A STUDY ON PEFORMANCE ASSESSMENT OF ENGLISH SUBJECT AT GRADE XI KPR2 OF SMKN 11 MALANG
A STUDY ON PEFORMANCE ASSESSMENT OF ENGLISH SUBJECT AT
GRADE XI KPR2 OF SMKN 11 MALANG
THESIS
By:
NURUL ISKIL FIRDAUS
201110100311110
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
TABLE OF CONTENTS
APPROVAL ................................................................................................... i
LEGALIZATION ........................................................................................... ii
ORIGINALITY DECLARATION ............................................................... iii
MOTTO AND DEDICATION...................................................................... iv
ABSTRACT .................................................................................................... v
ACKNOWLEDGMENTS ............................................................................. vi
TABLE OF CONTENTS ............................................................................... vii
CHAPTER I: INTRODUCTION
1.1 Background of Study ........................................................................... 1
1.2 Statement of the Problems .................................................................. 5
1.3 Purposes of The Study ......................................................................... 5
1.4 Significance of The Study .................................................................... 5
1.5 Scope and Limitation ........................................................................... 6
1.6 Definition of the Key Terms ................................................................ 6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1
Assessment ........................................................................................ 7
2.2 The type of Assessment ..................................................................... 8
2.2.1 Formative Assessment .......................................................... 9
2.2.2 Summative Assessment……………………………………..9
2.3 Authentic Assessment………………………………………………..10
2.4 Types of Authentic Assessment……………………………………...11
2.4.1 Written test ............................................................................ 12
2.4.2 The work of student…………………………………………12
2.4.3 Project……………………………………………………….13
2.4.4 Self Assessment……………………………………………..13
2.4.5 Portfolio Assessment………………………………………..14
2.4.6 Performance Assessment……………………………………14
2.4.6.1 Types of performance assessment……..…………….16
2.4.6.1.1 Group performance assessment……………………16
2.4.6.1.2 Individual performance assessment……………….16
2.4.6.1.3 Observation………………………………………..17
2.4.6.1.4 Portfolio…………………………………………...17
2.4.6.1.5 Exhibition or demonstration………………………17
2.4.6.2 Advantage of performance assessment……………..18
2.4.6.3 Disadvantage of performance assessment…………..19
2.5 Implementation of performance assessment…………………….20
2.5.1 Types of performance assessment…………………………21
2.5.1.1 Tasks focused on solving a problem……………………21
2.5.1.2 Problem based learning…………………………………21
2.5.1.3 Tasks focused on completing an inquiry………………..21
2.5.1.4 Tasks focused on determining a position……………….22
2.5.1.5 Demonstration tasks…………………………………….22
2.5.1.6 Tasks focused on developing exhibits………………….22
2.5.1.7 Presentation tasks………………………………………23
2.5.1.8 Capstone performance …………………………………23
2.6 Students’ response……………………………………………24
2.6.1 Kinds of Students’ response………………………………..25
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ................................................................................ 27
3.2 Research Subject ................................................................................ 28
3.3 Research Instrument .......................................................................... 28
3.3.1 Interview ................................................................................. 28
3.3.2 Observation ............................................................................ 30
3.3.3 Questionnaire…………………………………………………31
3.4 Data Collection .................................................................................. 31
3.5 Data Analysis ..................................................................................... 32
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
4.1 Research finding………………………………………………….34
4.1.1 The Implementation of performance assessment……………….34
4.1.2 The Students’ responses to the performance assessment of
English Subject…………………………………………………36
4.1.3 Discussion……………………………………………………….38
CHAPTER V : CONCLUSION
5.1 Conclusion………………………………………………………39
5.2 Suggestion………………………………………………………40
REFERENCES
Airasian, Peter w and Russel, Michael K. 2008. Classroom Assessment (Six Edition).
Published : McGraw-Hill Higher Education.
Ary, Donald 2010. Introduction to Research in Education (Eight Edition).
Wadsworth, Cengage Learning.
Creswell, John W. 2012. Educational Research (Planning, Conducting, and Evaluating
Quantitative and Qualitative Research). Fourth Edition. Published: Pearson.
Dyah, Kusumaningrum 2008. The Implementation of Performance assessment for
Practical Training of Biology Subject at Class VII of SLTP Muhammadiyah 06
Dau Malang. . Unpublished thesis, Malang: University of Muhammadiyah
Malang.
