Assessment of Learning Outcomes

and Dimension of Cognitive Process

Kelompok 2

M. Firmansyah. A 140210103087
Nur Lailatul Muvida 160210103081
Yunike Ihza Shafa’nuha 160210103085
Assessment of Learning Outcomes.

“ The process of Collecting data which shows the

development of learning”
 Function
• Consideration in determining class
increase.
• Feedback on improvements in teaching
and learning.
• Improve students' learning motivation.
• Self-evaluation of student performance.
 Purpose
General purpose : Special purpose :
1. Knowing student progress
1. Assessing the and learning outcomes;
achievement of the 2. Diagnose learning difficulties;
competence of 3. Provide feedback /
improvement of teaching and
learners; learning process;
2. Improve the learning 4. Determination of class
process; increase;
5. Motivate students' learning
3. As a material by knowing and
preparation progress understanding themselves
report learn student. and stimulating them to make
improvements.
 Principle
1. An integral part of the learning process.
2. Clearly designed
3. Implemented comprehensively
4. Valid and reliable
5. Followed by no further
6. Objective and fair
 Type of Assessment
functions Tool
• formative 1. Tes
• summative 2. Non-tes
• diagnostic
• selective
• placement
 Standard Assessment of Learning
Outcomes
• PAN
• PAP
 development of cognitive, affective, and
psychomotoric outcomes

1. Cognitive Sphere: With regard to the intellectual

learning outcomes consisting of 6 aspects of
knowledge, understanding, application, analysis,
synthesis and assessment.
2. Affective Sphere: With regard to attitudes and values.
Affective domain includes five levels of ability to
accept, answer or react, assess, organization and
characterize with a value or value complex.
3. Psychomotor domain: Includes motor skills,
manipulation of objects, neuromuscular coordination
(linking,
Knowledge Demend
 Factual Knowledge
1.Knowledge of terminology
2.Knowledge of specific details and elements
(event, subject, time, detail)
 Conceptual Knowledge

1. Classification knowledge and categoriess

2. Knowledge of principles and generalizations
3. Knowledge of theory, model and structure
 Prosedural Knowledge
1. Knowledge of subject-specific skills and algorithms
2. Knowledge of subject-specific techniques and methods
3. Knowledge of criteria to determine when to use
appropriate procedures
 Metacognitive Knowledge

1. Strategic knowledge
2. Knowledge of cognitive tasks, including appropriate
contextual and conditional knowledge
3. Knowledge of self
 Dimensional Cognitive Processes
The cognitive process dimension is intended to complement
the complete array of classifications of students' cognitive
processes found in the learning objectives.
Cognitive Processes
 Remembering
• Taking the relevant knowledge of long-term
memory

Recoqnizing Recalling
 Understand
• Build understanding of instructional messages,
including verbal communication, writing and
drawing
a) Interpreting
b) Exemplifying
c) Classifying
d) Summarizing
e) Inferring
f) Comparing
g) Explaining
 Apply
• Perform or use the procedure under certain
circumstances

Executing Implementing
 Analyze
• Elaborate the material into its constituent
parts and determine how the parts relate to
one another and to the overall structure and
objectives

Differentiating Organizing Attributing

 Evaluate
• Make judgments based on criteria and
standards

Checking Criticquing
 Create
• Brings together the elements to form a
coherent or functional structure, rearranging
the elements into new patterns or structures
THANK YOU
ANY QUESTION ?