are the solution that can conduct electricity? 5


Answer :

Aquadest, salt solution, and vinegar

8. What are the solution that cant conduct electricity? 5


Answer :

Sugar solution
9. Conclusion 40
Electrolyte solution is a solution that can conduct electricity that
proving by the light is on and there are bubbles and non-electrolyte
Solution is a solution that cant conduct electricity that proving by the
light is off and there arent any bubbles. Electrolyte solution can
make the light bright because it has ions positive and negative that
can move freely so that the two combined ion can conduct electricity.
The two ions can eventually be combined with positive and negative
electrodes so that they can produce an electric current through the
electrolyte solution. Non-electrolyte solution cant make the light
bright or cant conduct electricity because the solution can not
produce ions (not ionizing). The solution can not ionized or
decomposed into ions, but remains as molecules, consequently the
non electrolyte solution can not conduct electricity.
SKILLS ASSESSMENT

Name of School : SMAN 1 SURABAYA

Basic competence : 4.9 Designing, doing, making conclusion and presenting


the experiment result of redox reaction.

Indicator : 4.9.1 Analyzing the greater percentage Vitamin C in


beverage product based on the percentage of IPI Vitamin C
tablet

Skill Assessment Sheet

Name : ..

Class : ..

Group : ..

Assessment
Nu. Aspect
1 2 3

1 Poured the solution carefully

The accuracy of obseving the changes (looking the


2
bubbles and lamp)
The fluency in communicate the experiment result
3
and group discussion

Active in asking and answering the question during


4
class discussion

Maximal score : 12

Score = x 100

Very Good : if the obtained score : 100 - 80


Good : if the obtained score: 79 - 70
Enough : if the obtained score: 69 - 60
Less : if the obtained score: < 60
FOR TEACHER

OBSERVATION SHEET
Give a check mark () in appropriate column.

Implementation
Time
Teacher Activity Yes Note
(min) No
1 2 3 4
Introduction
Teacher opening the class with
greeting and ask one of student to
lead pray together
Teacher check for student 2
presence
Main activity
PHASE 1 : Orient Students to the
Problem 40
Teacher give/show some
problem to motivate student to
study
Teacher reminds student
understanding about the matter
that has been taught before
Teacher explain the problem
Teacher correlate the problem
with the relevant matter such as
the concept of redox reaction
Teacher ask student to make
research problem
Teacher explain the purpose of
this lesson
PHASE 2 : Organize Students to Study
Teacher distribute the worksheet
Teacher divide student into
group which is one group
consist of 2 person
Teacher explain the tools and
material that used to identify the
problem solving
Teacher also explain the
procedure
Teacher ask student to make
hypothesis that according with
research problem
Teacher ask student to write the
research problem and hypothesis
on the worksheet
PHASE 3 : Assist an individual or
group investigation
Teacher assist student in doing
experiment
Teacher ask the candidate of
group to write the experiment
result on the white board
Teacher ask student to analyze
the experiment data
Teacher ask student to make
conclusion appropriate with
research problem and hypothesis
PHASE 4 : Develop and Present
Artifacts and exhibits
Teacher ask candidate of group
to present the discussion result
about the experiment
Teacher give feedback to student
answer and discuss it with all of
student
Teacher clarify the conclusion of
this experiment in general
Closing
PHASE 5 : Analyze and Evaluate the
Problem Solving Process
Teacher ask student the
difficulty in solve the problem
by doing experiment 3
Teacher give a chance to student
to ask about the materials that
student not understand
Teacher give information to
student about the matter that
will be learned in the next
meeting
Teacher ask one of student to
lead pray
Teacher closing the class with
greeting

Assesment Criteria :
1 = Less
2 = enough
3 = good
4 = very good
FOR STUDENT

OBSERVATION SHEET
Give a check mark () in appropriate column.

Implementation
Time
Teacher Activity Yes Note
(min) No
1 2 3 4
Introduction
Students answer teacher greeting
and pray together
Student pay attention to the
teacher when the teacher check 2
for student presence
Main activity
PHASE 1 : Orient Students to the
Problem 40
Student pay attention to
motivation that given by teacher
Student reminds the matter that
has been taught before
Student give attention to the
problem that given by teacher
Student try to correlate the
problem with the relevant matter
that is the concept of redox
reaction
Student make research problem
Student write the purpose of this
lesson
PHASE 2 : Organize Students to Study
Student got the worksheet
Student make a group which is
one group consist of 2 person
Student pay attention to the
teacher explanation about the
tools and material that used to
identify the problem solving
Student check the procedure of
experiment
Students make hypothesis
according with research problem
Student write the research
problem and hypothesis on the
worksheet
PHASE 3 : Assist an individual or
group investigation
Student do the experiment in a
group
Student write the experiment
result on the white board
Student analyze the experiment
data
Student make conclusion
appropriate with research
problem and hypothesis
PHASE 4 : Develop and Present
Artifacts and exhibits
Student present the discussion
result in front of class
Student pay attention to
teachers feedback
Student write the general
conclusion that given by teacher

Closing
PHASE 5 : Analyze and Evaluate the
Problem Solving Process
Student make some question to
the teacher about the difficulty
during solve the problem 3
Student ask some question to
the teacher
Student write the next chapter
that will be learned
Student pray together
Student answer the greeting of
teacher
Assesment Criteria :
1 = Less
2 = enough
3 = good
4 = very good

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