Fogarty, Robin J. and Kerns, Gene M 2009. Informative Assessment.
Published : Corwin.
Green, Johnson 2010. Assessment is Essential. Published : McGraw-Hill Higher
Education.
Hancock, Beverley 2009. An Introduction to Qualitative Research.
Klizlik, Bob 2012. Measurement, Assessment, and Evaluation in Education.
http://www.adprima.com/measurement.htm
Malone, Margaret 2013. Integrating Performance Assessment into World Language
Classrooms. Center For Applied Linguistic.
Mohammad, Yaumi 2013. Prinsip Prinsip Desain Pembelajaran (Disesuaikan dengan
Kurikulum 2013) Edisi Kedua. Penerbit : Kencana.
Mueller, Jon 2005. The Authentic Assessment Toolbox: Enhancing Student Learning
through Online Faculty Development. Journal of Online Learning and Teaching.
Volume 1, Number 1
Oberg, Carol 2012. Guiding Classroom Instruction Through Performance Assessment.
University of La Verne Journal of Case Studies in Accreditation and
Assessment.
Quigley, Lori 2012. Authentic Assessment. Sage
Riana, Dyah 2010. The Use of Performance Assessment to Optimize the Student
Perceptual Competence at Biology Subject at SMAN I Malang. Unpublished
thesis, Malang: University of Muhammadiyah Malang.
Salvia, Bolt 2010. Assessment in Special and Inclusive Education (Eleven Edition).
Wadsworth, Cengage Learning.
Sari, Lis Permana 2013. Pengembangan Instrument Performance Assessment Sebagai
Bentuk Penilaian Berkarakter Kimia.
Thomas, Jay and Burke, Kay 2009. Foundation of Meaningful Education Assessment.
Published : McGraw-Hill Higher Education.
Zain, Rohmat 2010. Study on Students’ Response Toward Learning Speaking By Native
Speaker at English Department UMM. Unpublished thesis, Malang: University
of Muhammadiyah Malang.
CHAPTER I
INTRODUCTION
In this chapter, the researcher is trying to discuss about background of
the study, statement problem, purpose of the study, significance of the study,
scope and limitation and definition of the key terms. Each will be as below:
1.1 Background of the Study
Authentic assessment presents many opportunities to literacy
educators: the opportunity to assess many different dimensions of literacy, the
potential to use classroom-based information, the capacity to involve students
in their own evaluation, and the use of multiple measures of students' abilities.
For the teacher, the term of authentic assessment does not represent a new
concept but assessment strategies such as informal reading inventories,
classroom tests, and teacher observations. Evaluation of students' written work
have a history longer than that of standardized measures.
Authentic assessment as opposed to more traditional forms of
assessment, such as essays and examinations, involves assessment tasks that
simulate or are actually engaged with “real life” conditions or situations. This
alternative assessment includes the following tasks or products such as creating
an original piece of art work, writing a paper, delivering speech and so on. Often
teachers who use authentic assessment are interested not only in the products of
learning but also in the processes that students use to prepare such products. As
stated by Meyer (1992, in Powers 2009) that a major strength of authentic
1
assessment is its connection to real-life skills. That’s way, they use real-world
applications in which students are asked to be active participants in performing,
creating or producing something.
Further more, it is a form of assessment in which students are asked to
perform real-world tasks that demonstrate meaningful application of essential
knowledge and skills. As Wiggins (1993, in Mueller 2005) stated authentic
measures were engaging and worthy of problems or questions of importance,
in which students must have used knowledge to fashion performances
effectively and creatively. In other term, it is an evaluation process that involves
multiple forms of performance measurement, reflecting the student’s learning,
achievement, motivation, and attitudes on instructionally-relevant activities. there
are five kinds of authentic assessment, a). Project assessment, b). Portofolio
assessment, c). Written assessment, d). Oral assessment, e). Performance
assessment.
Project assessment is a learning process that collect the task of student,
that’s way, it’s very useful for the teacher in applied authentic assessment
assessment. Portofolio assessment is a purposeful collection of student work that
is intended to show progress over time. Wrritten assessment is essay that intends
the student to improve the ability by remembering, understanding, organising, and
evaluating for the material that has been taught. Oral assessment is a test or
learning process between teacher and students by helding question words. It’s
done to measure development of student for understanding material. Performance
assessment requires students to accompolish complex and significants tasks,
2
knowledge in developing the skill. In addition, the writer focus for the
performance assessment in which it’s a subject of this research.
