Strategi Asesmen
Capaian Pembelajaran
S1 Biologi
Devi N. Choesin, Iriawati, Indra Wibowo
ITB Biology Programme
Educational Objectives (PEO)
•
The Bachelor Programme in Biology
aims to produce
highly qualified graduates with sound knowledge of
biology and its integrating principles, who are able to solve
problems in life sciences using scientific reasoning and the
most current methodological approach, and demonstrate
supporting competences to compete, develop, and adapt
to advances in science and technology, as well as changes
in society at the national and global levels.
•
The stated objectives are achieved by producing graduates
who have the ability to:
• demonstrate understanding of biology and the conceptual framework to identify its integrating principles.
• integrate their knowledge, skills, scientific mindset and social
Student Learning Outcomes
(LO)
•
Students who have completed their Bachelor of
Science degree in Biology will have the ability to:
•
demonstrate an understanding of biology at the molecular,
cellular, organismal, and ecological levels; and recognize its
unifying principles.
•
conduct practical laboratory and field work using standard
methodologies and skills in biology.
•
identify and solve problems in biology and broader areas by
applying and integrating knowledge of biology and relevant
disciplines (e.g., mathematics, basic sciences, statistics).
•
conduct full-fledged research which includes research design;
data collection, quantitative data analysis and interpretation;
and results dissemination.
•
develop scientific reasoning and the ability to make sound and
Student Learning Outcomes
(LO)
• develop and express an appreciation for the importance of biodiversity and bioresources.
• demonstrate effective oral and written communication skills, in Indonesian and English.
• work and learn independently as well as collaboratively in teams.
• demonstrate knowledge of ethics, safety, and environmental issues.
• demonstrate information literacy and technological fluency related to life sciences.
• demonstrate basic knowledge of the management of bioresources and living systems.
• relate the science of biology to its application in technology and other fields to meet the needs of society.
ASIIN BIOLOGY - ITB SPECIALIST COMPETENCES
1. have acquired sound fundamental biology-relevant knowledge of mathematics and the natural sciences,
2. have sound knowledge of the fundamentals of molecular, cell and organismic biology, 3. have gained methodological competence in bio sciences and are also able to apply this in other contexts,
4. are able to carry out practical work in labs and outdoors independently as well as handle organisms,
5. have relevant knowledge of safety and environmental issues as well as the associated legal fundamentals,
6. have gained sound knowledge in at least one special life science area of the degree programme,
7. are able to recognise and solve subject-relevant problems,
8. are able to solve life science problems and present the results.
1. demonstrate an understanding of biology at the molecular, cellular, organismal, and ecological levels; and recognize its unifying principles. (ASIIN Spec. 1,2)
2. conduct practical laboratory and field work using standard methodologies and skills in biology. (ASIIN Spec. 3,4)
3. identify and solve problems in biology and broader areas by applying and integrating knowledge of biology and relevant disciplines (e.g., mathematics, basic sciences, statistics). (ASIIN Spec.1,7,8, Soc.1)
4. conduct full-fledged research which includes research design; data collection, quantitative data analysis and interpretation; and results dissemination. (ASIIN
Spec.4,6,7,8, Soc.1)
5. develop scientific reasoning and the ability to make sound and responsible decisions. (ASIIN Soc.1)
6. develop and express an appreciation for the importance of biodiversity and bioresources.
7. demonstrate effective oral and written communication skills, in Indonesian and English. (ASIIN Soc.3)
8. work and learn independently as well as collaboratively in teams. (ASIIN Soc.4)
9. demonstrate knowledge of ethics, safety, and environmental issues. (ASIIN Spec.5, Soc.2)
10.demonstrate information literacy and technological fluency related to life sciences.
11.demonstrate basic knowledge of the management of bioresources and living systems. (ASIIN Soc.2)
12.relate the science of biology to its
application in technology and other fields to meet the needs of society (ASIIN Soc.2)
13.keep abreast of the latest advances in life sciences and engage in lifelong learning. (ASIIN Soc.5)
SOCIAL COMPETENCES
1. have trained conceptual, analytical and logical thinking,
2. have an awareness of possible social, ethical and environment-related effects of their actions,
3. have acquired communication skills – also in a foreign language – and can
communicate scientific information to experts and laypersons in a suitable manner,
4. have a capacity for teamwork, also on an intercultural basis,
Competence matrix
relating all courses to
Biology learning
Competence matrix
relating all courses to
Biology learning
Development
of the Biology
Programme
Assessment Plan
Step Description
PLAN
Objectives & Program Learning Outcomes
Program educational objectives were formulated in the process of developing the 2013 Biology curriculum.
