JM

Assalaamu ‘alaikum warahmatullahi wabarakaatuh

 TOTAL QUALITY MANAGEMENT:
PERFORMANCE ASSESSMENT

APPLIED APPROACH
Disadur dari beberapa sumber dan disajikan kembali oleh:
Jusman Mansyur

PELATIHAN APPLIED APPROACH (AA) ANGKATAN I 2023

UNIVERSITAS TADULAKO
Go to mentimeter.com
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TOP MIND (3 key words): Manajemen

Mutu Terpadu dan Assesmen Kinerja

Sebutkan 3 kata kunci berkaitan dengan Total

Quality Management (TQM, Manajemen Mutu
Terpadu) dan Assesmen Kinerja
OUTLINE
• Introduction
• Total Quality Management (TQM)
• Standar Penjaminan Mutu (SPM DIKTI &
SPMI)
• Dari TQM ke Performance Assessment
• Performance Assessment
• Rubric
 TQM: sistem manajemen yang berorientasi pada kepuasan pelanggan
(customer satisfaction) dengan kegiatan yang diupayakan
benar sekali (right first time), melalui perbaikan
berkesinambungan (continuous improvement).

EPICSLIDE Presentation Template

Produk
EPICSLIDE

Improvement
01 Proses
06 02
Komitmen 6

Organisasi
05 03
04
C
b
c Pemimpin
 QUALITY-MINDED
QUALITY-ORIENTED
Semua orang berpikir tentang kualitas
Semua aktivitas berorientasi kualitas

CONTINUOUS QUALITY IMPROVEMENT-KAIZEN

BANYAK DIBAHAS-DIKA JI

Total Quality
Management

Sistem
Pengukuran
Kinerja
Kinerja Manajerial

Sistem
Penghargaan
SISTEM PENJAMINAN MUTU (SPM DIKTI & SPMI)

10
Implementasi SPMI
SIKLUS SPMI

P
Penentapan Standar
P P Pelaksanaan Standar
Evaluasi Pelaksanaan Standar

Pengendalian Standar

P E Peningkatan Standar
 Ini yang akan dibahas

Struktur Standar Dikti dan Pelampauan SN Dikti

Performance
Assessment
untuk:
- Level lembaga
- Level dosen

Bagaimana level
mahasiswa?
TQM
Assessment as learning
a bridge?

Performance
Assessment
MICRO-SCALE
LEVEL PENDIDIK

Conducts educational research and

Level 4 publishes archival paper

Engages in educational experimentation

Level 3 and shares results

Assesses performance and makes

Level 2 improvements

Teach using accepted teaching

Level 1 theories and practices

Level 0 Teach as taught

FIVE DIMENSIONS OF LEARNING (Marzano, 1993)

19
Student-Centered Learning

6
 Interrelation among concepts (Doran, Lawrenz & Helgenson, 1995)

Evaluation
Testing To evaluate the data which was
Measurement
Evaluation collected through assessment

Assessment

Assessment
The process of collecting data which
shows the development of learning
(Aikenhead, 1997)
Pendapat lain
Evaluasi

Penilaian
Knowledge: Knowing about spelling
rules, punctuation conventions, Skill: Spelling, punctuation,
capitalization rules, subject-verb Writing Achievement capitalization, subject-verb
agreement, etc. agreement

Knowledge Skills

ABILITY
Writing Abilities
Ability to write declarative, persuasive, and narrative
passages
Performance Assessment

Assessment for a task in which students

solve complex problems (example) in
authentic (real-life) contexts
What do students do in a performance
assessment

Students use authentic language/activity

in tasks that require interaction similar to
those in the world outside/inside of the
classrooms
What are the characteristics of a
Performance Assessment?

• Realistic
• Requires judgment and innovation
• Asks a student to “do” the subject
• Simulates the contexts in which adults are tested in the
workplace, community or home
• Assesses a student’s ability to efficiently and effectively use
a repertoire of knowledge and skills to negotiate a complex
task
Why use Performance Assessments?

• Allows students to express their

understanding and knowledge development
individually
• Attends to differences in learners
• Addresses learning over a period of time
• Allows teacher to give a feedback
Standards for Success

Criteria for assessing the product

Use a rubric
Scoring Rubric
Definition
A scoring tool that lays out the specific expectations for an assessment task
A set of clear explanations or criteria used to help teachers and students focus on
what is valued in a subject, topic, or activity
Components of a rubric:
Criteria/Indicator
aspects of an assessment task which the assessor takes into account when making their
judgment
May use different weightings for different criteria
Level of Attainment
often use grade level descriptors
Types of rubrics:
Descriptive (Analytic), Holistic
Why and when we use particular types of rubrics
Why use rubrics?

For teachers:
For students:
• Prompt a criterion-referenced
assessment
• Clarify the teacher’s expectations
• Provide students with detailed
of student performance
and timely feedback • Provide informative descriptions
• Encourage critical thinking of expected performance
• Facilitate communication with • Help to monitor and critique own
others involved in scoring work
• Help to refine teaching
skills/learning activities
When Use Rubrics

On performance-based tasks:
• extended response items
• projects
• presentations
• portfolios
EXAMPLE: SOLO TAXONOMY
The structure of observed learning outcomes (SOLO) taxonomy is a model
that describes levels of increasing complexity in students'
understanding of subjects

A possible value of 0 – 4 can be used to score each

question
Possible Level Responses that …
Score
4 Extended not only include all relevant pieces of information, but
also extend the response to integrate relevant pieces of
information not in the stimulus.
3 Relational integrate all relevant pieces of information from the
stimulus.
2 Multistructural respond to several relevant pieces of information from
the stimulus.
1 Unistructural respond to only one relevant piece of information from
the stimulus.
0 Pre-structural consist only of irrelevant information.
Using Rubrics with Students
 Explain what the test will emphasize
• Emphasis and expectations will be delineated in
the assessment criteria in the rubrics
 Inform students how the assessment will be
scored
• Explain what each of the assessment criteria
defined in the rubrics means
 Explain how the results will be used
• Explain the importance of the test scores in the
student’s learning progression
How to use rubrics with students
• Make sure that the wording of the rubrics is understandable
to students (simplify wording for lower grades).
• Works best with holistic rubrics (or with a combined version
of analytic descriptions).
• Provide rubrics to students in advance of the administration
of the assessment.
• Alternatively, students can be provided with a general rubric
and a small number of papers (names removed). Students
can score the papers in small groups; groups are required
to come to consensus on the grade to be assigned.
PEMBELAJARAN-
ASSESMEN (contoh:daring)

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SELF-AS- PEER-AS-
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Be a man
with an
orderly mind
in a
professional
practice
TERIMA KASIH

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