Performance is an activities that require students to demonstrate their
ability to perform certain actions. This category of assessment covers an
extremely wide range of behaviors, including designing products or
experiments, gathering information, tabulating and analyzing data, interpreting
results, and preparing reports or presentations. In other hand, performance is
performed in actual situations or tasks that students might be asked to conduct
in the language of learning process,
developed by instructors to allow
students to show what they know by completing a task aligned with student
language knowledge.
As stated by Norris et al. (2008), Sandrock (2010, in Malone 2013)
performance assessment require and expect students to use language in reallife situations demand that students develop an understanding of what real-life
situations are like in the language; and are based on performance or the active
construction of language rather than a demonstration of passive understanding
only.
Further, Elliott (1995, in Oberg n.d.) claims that teachers can use
performance assessment to obtain a rich and complete picture of what students
know and are able to do. With these data, teachers can enhance the quality of
their lessons by creating appropriate and engaging lessons, and involve
students within the entire learning assessment process.
3
Related to performance assessment study, there are two previous
studies conducted by Dyah (2008), and Riana (2010).
The study conducted by Dyah (2008) entitled “The Implementation of
Performance assessment for Practical Training of Biology Subject at Class VII
of SLTP Muhammadiyah 06 Dau Malang”. The result showed that student
practice was average 89.9% that include good category, discussion 75.1% that
included good enough. The overall of result test analysis were 76.1% that
included in complete category. This study showed that performance
assessment could give positive effect for student progression, especially for
student practice, discussion, and presentation for the learning process.
Another study conducted by Riana (2010) entitled “The Use of
Performance Assessment to Optimize the Student Perceptual Competence at
Biology Subject at SMAN 1 Malang”. The result showed that performance
assessment was compatible for assessing the students in doing a task, such as
observing, demonstrating, and practicing. The student performance was
interpretation of collecting information that is done previous and it was called
a perceptual competence. So that, performance assessment can optimize the
perceptual competence of student.
The previous studies above showed that performance assessment can
optimize and give positive effect for the student progression, especially in
learning process for Biology subject. Therefore, the writer would like to know
deeper about performance assessment for English subject by proposing a title
4
“A Study on Performance Assessment of English Subject at Grade XI
KPR2 of SMKN 11 Malang”.
1.2 Statement of the Problem
Based on the background study stated above, the researcher formulates the
problem as follows :
1. How does the teacher implement performance assessment of English
subject at grade XI KPR2 of SMKN 11 Malang ?
2. How are the students’ responses to the performance assessment of English
subject ?
1.3 Purpose of the Study
1. To describe the implementation of performance assessment of English
subject at XI grade KPR2 of SMKN 11 Malang.
2. To describe the student’s response about performance assessment of
English subject.
1.4 Significances of the Study
Practically, the writer expects this study might help teacher in
assessing the student through performance assessment. It will give better
understanding how to collect information of student’s performance.
Furthermore, the result of the study gives some contributions for the
students. Firstly, the students know how to improve the competence of
learning process. Secondly, the students are expected to understand and know
how to do an assignment from teacher. And the last one, the students are
expected to know how to perform their ability in learning process.
5
Finally, this study is expected to give an important contribution to
those who are interested in studying about performance assessment and as a
reference or source of information.
1.5 Scope and Limitation
The scope of this study is the implementation of performance
assessment in SMKN 11 Malang and limited to the grade XI KPR2 in SMKN
11 Malang.
2.6 Definition of the Key Terms
1. Assessment is a process of collecting data for the purpose of making
decision about student or school (Salvia & Bolt 2010:4). In other word,
assessment is a collecting information or data in making decision about
understanding of student in learning process.
2. Performance is an activity that require students to demonstrate their
ability to perform certain actions. This category of assessment covers an
experiments, gathering information, tabulating and analyzing data,
interpreting results, and preparing reports or presentations.
