2013 curriculum

Learning Approach
Assessment Approach
At glance
Learning Approach
Source:
Achmad Hasim, M.Ag. 2013. CONTOH PENERAPAN PENDEKATAN SCIENTIFIC
PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI SEKOLAH DASAR. PPT
Scientific Approach

 Curiculum 2013 applies scientific

approach:
 Observing;
 Questioning;

 experimenting/exploring,

 Associating, and

 communicating
Scientific Approach

APPROACH LEARNING ACTIVITIES

Observing Seeing, Reading, Listening, observing,
Watching Multimedia
Questioning Asking, Giving Feedback, Expressing
ideas
Experimenting / Critical Thinking, Discussing, Doing
Exploring experiment
Associating Linking with other materials, Making a
statement
Communicating Presenting, Dialoguing, inferring or
concluding
ASSESSMENT
Source:
Achmad Hasim, M.Ag. 2013. Konsep Penilaian Autentik Pada Proses Dan Hasil
Belajar, PPT 2.3
Evaluation/Assessment
Authentic Approach
 Authentic assessment is an assessment of learning
refering to the situation or context of the "real world",
which requires a variety of approaches to solve a
problem which gives the possibility that the problem
may have more than one solution
 In a process of learning, authentic assessment
measure, monitor and evaluate all aspects of the
learning outcomes (which is included in the cognitive
domain, affective, and psychomotor), both of which
appear to be the end result of a process of learning, as
well as the form of change and development activities,
and the acquisition of learning during the learning
process in the classroom and outside the classroom.
Authentic Approach

 Implementation of authentic assessment using

a format that allows students to complete a
task or demonstrate a performance in solving
a problem. This assessment format can be:
 test that presents or bring the original object or
event in the class (hands-on assessment),
 task (skills task, simple investigations task and
integrated investigation tasks),
 recording format of student learning activities (eg,
portfolios, interviews, checklists, and presentation).
Authentic Approach

 Types of authentic assessment

 1. Performance assessment
 2. Project Assessment

 3. Portfolio Assessment

 4. Written Assessment
Performance Assessment

 Authentic assessment as much as possible

the participation of students, especially in the
process and the aspects to be assessed.
 Here's how to record the results of the
performance-based assessment
 Checklist;
 anecdotal/narative records;
 rating scale;
 memory approach
Project Assessment
 Project assessment is the assessment of the tasks to be
completed by students by period / time. Completion of a
task is an investigation conducted by the students,
ranging from planning, data collection, organization,
processing, analysis, and presentation of data.
 Here are three things to be concerned by teachers in
project appraisal.
 Skills of learners in selecting a topic, searching and collecting
data, processing and analyzing, giving meaning to the
information obtained, and writing reports.
 Appropriateness or relevance of the learning material toward
development of attitudes, skills and knowledge required by
learners.
 Authenticity of a learning project undertaken or produced by
learners.
Portfolio assessment

 Portfolio assessment is an assessment

of the collection of artifacts that show
progress and appreciated as the work of
the real world. Portfolio assessment can
depart from the work of individual
learners or produced in groups, requiring
learners reflection, and be evaluated on
several dimensions.
Portfolio assessment
 Portfolio assessment is done by using the following steps
 Teachers describe briefly the essence of portfolio
assessment.
 A Teacher or a teacher together with students determine the
type of portfolio that will be created.
 Learners, either alone or in groups, independently or under
the guidance of teachers develop their learning portfolio.
 Teachers collect and store student portfolios in the
appropriate place, with a record date of collection.
 Teachers assess student portfolios with specific criteria.
If possible, the teacher together with the students discuss the
completed portfolio.
 Teachers give feedback to learners on the portfolio
assessment.
Written Assessment

 Written test in the form of essay or description

requires students to be able to remember,
understand, organize, apply, analyze,
synthesize, evaluate, and so on, material that
has been studied. Written test in the form of
description as much as possible to be
comprehensive description, so as to describe
the realm of attitudes, knowledge, and skills of
learners.
SAMPLE OF APPLICATION AND ASSESSMENT INSTRUMENT
IN THE LEARNING PROCESS AND RESULTS

Observation Sheet of Discussion

Observation Aspect

Student Team Total

No. Appreciating Grade Note
Name work / Communicating Tole Livelin Score
classmate
cooperati ideas rance es
opinion
on

Note ∑ obtained score

The grade criteria for each column: Grade = X 100
4 = very good Maximal score
3 = good Grade Criteria
2 = Fair A = 80 – 100 : very good
1 = poor B = 70 – 79 : good
C = 60 – 69 : fair
D = ‹ 60 : poor
Assessment Sheet: Presentation
Theme:
Class :

Assessment Aspects

Student Presentati Gestur Total

No. grade note
Name Communi on insigh Coura Aenthu e and Score
cation Systemati t ge siasm perfor
c mance

Note ∑ obtained score

The grade criteria for each column: Grade = X 100
4 = very good Maximal score
3 = good Grade Criteria
2 = Fair A = 80 – 100 : very good
1 = poor B = 70 – 79 : good
C = 60 – 69 : fair
D = ‹ 60 : poor
Observation Sheet
Basic Competence:
Theme:
Name:

CATEGORY
No ATTITUDE ASPECTS NOTE
4 3 2 1
1. Pronounciation
2. Grammar
3. Accuracy
4. …………………
Total Score
Grade

Note
4 = very good
3 = good
2 = fair
1 = poor
 Thank you