Student learning outcomes were formulated in the process of developing the 2013 Biology curriculum.
Student learning outcomes have been aligned with the curriculum and in accordance with the courses road map.
Participants
A curriculum and assessment task force was assigned to develop the 2013 Biology curriculum. Faculty staff members who will participate in assessment will be determined later according to teaching assignments which are designated each semester by the Dean/Head of program. Students who will participate are students who entered the program in 2012, 2013 and 2014.
Timeline Assessment is planned for five years; with course assessments conducted at the completion of each semester.
Inventory Past evaluation methods and findings (e.g., from stakeholder surveys, curriculum evaluations) were reviewed to assist in developing the current assessment plan.
Methodology
Information and data for each learning outcome will be collected by direct (e.g., performance in class assignments) and indirect methods (e.g., surveys).
The sample population to be assessed has been determined, i.e., students from the 2012. 2013 and 2014 batches in specific courses.
Criteria that will determine the achievement of learning outcomes will be specified.
IMPLEMENT Data Data collection. Data analysis.
UTILIZE
Results
Review and report of assessment results.
Make recommendations for program improvement.
Development of program improvement plan based on results and recommendations.
Dissemination of results to stakeholders.
Assessment Plan
•
DIRECT ASSESSMENT
•
measure the attainment of course outcomes in selected
courses over a period of five years.
•
follow the development of different cohorts of students.
•
Use of rubrics and the examination of numerical marks.
•
INDIRECT ASSESSMENT
•
surveys (questionnaires and surveys) of students, alumni,
employers and teaching staff (student surveys are
Direct
Assessment
No. PROGRAM LEARNING OUTCOMES Student Batch Sem. II 13/14 Sem. I 14/15 Sem. II 14/15 Sem. I 15/16 Sem. II 15/16 Sem. I 16/17 Sem. II 16/17 Sem. I 17/18 Sem. II 17/18
BI3101 BI3202 BI3103 BM2101
BI2102 BI3101 BI3202 BI2104 BI3103 BM2101 BI2105
BI2102 BI3101 BI3202 BI2104 BI3103 BM2101 BI2105
BI2204 BI3104 BM2101(P) BI2201(P) BI3102 BI3201(P)
BI2104(P) BI2201(P) BI3104 BM2101(P) BI2105(P) BI2204 BI3102 BI3201(P) BI2102(P)
BI2104 BI2201(P) BI3104 BM2101(P) BI2105 BI2204 BI3102 BI3201(P) BI3103 BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI3001 BI4098 BI3090 BI4099 BI3001 BI4098 BI3090 BI4099 BI3001 BI4098 BI3090 BI4099 BI3101 BI3102 BI3101 BI3102 BI3101 BI3102 BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI2204 BI3104 BI3090 BI4098
BI2201 BI3102 BM2101(P) BI4099 BI3201(P)
BI2204 BI3104 BI3090 BI4098 BI2201(P) BI3102 BM2101(P) BI4099
BI3201(P)
BI2204 BI3104 BI3090 BI4098 BI2201(P) BI3102 BM2101(P) BI4099
BI3201(P) BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI3001 BI4098 BI3090 BI4099 KU1011 BI3001 BI4098 BI3090 BI4099 KU1011 BI3001 BI4098 BI90 BI4099 KU1011 2012 BI3101
2013 BI2001 BI3101
2014 BI3101
2012 BI3090
2013 BI2001 BI3090
2014 BI2001 BI3090
BI4001 BI4097 BI4001 BI4097 BI4001 BI4097 BI3202 BI4098 BI3202 BI4098 2014 BI4098 2013
13 Keep abreast of the latest advances in life sciences and engage in lifelong learning.
2012 BI3202
11 Demonstrate basic knowledge of the management of bioresources and living systems.
12 Relate the science of biology to its application in technology and other fields to meet the needs of society.
2014 2013
BI3101
BI4001 10 Demonstrate information literacy
and technological fluency related to life sciences.