3. Performance assessment require students to construct a response to a task
or prompt to demonstrate their achievement of a learning goal (Green &
Johnson 2010:263). In other word, performance assessment is an
assessment that conduct the students to demonstrate and presenting their
understanding about the material that they got before.
6
GRADE XI KPR2 OF SMKN 11 MALANG
THESIS
By:
NURUL ISKIL FIRDAUS
201110100311110
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
TABLE OF CONTENTS
APPROVAL ................................................................................................... i
LEGALIZATION ........................................................................................... ii
ORIGINALITY DECLARATION ............................................................... iii
MOTTO AND DEDICATION...................................................................... iv
ABSTRACT .................................................................................................... v
ACKNOWLEDGMENTS ............................................................................. vi
TABLE OF CONTENTS ............................................................................... vii
CHAPTER I: INTRODUCTION
1.1 Background of Study ........................................................................... 1
1.2 Statement of the Problems .................................................................. 5
1.3 Purposes of The Study ......................................................................... 5
1.4 Significance of The Study .................................................................... 5
1.5 Scope and Limitation ........................................................................... 6
1.6 Definition of the Key Terms ................................................................ 6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1
Assessment ........................................................................................ 7
2.2 The type of Assessment ..................................................................... 8
2.2.1 Formative Assessment .......................................................... 9
2.2.2 Summative Assessment……………………………………..9
2.3 Authentic Assessment………………………………………………..10
2.4 Types of Authentic Assessment……………………………………...11
2.4.1 Written test ............................................................................ 12
2.4.2 The work of student…………………………………………12
2.4.3 Project……………………………………………………….13
2.4.4 Self Assessment……………………………………………..13
2.4.5 Portfolio Assessment………………………………………..14
2.4.6 Performance Assessment……………………………………14
2.4.6.1 Types of performance assessment……..…………….16
2.4.6.1.1 Group performance assessment……………………16
2.4.6.1.2 Individual performance assessment……………….16
2.4.6.1.3 Observation………………………………………..17
2.4.6.1.4 Portfolio…………………………………………...17
2.4.6.1.5 Exhibition or demonstration………………………17
2.4.6.2 Advantage of performance assessment……………..18
2.4.6.3 Disadvantage of performance assessment…………..19
2.5 Implementation of performance assessment…………………….20
2.5.1 Types of performance assessment…………………………21
2.5.1.1 Tasks focused on solving a problem……………………21
2.5.1.2 Problem based learning…………………………………21
2.5.1.3 Tasks focused on completing an inquiry………………..21
2.5.1.4 Tasks focused on determining a position……………….22
2.5.1.5 Demonstration tasks…………………………………….22
2.5.1.6 Tasks focused on developing exhibits………………….22
2.5.1.7 Presentation tasks………………………………………23
2.5.1.8 Capstone performance …………………………………23
2.6 Students’ response……………………………………………24
2.6.1 Kinds of Students’ response………………………………..25
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ................................................................................ 27
3.2 Research Subject ................................................................................ 28
3.3 Research Instrument .......................................................................... 28
3.3.1 Interview ................................................................................. 28
3.3.2 Observation ............................................................................ 30
3.3.3 Questionnaire…………………………………………………31
3.4 Data Collection .................................................................................. 31
3.5 Data Analysis ..................................................................................... 32
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
4.1 Research finding………………………………………………….34
4.1.1 The Implementation of performance assessment……………….34
4.1.2 The Students’ responses to the performance assessment of
English Subject…………………………………………………36
4.1.3 Discussion……………………………………………………….38
CHAPTER V : CONCLUSION
5.1 Conclusion………………………………………………………39
5.2 Suggestion………………………………………………………40
REFERENCES
Airasian, Peter w and Russel, Michael K. 2008. Classroom Assessment (Six Edition).
Published : McGraw-Hill Higher Education.
Ary, Donald 2010. Introduction to Research in Education (Eight Edition).
Wadsworth, Cengage Learning.
Creswell, John W. 2012. Educational Research (Planning, Conducting, and Evaluating
Quantitative and Qualitative Research). Fourth Edition. Published: Pearson.
Dyah, Kusumaningrum 2008. The Implementation of Performance assessment for
Practical Training of Biology Subject at Class VII of SLTP Muhammadiyah 06
Dau Malang. . Unpublished thesis, Malang: University of Muhammadiyah
Malang.
