Is it effective assessment if ..?

11 Jan

First curiosity question:

Is it effective assessment if teacher assess students by giving so much assignment and sometimes must be submitted with close deadline?


I am still curious with this fenomenon. because if we think again and carefully, this is not effective assessment. Because It does not give advantages not only for me (as teacher) but also for students. For teacher, teacher just assess from students’ worksheet and do not know their learning process (how they do and solve assignment). For students, most of students just do it (do not understand, why they have to do it?), they just think about how finish it quickly without learning process that teacher wants.

After I read the paper about effective assessment, there are so much materials how assess students effectively. But I am still confused with my curiosity question solution. Any one can help me? L

In my thinking, actually this method is enough good to assess students. Because not all students do it “asal selesai” but I am sure many students still do it with their own thingking (not only co-paste from their friends’ work), so I think it can be effective if teacher apply this method in suitable time and good class condition.

From paper of effective asssessment, I am quote sentence related to my question “Assessment not only documents what students know and can do, but also affects their learning and motivation”.

My second curiosity question,

Is it effective if teacher assess student by seeing their class activity (active or passive student)?


I think, It is not effective. Because as we know that each of student has different learning style and also has different time to learn something (slow thinking and fast thinking). So, we cannot generalize all students ability. It can be unfair to others who need much time to understand something. From in this case and after read paper of effective assessment, I learned that “assessment during instruction helps me (as teacher) set my teaching at a level that challenges students and stretches their thinking.  It also helps me to detect which student need my individual attention”. I also learned tha “asking student in class, actually it’s effective assessment to make me easy to teaching my class and can stimulate their thinking and their inquiry, knowledge, and skill level. Great!!


Question and Answer (Q&A)

10 Jan

Is it true that an effective assessment can cover all the students’ intelligences?

Well, I don’t really know about the answer of that question, but I try to explain it.

When we have an assessment tools that can cover all the students’ intelligence, we will know in what side the students’ progression and I think it is one of good assessment tools. For example Budi has well intelligence in verbal, then the assessment tool that appearing in my imagination can know that Budi has improvement in verbal and the progression of his verbal intelligence will be assessed by that assessment tool. Or Sarah has well intelligence in visual spatial, then the assessment tools can assess the progression of Sarah in visual spatial ways, etc.

When we look at an alternative assessment in Classroom Assessment chapter 16, one of the assessment tools type is an assessment tool which offer students more choice about how they will be assessed. Students is given many option of assessment tools and then they study process will be assessed by the chosen option.

But one thing that will be a trouble, that assessment tool is hard to make. And also, not all the learning process can be assessed in what the students’ intelligence ways.

Generally, I think the assessment tools that can cover all students intelligence is one of the effective assessments, because every progression of the students in all side can be measured. The assessing process will run fairly. Effective or not is depend on how can the assess every single part of the students progression.




Question in my mind..

10 Jan

In my mind, there is a question that very “Should we use different assessment standard for student’s who have different intelligence?”

I can imagine when I have become a teacher later, I will find and meet with diverse students. Every single student has their own style and different characteristics with others. And I ask to my self, how can I assess them?

We can’t judge a student that she/he is smart student or stupid student, because we know that every person has their own intelligence. Maybe in math she/he can’t learn as well as other student, but in other course she/he has good achievement. So, if I as a teacher I think it’s unnecessary to make different assessment standard to assess different student’s level in math, but I need to make alternative assessments. Based on PPT at Peta’s course in the class, “Alternative assessments require student to solve some type of authentic problem or to perform in terms of completing a project or demonstrating skill outside the context of a test or an essay”. So, I can assess them not only in paper test but also in another test that can show their skill. Such that group project, presentation, performance, role play, etc. I think, by using the alternative assessment, we can see intelligence of students like verbal skill (shown in presentation), creativity (in role play and group project) and other skill.

Teacher do not assess student from one side intelligence only but teacher will combine some assessments that assessed from the students. so I conclude that we are not need to make different standard for student who have different intelligence.

Thank you



My question

10 Jan

The important thing for the teacher to give assess to the students. Not only the final answer on paper and pencil form be the teachers assess, but assess to how the student process on follow and understand about the lesson is the important part in assessment.

I have imagine how my class condition in large number of students, more than 50 students. And my question is : “How to assess the process of each student if the number of student in classroom is more than 50 students?”

Actually, teachers spend more time in assessment than you might imagine. In one analysis, they spent 20 to 30 percent of their professional time dealing with assessment maters (Stiggins, 2001). To assess the process of each student in classroom, teachers must keep the classroom running smoothly and help students actively learn. While assess the learning process of each student, the teacher needs monitorthe pace of the activity, which student to call on, answer quality, and the sequence of content. By using question also help the teacher to assess students knowledge and skill level.

But, the other hand we have a large number of students in the classroom. I think that the teacher need extra time to assess the student  one by one, i dont think that the teacher can assess each of student process one by one for one metting. Needs the process also to assess the students process. So, to assess the process of each student if the number of student in classroom is more than 50 students needs to meet them more than one metting. The teacher needs to see the students process day by day, not only the process that they see but the process developing also important.

Actually i dont really sure about my answer, i need your help guys to add or comment something on my reflection.

Thank You. 🙂

Mita Pustari


My Questions (“How to cover students with musical talent in math assessment?”)

10 Jan

I have a question when I reflect in PETA course week 13. The question is “How to cover students with musical talent in math assessment?”