2012
BI4001
2014 BI2001 BI3101
2013 BI3101
BI4001
BI4097 9 Demonstrate knowledge of ethics,
safety, and environmental issues. 2012 BI3101
2013
BI4097
BI3090 KU1011 8 Work and learn independently as
well as collaboratively in teams. 2012 BI4097
2014
KU1011
2014 BI2204 BI3104
2013 BI2204 BI3104 BI3090
BI3105 7 Demonstrate effective oral and
written communication skills, in Indonesian and English.
2012 BI2204 BI3104 BI3090 KU1011
2014 BI2104
2013 BI2104 BI3105
6 Develop and express an appreciation for the importance of biodiversity and bioresources.
2012
BI3105
2014 BI2103 BI3104 BI4097
2013 BI2102 BI3104 BI4097
5 Develop scientific reasoning and the ability to make sound and responsible decisions.
2012 BI3104 BI4097
2014 BI4097
2013 BI4097
BI4097 4 Conduct full-fledged research
which includes research design; data collection, quantitative data analysis and interpretation; and results dissemination.
2012 BI4097
2014 BI2204 BI3102
2013 BI2204 BI3102 BI4097
3 Identify and solve problems in biology and broader areas by applying and integrating knowledge of biology and relevant disciplines (e.g., mathematics, basic sciences, statistics).
2012 BI2204 BI3102 BI4097 2013
2 Conduct practical laboratory and field work using standard methodologies and skills in biology.
2012
2014 2014
BI1001 BI1201 BI2201 BI4001
2013
BI2201 BI4001
1 Demonstrate an understanding of biology at the molecular, cellular, organismal, and ecological levels; and recognize its integrating principles.
No. PROGRAM LEARNING OUTCOMES Student Batch Sem. II 13/14 Sem. I 14/15 Sem. II 14/15 Sem. I 15/16 Sem. II 15/16 Sem. I 16/17 Sem. II 16/17 Sem. I 17/18 Sem. II 17/18
BI3101 BI3202 BI3103 BM2101
BI2102 BI3101 BI3202 BI2104 BI3103 BM2101 BI2105
BI2102 BI3101 BI3202 BI2104 BI3103 BM2101 BI2105
BI2204 BI3104 BM2101(P) BI2201(P) BI3102 BI3201(P)
BI2104(P) BI2201(P) BI3104 BM2101(P) BI2105(P) BI2204 BI3102 BI3201(P) BI2102(P)
BI2104 BI2201(P) BI3104 BM2101(P) BI2105 BI2204 BI3102 BI3201(P) BI3103 BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI4098 BI4099 BI3001 BI4098 BI3090 BI4099
5 Develop scientific reasoning and
the ability to make sound and 2012 BI3104 BI4097
2014
BI4097
2013 BI4097
BI4097
4 Conduct full-fledged research
which includes research design; data collection, quantitative data analysis and interpretation; and results dissemination.
2012
BI4097 2014
BI2204 BI3102 2013 BI2204 BI3102 BI4097
3 Identify and solve problems in
biology and broader areas by applying and integrating knowledge of biology and relevant disciplines (e.g., mathematics, basic sciences, statistics).
2012
BI2204 BI3102 BI4097 2013
2 Conduct practical laboratory and
field work using standard methodologies and skills in biology.
2012
2014 2014
BI1001 BI1201 BI2201 BI4001 2013
BI2201 BI4001
1 Demonstrate an understanding of
biology at the molecular, cellular, organismal, and ecological levels; and recognize its integrating principles.
2012
BI2201 BI4001
Relating course learning outcomes to program
learning outcomes
Contoh Kasus 1:
Mata Kuliah BI2202 Perkembangan Hewan
(Dosen: Dr. Marselina Tan)
•
Knowledge
• Mengidentifikasi
gametogenesis, fertilisasi, reproduksi, stadium awal dan lanjut perkembangan
hewan dan organogenesis pada level molekul, sel, jaringan dan organ.
• Menggambarkan mekanisme dasar yang mengendalikan perkembangan embrionik
Contoh Kasus 1:
Mata Kuliah BI2202 Perkembangan Hewan
(Dosen: Dr. Marselina Tan)
• Skill
• Mengaplikasikan stadium utama dari perkembangan hewan dan asal usul berbagai jaringan dan organ berbeda dalam menganalisa isu-isu
perkembangan biologi (cognitive skill).