Fogarty, Robin J. and Kerns, Gene M 2009. Informative Assessment.
Published : Corwin.
Green, Johnson 2010. Assessment is Essential. Published : McGraw-Hill Higher
Education.
Hancock, Beverley 2009. An Introduction to Qualitative Research.
Klizlik, Bob 2012. Measurement, Assessment, and Evaluation in Education.
http://www.adprima.com/measurement.htm
Malone, Margaret 2013. Integrating Performance Assessment into World Language
Classrooms. Center For Applied Linguistic.
Mohammad, Yaumi 2013. Prinsip Prinsip Desain Pembelajaran (Disesuaikan dengan
Kurikulum 2013) Edisi Kedua. Penerbit : Kencana.
Mueller, Jon 2005. The Authentic Assessment Toolbox: Enhancing Student Learning
through Online Faculty Development. Journal of Online Learning and Teaching.
Volume 1, Number 1
Oberg, Carol 2012. Guiding Classroom Instruction Through Performance Assessment.
University of La Verne Journal of Case Studies in Accreditation and
Assessment.
Quigley, Lori 2012. Authentic Assessment. Sage
Riana, Dyah 2010. The Use of Performance Assessment to Optimize the Student
Perceptual Competence at Biology Subject at SMAN I Malang. Unpublished
thesis, Malang: University of Muhammadiyah Malang.
Salvia, Bolt 2010. Assessment in Special and Inclusive Education (Eleven Edition).
Wadsworth, Cengage Learning.
Sari, Lis Permana 2013. Pengembangan Instrument Performance Assessment Sebagai
Bentuk Penilaian Berkarakter Kimia.
Thomas, Jay and Burke, Kay 2009. Foundation of Meaningful Education Assessment.
Published : McGraw-Hill Higher Education.
Zain, Rohmat 2010. Study on Students’ Response Toward Learning Speaking By Native
Speaker at English Department UMM. Unpublished thesis, Malang: University
of Muhammadiyah Malang.
CHAPTER I
INTRODUCTION
In this chapter, the researcher is trying to discuss about background of
the study, statement problem, purpose of the study, significance of the study,
scope and limitation and definition of the key terms. Each will be as below:
1.1 Background of the Study
Authentic assessment presents many opportunities to literacy
educators: the opportunity to assess many different dimensions of literacy, the
potential to use classroom-based information, the capacity to involve students
in their own evaluation, and the use of multiple measures of students' abilities.
For the teacher, the term of authentic assessment does not represent a new
concept but assessment strategies such as informal reading inventories,
classroom tests, and teacher observations. Evaluation of students' written work
have a history longer than that of standardized measures.
Authentic assessment as opposed to more traditional forms of
assessment, such as essays and examinations, involves assessment tasks that
simulate or are actually engaged with “real life” conditions or situations. This
alternative assessment includes the following tasks or products such as creating
an original piece of art work, writing a paper, delivering speech and so on. Often
teachers who use authentic assessment are interested not only in the products of
learning but also in the processes that students use to prepare such products. As
stated by Meyer (1992, in Powers 2009) that a major strength of authentic
1
assessment is its connection to real-life skills. That’s way, they use real-world
applications in which students are asked to be active participants in performing,
creating or producing something.
Further more, it is a form of assessment in which students are asked to
perform real-world tasks that demonstrate meaningful application of essential
knowledge and skills. As Wiggins (1993, in Mueller 2005) stated authentic
measures were engaging and worthy of problems or questions of importance,
in which students must have used knowledge to fashion performances
effectively and creatively. In other term, it is an evaluation process that involves
multiple forms of performance measurement, reflecting the student’s learning,
achievement, motivation, and attitudes on instructionally-relevant activities. there
are five kinds of authentic assessment, a). Project assessment, b). Portofolio
assessment, c). Written assessment, d). Oral assessment, e). Performance
assessment.
Project assessment is a learning process that collect the task of student,
that’s way, it’s very useful for the teacher in applied authentic assessment
assessment. Portofolio assessment is a purposeful collection of student work that
is intended to show progress over time. Wrritten assessment is essay that intends
the student to improve the ability by remembering, understanding, organising, and
evaluating for the material that has been taught. Oral assessment is a test or
learning process between teacher and students by helding question words. It’s
done to measure development of student for understanding material. Performance
assessment requires students to accompolish complex and significants tasks,
2
knowledge in developing the skill. In addition, the writer focus for the
performance assessment in which it’s a subject of this research.
