Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 358
Recently, the study of SA and PA as an alternative assessment mode to increase the responsibility and participation of students has been widely publicized. A study conducted by
Kaufman and Schunn 2010 shows that students have a positive perception of on-line PA system and this perception does not correlate with the revision of their work. SA and PA is
accepted as a fair assessment method by the students Nortcliffe, 2012. PA gives very accurate and steady consistent results for a very complex task. SA and PA are also effective
to guide the improvement of students writing skills, with SA as the most effective compared to the assessment of teachers and the PA Parisa and Reza, 2015. Topping 1998 found that
the PA, compared to the teacher assessment, have a positive formative effect on student achievement and attitudes. A study conducted by Yurdabakan 2012 indicate that SA and PA
correlated, in which PA can be a good predictor for SA. Student involvement in the assessment would take place when the SA and or PA are used in the assessment Falchikov
and Goldfinch, 2000.
In Electrical Measuring Instruments class, which was held at the Department of Physics UNG in 2015, SCL and AL had been used widely. Students learn, work, and practice
collaboratively for one semester 4 months with 4 hours per week in small groups 2-3 people. Correspondingly, alternative assessment, namely SA and PA, were used in the
assessment of a variety of important skills, within the spectrum of soft skills, which are promoted through learning. In this regard, students perceptions of SA and PA, as well as the
correlation that may exist between SA, PA, academic achievement and student perceptions had been examined.
2. Methods
The study was conducted on a Electrical Measuring Instruments class attended by 68 people for one semester in 2015 with 16 sessions in which each class lasted for four hours. SCL and
AL had been implemented in the class while the students were collaboratively studying, doing laboratorium practice and field practice, which is accompanied by a written report and journal
in small groups 2-3 people per group.
At the end of the semester, after the completion of the course, each student had been given an instrument of SA and PA. Each student had to assess themselves using the SA instrument,
whereas each student had to assess the peer group using the PA instrument. Both of these instruments have 29 items and constructed to measure 29 skills in the spectrum of soft skills,
namely communication; cooperation; sensitivity and respect for diversity; the promotion of equality; responsibility; discipline; working effectively and efficiently; self-control; Health
and Safety Work; open minded; positive attitude, problem-solving; initiative; involvement and contribution to the group; self-motivation; integrity; the use of resources; respect for the
clean and comfortable work environment; decision-making; appearance; helping colleagues and others; conflict mediation; adaptation and self-flexibility; precision and accuracy of work;
courtesy and politeness; toughness tenacity and fighting spirit; use of time and the pace of work; creativity; and patience and sincerity. Both of the assessment instrumen are the rank
order item and scale with 10 rank, with the 10 as the highest significance, while 1 as the lowest significance.
A week later, a questionnaire had been given to 57.5 39 people of students, with respondents randomly determined. The questionnaire was consist of Likert scale Likert scale
and has a 5-point scale figure 1 to figure 5. It had constructed to measure students perceptions of SA and PA. The questionnaire has 61 items, which are divided over the three
items largely related to the responsibilities of the assessment, 26 items were related to
Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 359
perceptions of SA, 18 items were related the perception of the PA, and 14 items were related to perceptions of SA and PA.
3. Result and Discussion
