2013 CURRICULUM ASSESSMENT PRINCIPLES

1. Sahih
To obtain data that can reflect the ability to be measured, valid instruments must also be used,
namely instruments that measure what should be measured.
2. Purpose
The assessment is not influenced by the subjectivity of the rater. Therefore, it is necessary to
formulate an assessment guideline (rubric) so that it can equalize the perceptions of the raters
and minimize subjectivity, especially in performance appraisals whose scope, authenticity, and
assessment criteria are very complex. For more than one rater, it is necessary to look at the
reliability or consistency between raters (interraterreliability) to ensure the objectivity of each
rater.
3. Fair
The assessment is not beneficial or detrimental to students because of differences in religious
background, ethnicity, culture, customs, socioeconomic status, gender, and others. The
difference in the assessment results is of course only caused by differences in student
achievement in the competencies assessed.
4. Integrated
Assessment by educators is an integral component of learning activities. Assessment is a process
to find out whether a competency has been achieved.
5. Open
Assessment procedures and assessment criteria must be open, clear, and can be known by
anyone.
6. Comprehensive and Sustainable
Assessment by educators covers all aspects of competence by using various appropriate
assessment techniques. Assessment is carried out using various techniques and instruments,
carried out during the learning process, and using assessment as learning, for learning, and a
proportional learning approach.
7. Systematic
The assessment is carried out in a planned and gradual manner by following standard steps.
Assessment should start with mapping. KD identification and analysis is carried out, and KD
achievement indicators are carried out. Based on the results of identification and analysis, the
appropriate assessment technique, instrument form, and timing of the assessment were mapped.
8. Refer to the criteria
Competency-based curriculum assessment uses reference criteria. That is, to declare a student is
competent or not, it is not compared with the achievements of his friends or group, but compared
with the minimum criteria set.
9. Accountable
The assessment can be accounted for, both in terms of techniques, procedures, and results.
Assessment accountability can be met if the assessment is carried out in a valid, objective, fair
and open manner, as described above.
2013 CURRICULUM ASSESSMENT INSTRUMENT
Competence Technique Proses Hasil
Attitude Observasi
Penilain diri
Penilain antar
peserta didik
Jurnal
Tes tulis
Knowledge Tes lisan
Penugasan

Tes praktik
Skills Projek
Portofoloio

1. Assessment of trait competence

Competence Technique Instrument shape
Observasi Observation guide
Check list and rating scale
with rubric
Sikap Self-assessment Self-assessment sheet
Assessment etween students Assessment sheet between
students
Jurnal Journal sheet

Rated attitude
 Honest
 Discipline
 Responsibility
 Tolerance
 Mutual cooperation
 polite
 self-confident
 EXAMPLE OF OBSERVATION INSTRUMENT
Name:
Semester:
School year:
Observation period:
Value item:
Attitude indicators:
1. Passionate about studying biodiversity in the local area
2. Seriously study biodiversity in the local area
No. Student Spiritual attitude indicator Total score final score Completed/
name score (1-4) unfinished
Indikator 1 Indikator 2
1. Si A
2. …….

EXAMPLE OF SELF-ASSESSMENT INSTRUMENT

Name:
Class serial number:
Semester:
School year:
Observation period:
Value item:
Attitude indicators:
1. Passionate about studying biodiversity in the local area
2. Seriously study biodiversity in the local area
No Pernyataan Skor Total Final scor Completed/
. score unfinished
1 2 3 4
1. Passionate about
studying
biodiversity in the
 local area
…….

Scoring hint:
• Formula for calculating the final score
jumlah perolehanskor
skor akhir= x4
skor maksimal
• Maximum score = number of indicators x 4
• The category of students' attitude values is based on Permendikbud No. 81A year
2013
a) Very good : If the final score is 3.33 < final score 4.00
b) Good : If the final score is 2.33 < final score 3.33
c) Enough: If the final score is 1.33 < the final score 2.33
d) d) Less: If the final score: < final score 1.33

1. .Knowledge competency assessment

Competence Technique Instrument shape
writing test Multiple choice, input,
short answer,
Knowledge matchmaking, true false,
and description
Oral test a list of questions
Assignment Assignment sheet (pr, or
clipping)
2. Skill competency assessment
Skill competency
"using, parsing, compiling, modifying, and loading"
“write, read, count, draw, analyze and compose”
Competence Technique Instrument shape Example
Practic Checklist, rating Sports, reading,
scale singing, practicum
etc
Projec Checklist, rating Social work, art
scale performances,
greening, etc
portofolio Checklist, rating Papers, charters,
scale research reports etc
 Scope of skill assessment
1. Assess the process
• Planning
• Implementation
• Presentation
2. Result assessment
• Contents of the report
• Language
• Aesthetics
examples of practical skills assessment instruments
No Indikator Rating result
4 3 2 1
1 Provide tools and materials
2 Observation description
3 Interpreting the upcoming
assessment
4 Doing practice
5 Presenting practical results
Assessment rubric
Score 4 = Prepare all necessary tools and materials according to specifications.
Score 3=Prepared all the tools and materials needed but some are not according to specifications
Skoe 2=Prepared the necessary but incomplete tools and materials.
Score 1=Not preparing the necessary tools and materials.