Performance is an activities that require students to demonstrate their
ability to perform certain actions. This category of assessment covers an
extremely wide range of behaviors, including designing products or
experiments, gathering information, tabulating and analyzing data, interpreting
results, and preparing reports or presentations. In other hand, performance is
performed in actual situations or tasks that students might be asked to conduct
in the language of learning process,
developed by instructors to allow
students to show what they know by completing a task aligned with student
language knowledge.
As stated by Norris et al. (2008), Sandrock (2010, in Malone 2013)
performance assessment require and expect students to use language in reallife situations demand that students develop an understanding of what real-life
situations are like in the language; and are based on performance or the active
construction of language rather than a demonstration of passive understanding
only.
Further, Elliott (1995, in Oberg n.d.) claims that teachers can use
performance assessment to obtain a rich and complete picture of what students
know and are able to do. With these data, teachers can enhance the quality of
their lessons by creating appropriate and engaging lessons, and involve
students within the entire learning assessment process.
3
Related to performance assessment study, there are two previous
studies conducted by Dyah (2008), and Riana (2010).
The study conducted by Dyah (2008) entitled “The Implementation of
Performance assessment for Practical Training of Biology Subject at Class VII
of SLTP Muhammadiyah 06 Dau Malang”. The result showed that student
practice was average 89.9% that include good category, discussion 75.1% that
included good enough. The overall of result test analysis were 76.1% that
included in complete category. This study showed that performance
assessment could give positive effect for student progression, especially for
student practice, discussion, and presentation for the learning process.
Another study conducted by Riana (2010) entitled “The Use of
Performance Assessment to Optimize the Student Perceptual Competence at
Biology Subject at SMAN 1 Malang”. The result showed that performance
assessment was compatible for assessing the students in doing a task, such as
observing, demonstrating, and practicing. The student performance was
interpretation of collecting information that is done previous and it was called
a perceptual competence. So that, performance assessment can optimize the
perceptual competence of student.
The previous studies above showed that performance assessment can
optimize and give positive effect for the student progression, especially in
learning process for Biology subject. Therefore, the writer would like to know
deeper about performance assessment for English subject by proposing a title
4
“A Study on Performance Assessment of English Subject at Grade XI
KPR2 of SMKN 11 Malang”.
1.2 Statement of the Problem
Based on the background study stated above, the researcher formulates the
problem as follows :
1. How does the teacher implement performance assessment of English
subject at grade XI KPR2 of SMKN 11 Malang ?
2. How are the students’ responses to the performance assessment of English
subject ?
1.3 Purpose of the Study
1. To describe the implementation of performance assessment of English
subject at XI grade KPR2 of SMKN 11 Malang.
2. To describe the student’s response about performance assessment of
English subject.
1.4 Significances of the Study
Practically, the writer expects this study might help teacher in
assessing the student through performance assessment. It will give better
understanding how to collect information of student’s performance.
Furthermore, the result of the study gives some contributions for the
students. Firstly, the students know how to improve the competence of
learning process. Secondly, the students are expected to understand and know
how to do an assignment from teacher. And the last one, the students are
expected to know how to perform their ability in learning process.
5
Finally, this study is expected to give an important contribution to
those who are interested in studying about performance assessment and as a
reference or source of information.
1.5 Scope and Limitation
The scope of this study is the implementation of performance
assessment in SMKN 11 Malang and limited to the grade XI KPR2 in SMKN
11 Malang.
2.6 Definition of the Key Terms
1. Assessment is a process of collecting data for the purpose of making
decision about student or school (Salvia & Bolt 2010:4). In other word,
assessment is a collecting information or data in making decision about
understanding of student in learning process.
2. Performance is an activity that require students to demonstrate their
ability to perform certain actions. This category of assessment covers an
experiments, gathering information, tabulating and analyzing data,
interpreting results, and preparing reports or presentations.
3. Performance assessment require students to construct a response to a task
or prompt to demonstrate their achievement of a learning goal (Green &
Johnson 2010:263). In other word, performance assessment is an
assessment that conduct the students to demonstrate and presenting their
understanding about the material that they got before.
6