• Mengamati perkembangan hewan dan melakukan lokalisasi tempat terjadinya organogenesis pada
hewan model dan mengenali proses-prosesnya dalam praktikum dengan menggunakan mikroskop bedah dan mikroskop biasa (practical skill).
• Mencari informasi-informasi yang relevan dari publikasi ilmiah yang berkaitan dengan issue
perkembangan biologi.
• Melakukan presentasi yang efektif, mengembangkan dan melatih
Contoh Kasus 1:
Mata Kuliah BI2202 Perkembangan Hewan
(Dosen: Dr. Marselina Tan)
•
Competence
•
Menginterpretasikan dan
mengaplikasikan konsep
perkembangan hewan
sehingga dapat
mengidentifikasi
perkembangan hewan
normal dan abnormal
•
Mengaplikasikan cara
berpikir yang kritis untuk
mengevaluasi dan
Unsatisfactory (1) Satisfactory (2) Good (3) Excellent (4)
Knowledge :
After completion this course students are expected to be able to:
identify animal
reproduction, gametogenesis, fertilization, early developmental stages and late developmental stages and organogenesis in molecular, cellular, tissue level as well as organ level
(LO1)
unable to identify animal reproduction,
gametogenesis, fertilization, early developmental stages and late developmental stages and
organogenesis in molecular, cellular, tissue level as well as organ level
Able to identify animal reproduction, gametogenesis, fertilization, early developmental stages and late developmental stages and organogenesis in molecular, cellular, tissue level as well as organ level inadequately
Able to identify animal reproduction, gametogenesis, fertilization, early developmental stages and late developmental stages and
organogenesis in molecular, cellular, tissue level as well as organ level adequately
Able to identify animal reproduction, gametogenesis, fertilization, early developmental stages and late developmental stages and organogenesis in molecular, cellular, tissue level as well as organ level
comprehensively
identify and describe the
fundamental mechanisms that control embryonic development (LO2)
Unable to identify and describe the
fundamental
mechanisms that control embryonic development
Able to identify and describe the fundamental mechanisms that control embryonic development inadequately
Able to identify and describe the fundamental mechanisms that control embryonic development adequately
Able to to identify and describe the fundamental mechanisms that control embryonic development comprehensively
explain some of the key
embryonic development processes
(LO3)
Unable to explain some of the key embryonic development processes
Able to explain some of the key embryonic development processes inadequately
Able to explain some of the key embryonic development processes adequately
Able to to explain some of the key embryonic development processes comprehensively
Skill:
After completion this course students are expected to be able to:
Apply the key stages of animal development and the origin of different tissues and organs in analyzing developmental biology issues (cognitive skill).
(LO4)
unable to understand the key stages of animal development and the origin of different tissues and organs
Able to understand the key stages of animal development and the origin of different tissues and organs
Able to understand the origin of different tissues and organs in order to apply it for analyzing some stages of animal development
Able to apply the key stages of animal development and the origin of different tissues and organs in analyzing developmental biology issues
Observe animal
development and localize organogenesis sites in animal models and recognize the process using dissecting and compound microscopes (practical skill). (LO5)
unable to Observe animal development process using dissecting and compound microscopes
Able to Observe animal development process using dissecting and compound microscopes
Able to Observe animal development and localize organogenesis sites in animal models using dissecting and compound microscopes
Able to Observe animal development and localize organogenesis sites in animal models and recognize the process using dissecting and compound microscopes
RUBRIK PENGGUNAAN MIKROSKOP
Nama : ………. NIM : ………
Kategori 4 3 2 1 Nilai
Persiapan preparat
Mahasiswa menguasai bagaimana mempersiapkan preparat dengan tahapan yang benar:
1. Membersihkan kaca objek dengan alcohol 2. Menaruh sampel pada kaca objek
3. Meneteskan air dengan pipet ke sample yang akan diamati pada kaca objek
4. Menutup sample yang sudah ditetesi tersebut dengan kaca penutup
Mahasiswa hanya melakukan 3 langkah yang benar secara berurutan Mahasiswa hanya melakukan 2 langkah dengan benar secara berurutan Mahasiswa hanya melakukan 1 langkah dengan benar secara berurutan Memfokuskan preparat
Mahasiswa melakukah hal berikut ini untuk mengamati preparat:
1. Menjepit preparat pada meja preparat dengan benar
2. Melakukan pengaturan lensa okuler
3. Mengamati dan memfokuskan sampel yang diamati dengan lensa objektif dengan ukuran perbesaran terlebih dahulu
4. Melakukan pengamatan untuk mendapatkan hasil yang lebih akurat dengan memindahkan lensa objektif dengan ukuran perbesaran lebih tinggi Mahasiswa hanya melakukan 3 langkah yang benar secara berurutan Mahasiswa hanya melakukan 2 langkah dengan benar secara berurutan Mahasiswa hanya melakukan 1 langkah dengan benar secara berurutan Membereskan dan menyimpan (membawa mikroskop) Mahasiswa :
1. Menggunakan mikrospkop dengan kekuatan cahaya secara optimal (tidak terlalu tinggi) 2. Sesudah selesai menggunakan mikroskop,
mahasiswa memadamkan mikroskop 3. Mahasiswa merapikan kabel mikroskop 4. Mahasiswa membawa mikroskop dengan
menggunakan 2 tangan ke tempat penyimpanan
Contoh Kasus 2:
Mata Kuliah BI3101 Ekologi
(Dosen: Dr. Devi Choesin)
Setelah mengikuti mata kuliah
ini, diharapkan mahasiswa akan
dapat:
• menjelaskan konsep-konsep
dasar ekologi yang berlaku pada tingkatan individu, populasi,
komunitas dan ekosistem.
• menjelaskan interaksi antara
organisme dan lingkungannya, baik biotik maupun abiotik.
• mengidentifikasi perbedaan
antara lingkungan (ekosistem) yang berbeda.
• menjelaskan keterkaitan antara
konsep dasar ekologi dengan aplikasinya.
• menjelaskan relevansi dan
hubungan ekologi dengan mata kuliah yang lain.
Learning outcomes described in module of Ecology & Ecology Project
• Soal ujian sederhana untuk mengetahui ketercapaian course outcome nomor 3:
• mengidentifikasi perbedaan antara lingkungan
• Soal ujian bentuk essay untuk mengetahui ketercapaian course outcome nomor 2:
Contoh rubrik untuk menilai pertanyaan essay
(Ebert-May, Michigan State University
http://www.flaguide.org/extra/download/cat/rubrics/rubrics.
pdf)
Level of
Achievement General Presentation Reasoning, Argumentation Exemplary
(10 pts) 1. Provides a clear and thorough introduction and background 2. Addresses the question
3. Addresses the question
4. Presents arguments in a logical order
5. Uses acceptable style and grammar (no errors)
1. Demonstrates an
accurate and complete understanding of the question
2. Uses several arguments and backs arguments with examples, data that support the conclusion
Quality (8 pts) 1. Combination of above traits, but less consistently represented (1-2 errors)
2. Same as above but less thorough, still accurate
1. Uses only one argument and example that
Contoh rubrik untuk menilai pertanyaan essay
(Ebert-May, Michigan State University
http://www.flaguide.org/extra/download/cat/rubrics/rubrics.
pdf)
Level of
Achievement General Presentation Reasoning, Argumentation Adequate (6 pts) 1. Does not address the question
explicitly, though does so tangentially
2. States a somewhat relevant argument
3. Presents some arguments in a logical order
4. Uses adequate style and grammar (more than 2 errors)
1. Demonstrates minimal understanding of
question, still accurate 2. Uses a small subset of
possible ideas for
support of the argument.
Needs
improvement (4 pts)
1. Does not address the question 2. States no relevant arguments 3. Is not clearly or logically
organized
4. Fails to use acceptable style and grammar
1. Does not demonstrate understanding of the question, inaccurate 2. Does not provide
evidence to support response to the question
Keterangan Learning Outcomes
(LO)
• LO 1 = Use/apply concept and theoretical biology related to their topics
• LO 2 = Gain a comprehensive knowledge on research methodology
• LO 3 = Enable to inquire an appropriate references for their research
• LO 4 = Skill up their ability to apply research instruments (tools and methods)
• LO 5 = Develop an appropriate research design and conduct a research
• LO 6 = Critically analyse the data of their research
• LO 7 = Show a discipline and trustworthy at their work
• LO 8 = Appreciate their research data and have a courage to present their research data
• LO 9 = Appreciate other researcher’s (research and data)
Keterangan Program Educational
Objectives (PEO)
PEO 1 = Menunjukkan pemahaman pada level molekuler, sel, organisme, dan ekologi serta mampu mengidentifikasi hubungan antar prinsip-prinsip pemersatu dalam Biologi PEO 2 = Melaksanakan praktikum dan kerja lapangan
berdasarkan skill dan metodologi standar dalam Biologi PEO 3 = Mengidentifikasi dan memecahkan berbagai masalah dalam
Biologi serta lingkup yang lebih luas dengan mengaplikasikan dan mengintegrasikan pengetahuan Biologi dan disiplin ilmu terkait (contoh: matematika, ilmu-ilmu dasar, dan statistik) PEO 4 = Melaksanakan penelitian secara penuh yang mencakup
desain penelitian, pengumpulan data, analisis dan interpretasi data kuantitatif, dan diseminasi hasil.