As a mathematics teacher candidate, I realize that assess students ability is not easy. Moreover, in Indonesia many students think that math is difficult and creepy. Especially when they do the exams as tool for teachers to know, do they understand the materials or not. One of what I think when I have to assess students is how I can help students who don’t have a math passion and inclined to another subject especially art (music)?

When I was in senior high school, I have a friend who famous as a naughty student in my school. Some of teachers judged him didn’t want to study even for final examination especially in exact sciences like math, physics, and chemistry. However, I observe him and I realize that actually he is not a stupid boy because he has capability in English and music.  I think, his capabilities prove that he is a bright boy, but maybe his passion is not in math (and other exact sciences).

Now, I am thinking what I should do if I have student(s) like him? What kind of assessment that I can do consider to student(s) like my friend in senior high school? Because I think, if I only do the common assessment like paper and pencil test it will not bring an effects to that students. They will not give attention to my assessment because they think they don’t like it and my assessment is not so useful for them.

I recognize, this is a big challenge for me. In my opinion, as a teacher I have to be so creative. I get an idea to give an assessment which can cover that type of student(s) from what my friends and I did in Multimedia Production course. One day, we have to create a podcast which relate to learning activity in class. And we create a song about Logic (a topic in grade x in senior high school). I think, that kind of assignment is a good example to prove to students who don’t have a big passion in math that we can make math become fun and meaningful.

Later on, there is a follow-up question comes to my mind. Why I should care about that students, they are only a part (maybe a little part) of my class. Then, I try to find the answers. Based on Linda Suskie opinion, director of AAHE’s Assessment Forum, and assistant to the president for special projects at Millersville University of Pennsylvania, “A fair assessment is one in which students are given equitable opportunities to demonstrate what they know (Lam, 1995). Does this mean that all students should be treated exactly the same? No! Equitable assessment means that students are assessed using methods and procedures most appropriate to them. These may vary from one student to the next, depending on the student’s prior knowledge, cultural experience, and cognitive style“.

However, I try to be realistic that to match mathematics and art in Indonesian classroom need more effort. Because, I think the present teachers is not familiar with this ideas. In addition, for any form of assessment which we gonna use in our class, don’t forget about the effectiveness of that assessment. Try to ask ourself as a teacher, is the assessment really appropriate to measure the students’ ability or not. And also others consideration to create an assessment. Hope we will be a teacher with so many ideas for the better Indonesian Education 🙂


Ismi Apriliani


Reflect on my Question

10 Jan

What came on my mind about effective assessments is, how can we measure that is effective or not?

After group discussion finished and I read a paper about effective assessment, I can conclude that effective here is relative. We should see students’ progress individually, not as a group, because each student has different cognitive development. Students’ progress can be seen through their improvement in class, either improvement in interactions/attitude or grading.

Student’s interactions or their attitude toward the lesson can be measured by how they being engaged in class. It can be seen also when students tends to be more communicative with other and when they are asked the question or when they are asked to give their opinion/idea.

About grading, teacher doesn’t have to go strictly by the numbers, because the grading is a matter of professional judgment (Durham, 2006). In my opinion, try to be objective in giving grade to the students also is not as easy as we think. First, we should know the standard of comparison that we use. Second, we determine aspects of students’ performance to establish grades. Third, we have to know the evidence in giving grades for students’ improvement.

The important thing when teacher assess the student is the way teacher assess them. At least teacher has to appreciate for every single thing that students do. Teacher should give them feedback in order to make them to be more confident with their work. Teacher also have to give them motivation, so that they feel enjoy and fun to be assessed.

That’s what I reflect from my experience as a student and as teacher candidate. 🙂


~Shopia Mulyani~

assessment question

10 Jan

Assessment is something familiar in education life. Honestly, I really not comfortable when I heard that words. I feel like assessment is only a part of grades and score. But when I read a book and searching the function of assessment, I realized that I should not blame my high school teacher to give me traditional assessment too much. They just want to see my progress and my understanding so far. From the word assessment, I have some question comes up in my mind:
How to conduct some assessment to be able to cover the diversity of students learning in mathematics?

In my opinion, to use one kind of assessment to assess students in whole semester is not fair enough. I prefer to formative assessment to control and know students understanding so far, because if were a teacher, I want to see my students progress. So, teachers can give some individual attention to some students who’s not understand clear about the material. And it also becomes a feedback for teachers to find another way of teaching method to teach on the class after assessing students.

How about using the traditional assessment in mathematics? is it still needed?

Teachers still need traditional assessment in mathematics because teachers want to see the students understanding and students’ ability to solve mathematical problems. I really suggest to Essay Items to assess students’ concept in mathematics, because in essay items, students have to think critically, high order thinking, and systematically to find the answer. But the fact, this essay items was so bored and sometimes made students feel afraid of mathematics because they thought to solve mathematics problems in essay was so difficult.

Is there any alternative assessment which can assess students understanding in math besides the traditional assessment?

I guess yes it is. From the books Mr. Iwan gave to me, assessment that are challenging but fair should increase students’ enthusiasm for learning. Teachers have to find some alternative assessment to support the students learning. One of the alternative assessments is performance assessment, which I concern, is project-based. From project-based, students not only know their understanding and solve the problems in paper, but also have to showing their understanding and make some project actions which cover the material. One of the examples is from the videos Mr. Iwan gave to us last week ‘mathematics architecture’.

Last but not least, that’s all from my mind. Thank you.

Pientha Glenys Amanti