Selasa, 26 Februari 2013

DEFINITION CURRICULUM ASSESSMENT


DEFINITION
CURRICULUM ASSESSMENT
Lecturer: Pryla Rahmawati M.Pd
Group 5:
Dwi Sri Purwantini   (210910049)
Habib Syarwani        (210910034)
Ismayati                      (210910046)
Eva Sulistya Rini       (210910061)

A.    The Definition of Assessment
·         Curriculum assessment is a process of gathering and analyzing information from multiple sources in order to improve students learning in sustainable ways.[1]
·         Assessment is a broader term that encompasses day-to-day observations as well as a variety of alternatives assessment tools that will be explored later.[2]

B.     The Types of Assessment

1.                  Gathering information (Tests)
The most common way of gathering information for assessment is through test. The usual criterion is an arbitrary level which the learner is expected to have reached; and the result is generally expressed through percentages.
2.                   Gathering information (other sources)
a.       Teacher’s assessment. The teacher gives a subjective estimate of the learners overall performance.
b.      Continuous assessment. The final grade is some kind of combination of the grades the learner received for various assignments during the course.
c.       Self-assignment. The learners themselves evaluate their own performance, using clear criteria and weighting systems agreed on beforehand.
d.      Portfolio. The learner gathers a collection of assignments and projects done over a long period into a file; and this portfolio provides the basis for evaluation. 

C.    Assessment Procedure
1.      The Associate Superintendent for Curriculum and Instruction activates a Curriculum Evaluation Committee to oversee the Curriculum Assessment/Evaluation Process and report recommendation.
2.       Content office leaders establish and/or activate a Curriculum Oversight Committee to provide input into curriculum assessment/evaluation decisions.
3.      Content office leaders are responsible for the creation of a Curriculum  Management Plan that will combine both a long-term(Long-range Curriculum Development
Plan) and short-term (Action Plan) view of the development and evaluation of curriculum in each content area.
4.       Content office leaders and their Curriculum oversight Committee review the curricula identified in their annula Action Plan to gather data support the continued effectiveness or need for revision, replacement, or deletion for each curriculum.
Review may include:
              • Consideration of the original requirements identified at the time of curriculum
                Development (documentation will improve through implementation of the Quality
                Management System);
              • Teacher/principal/student stakeholder surveys, interviews, and/or reflections;
              • Student work samples and artifacts;
              • Student performance measures;
              • Student achievement in the course; and
              • Observations of classroom implementation.[3]

D.    The Relationship between Curriculum and Assessment
v  Curriculum is topics, materials, and resources of each content area and the implication for using them:
1. Components of curriculum and how they organized
2. Integration of concepts within each content area and across content areas and the pedagogical      implications of that integration
3. Types of curriculum materials, media, and resources, such as basal readers and trade books in reading, map and globes in social studies, measurement, equipment and math, equipment and displays in science, and technologies, including computer software and videotapes.
v  Assessment topics examine content specific and general assessment and evaluation procedure and in the implications for using these procedures appropriately and effectively:
1. Traditional and standardized testing methodologies such us standardized test, basal reader test, and screening test - that are appropriate for use in each content area and in general instruction.
2. informal, classroom - based and nontraditional assessment strategies - such us observation, oral report ,running records, informal reading inventories portfolios, and performances samples - that are appropriate for use in each content area and in general instruction.
3. Interpretation of data obtained from various assessment strategies in each content area and in general instruction.
4. Anticipation and identification of common point of confusion in the content areas, such us errors, patterns of error, inaccuracies, misconceptions, and buggy algorithms.[4]



REFERENCE
Penny, a Course in Language Teaching, Cambridge University Press: Australia, 1996.
Parrish, Betsy, Teaching Adult ESL, The McGraw-Hill Companies: New York, 2004.





Minggu, 17 Februari 2013

TIPS KESEHATAN UNTUK WANITA HAID



PENTING UNTUK WANITA!!!
Wanita adalah sarangnya berbagai macam penyakit,baik luar maupun dalam....
apalagi penyakit yang sudah berurusan dengan organ intim kita(Miss.V),pasti ngeri dengernya....
kita pasti bertanya tanya"ada yang salah gak ya sama Miss.V ku?" atau "sehat gak ya aku?"
pasti kalian sering bingung mau bertanya pada siapa...
okey...okey...untuk lebih mudahnya baca ini deh...semoga informasi ini bisa sedikit membantu kalian yang sedang gundah karena masalah  Miss.V nya...
1.     wanita ternyata tidak disarankan makan bayam dan
tahu secara bersamaan loohh,,,
karena jika digabungkan bisa membentuk senyawa yang
bisa mengakibatkan terbentuknya BATU atau KISTA dalam tubuh...
WAAAOOWW......ternyata.....!!!!
2.      Fakta kedua yang begitu mencengangkan juga adalah......
siap yaaaa buat bacaaa...hehehe
oke...okey...tenang...
ternyata,kita dilarang makan mentimun disaat sedang haid, karena bisa menyebabkan darah haid tersisa di dinding rahim, stelah 5 atau 10 hari dapat menyebabkan KISTA dan KANKER rahim.
Ribet emang menjadi wanita,,,tapimemang sudah seharusnya kita menjaga itu semua,....
See U letter Girls.....
Assalamualaikummm.......

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