PEO 5 = Mengembangkan penalaran ilmiah dan kemampuan untuk membuat keputusan yang baik dan bertanggung jawab PEO 6 = Mengembangkan dan menunjukkan apresiasi
Keterangan Program Educational
Objectives (PEO)
PEO 7 = Menunjukkan kemampuan komunikasi efektif dalam bahasa Indonesia dan bahasa Inggris, secara lisan dan tertulis
PEO 8 = Kemampuan bekerja dan belajar baik secara mandiri maupun dalam kelompok
PEO 9 = Menunjukkan pengetahuan tentang etika, keselamatan, dan isu-isu lingkungan
PEO 10 = Menunjukkan literasi informasi dan kecakapan teknologi yang berkaitan dengan ilmu-ilmu hayati
PEO 11 = Memiliki pengetahuan dasar tentang pengelolaan sumber daya hayati dan sistem kehidupan
PEO 12 = Menerapkan ilmu Biologi dalam teknologi dan bidang-bidang lainnya dalam memenuhi kebutuhan masyarakat
PEO 13 = Mengikuti perkembangan terkini dalam ilmu Biologi
Contoh Rubrik (MK Seminar)
RUBRIK PENILAIAN SEMINAR
Nilai SEMESTER:_____________ TAHUN:______________
NAMA: ________________________ NIM: _____________________________ PEMBIMBING: __________________________ Kriteria Penilaian 1 (Kurang memuaskan) 2 (memuaskan) 3 (Baik) 4 (Sangat baik) Abstrak (10%) Kemampuan dalam menuliskan abstrak Mahasiswa tidak mampu menuliskan informasi yang jelas mengenai latar belakang, tujuan
penelitian, metoda, hasil dan kesimpulannya
Mahasiswa menuliskan informasi dengan jelas tentang latar belakang, tujuan penelitian, metoda, hasil dan kesimpulannya akan tetapi tidak terlihat adanya keterkaitan antara komponen-komponen tersebut.
Mahasiswa mampu menuliskan latar belakang, tujuan
penelitian, metoda, hasil dan kesimpulannya secara jelas, tetapi masih memerlukan perbaikan dalam penulisannya. Mahasiswa mampu menuliskan latar belakang, tujuan
penelitian, metoda, hasil dan kesimpulannya dengan menggunakan bahasa yang jelas, dan menyusunnya secara sistematis sehingga mudah terbaca
Contoh Rubrik (MK Seminar)
RUBRIK PENILAIAN SEMINAR
Nilai
SEMESTER:_____________ TAHUN:______________
NAMA: ________________________ NIM: _____________________________ PEMBIMBING: __________________________
Kriteria Penilaian 1
(Kurang memuaskan) 2 (memuaskan) 3 (Baik) 4 (Sangat baik) Teknik Presentasi (40%)
Sistematika dan penyajian slide
Mahasiswa tidak
menunjukkan informasi yang jelas mengenai latar belakang, tujuan
penelitian, metoda, hasil, pembahasan serta kesimpulannya. Presentasi kurang sistematis (tidak terorganisasi) sehingga pendengar tidak
memahami materi yang disampaikan dalam presentasi.
Mahasiswa menunjukkan informasi mengenai latar belakang, tujuan penelitian, metoda, hasil, pembahasan serta kesimpulannya akan tetapi tidak terlihat adanya keterkaitan di antara komponen-komponen tersebut.
Hanya sebagian materi yang disampaikan bersifat
komprehensif dan sistematis sehingga masih banyak hal yang perlu diklarifikasi.
