Assessment is a part of teaching and learning process. After implementing our methods in teaching, we have to measure students’ understanding by assessing them whether our teaching is success. One thing that has to be considered is assessing is not as simply as giving a number of score. Some tasks can be assessed by just giving a score quickly, such as multiple choices, short answer, and soon. However, how about drawing task or the essay answers? Will we just think for a moment and give a number for the score then? Of course not, so it needs to be cleared in “how” we scoring them. It needs process to be scored, it is kind an unfair assessment.
Another thing that must be thought is the objectiveness, have we assessed them objectively? How to do it? One of the ways to assess our students objectively is using rubric. Many people say that using rubric will give the most objective score because so many aspects/items that considered to be scored. It’s really different if you don’t use rubric, let say you give the same score for two different-students’-work. Then, what will you say if one of them asks you about it? Will you just say “because your work is great, and his work is great too.” Meanwhile if you use rubric, you can explain them why they get the same score, also the students will know and focus on the aspects that will be scored in the rubric.
However, in my opinion, using rubric is still using our subjectivity. Let say one aspect/item is scored on interval 0 – 4, and then sometimes when we decided its score is to be 0, or 1, or 2, or 3, or 4, it needs our subjectivity. Do you get my point? If no, I’ll explain it further in the next session of PETA class. Also, by using rubric could limit students’ creativity because they could be “scare” to explore their works, and it happened to me last semester when I had to discuss for mid exam. I meant the exam was about “discussing something.” In the beginning of the semester, the lecturer gave us the rubric, and then we thought how to reach the requirements on that rubric. Finally, we “set” the discussion, and just did the things that have been mentioned in the rubric, it did not run naturally.
All in all, my conclusion is using rubric is not 100% objectively in assessing students because it still contains our subjectivity, but it’s true that using rubric is the most objective assessment. I hope you will not get confuse after read my reflection. Thanks for reading, and let’s discuss it in the comments below. 
Ahmad Apriyanto
2010110001
Ahmad Apriyanto
2010110001
whose have this reflection?? ^^ without name.. I think when the lecturer give us the rubric it because they want us to know what aspect that will be assess, whether the discussion is "set" by the students or not, I think without rubric sometimes students will "set" the discussion too, it depends on the students too. And also i think when we use interval for example 0-4 and then we give 2 for students, it doesn't mean that we are subjective in giving score. As a teacher we know about the answer, then we can make the rubric as detailed as possible, 1 for what 2 for what and etc.. ^^ nice reflection
ReplyDeleteYes, I agree with Wirman ...
ReplyDeleteRubric used to assess not only a masterpiece but a rubric can also be used to assess a test, such tests are tests in the Indonesian language poetry reading or speech tests.
In my opinion, rubrics are very useful as a tool for assessing students' work because with the rubrics can make an assessment becomes more objective and minimize judgments are subjective.
@ nopi : This is my Reflection, ahhah. Sorry I forgot to attach my identity. Thanks for your comment, actually i'm still "galau" to use rubrics. In one side, i believe it could limit students' creativity, but it's the most subjective assessment, hhhe
ReplyDeleteXD
@ marya : Sorry mar, I think you did the wrong place :D
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