Mahasiswa menunjukkan secara jelas informasi mengenai latar belakang, tujuan penelitian, metoda, hasil, pembahasan serta kesimpulannya
Sebagian besar materi sudah dipresentasikan dengan logis dan
sistematis. Hanya sedikit materi yang perlu diklarifikasi.
Mahasiswa menunjukkan secara jelas informasi mengenai latar belakang, tujuan penelitian, metoda, hasil, pembahasan serta kesimpulannya
Materi yang
Bahasa Selama presentasi, mahasiswa tidak menggunakan bahasa Indonesia yang baik dan benar
Mahasiswa
menggunakan bahasa Indonesia dengan baik, akan tetapi masih sering tercetus penggunaan bahasa percakapan yang kurang tepat . Banyak kalimat digunakan secara berulang/ monoton.
Mahasiswa sudah menggunakan bahasa Indonesia yang baik, benar dan tepat digunakan dalam forum ilmiah.
Walaupun demikan, masih terdapat beberapa kalimat dalam slide yang perlu kejelasan.
Metodologi (25%) Aplikasi metoda dalam penelitian Mahasiswa tidak menggunakan
pustaka dan standar metoda yang tepat dalam penelitiannya
Mahasiswa sudah menggunakan pustaka yang benar, tetapi
metoda yang digunakan kurang tepat.
Mahasiswa sudah menggunakan pustaka acuan yang tepat, tetapi metoda yang digunakan masih perlu perbaikan.
Mahasiswa sudah menggunakan pustaka acuan yang tepat serta metoda yang digunakan sudah tepat dan benar.
Diskusi (25%) Kemampuan menjawab pertanyaan Mahasiswa tidak dapat menjawab pertanyaan
Mahasiswa hanya dapat menjawab kira-kira 50% dari pertanyaan yang diajukan.
Mahasiswa dapat menjawab sebagian besar pertanyaan; namun sebagian jawaban kurang jelas atau tidak tepat.
Mahasiswa dapat menjawab sebagian besar pertanyaan secara dan tepat dan jelas.
Seminar Oktober 2015
(33 mahasiswa)
2.99 3.19 3.40 3.33 3.27 2.77
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Nilai
Rata
-Rata
Seminar April 2016
(28 mahasiswa)
3.25 3.34 3.65 3.49 3.33 3.13
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Nilai
Rata
-Rata
Sidang Akhir - Oktober 2015
(37 mahasiswa)
3.02 2.96 3.08 2.99 3.12 3.47
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Nilai
Rata
-Rata
Sidang Akhir - April 2016
(26 mahasiswa)
3.08 3.02 3.31 3.18 3.25
3.65
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Nilai
Rata
-Rata
Draft Publikasi April 2016
3.58 3.39
3.32 3.38 3.28 3.37 3.66 3.55
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Nilai
Rata
-Rata
Results & Improvement
•
The 5-step assessment cycle
Sample of matrix table to be
used for assessments
•
Outcomes being assessed Evaluation methods Findings Actions taken or to be takenLearning outcome no. 7
Oral communication skills in Indonesian: 75% of students will be able to attain a minimum score of 3 (good) according to criteria in performance rubric.
Use of rubric in evaluating students’ presentation in BI4099 Seminar & Final
Defence.
75% of students
received a good score (3 in a score range of 1 to 4).
A handout for the
requirements for a good grade will be provided to students.
Learning outcome no. 8
Ability to work and learn collaboratively in teams: 75% of students will demonstrate the ability to work effectively on a team.
Faculty observation during class-time devoted to group
lab/field work in BI3102 Ecology Project.
Student written self-evaluation in BI3102.
Faculty observed that 75% of the students demonstrated the ability to work
effectively on a team. 90% of the
self-evaluations indicated good understanding of effective teamwork.
Have students critique a video showing a team at work and have them indicate which
principles were well-employed and which were not
Types of changes that may be
implemented as a result of
conducting assessment
•
Assessment Plan:
•
e.g., revision of intended learning outcome statement(s),
revision of measurement approaches, collection of and
analysis of additional data and information, changes of data
collection methods
•
Curriculum:
•
e.g., changes in pedagogical practices, revision or enforcement
of prerequisites, revision of course sequence, revision of
course content, addition/deletion of course(s)
•
Academic Processes:
•
e.g., modification of frequency or schedule of course offerings,
improvements of technology, changes in personnel,
