Raport Bahasa Inggris Kelas XI Semester Gasal 2013/2014

	Kelas :	XI-AGAMA				Kelas :	XI-IPA
No	Nama Siswa	Nilai	Ket		No	Nama Siswa	Nilai	Ket
1	Ahmad Zaenal Muttaqin				1	Ahmad Adib	74
2	Ali Murtadlo				2	Ainun Taufiq	72
3	Khoirul Anam				3	Alfinatun Ni'mah	80
4	Khoirul Umam				4	Avi Sa'adah	85
5	Khoirur Roziqin KS.				5	Diah Ayu Listia	80
6	M. Qosim Aulawi Harun				6	Farid Romdhon	79
7	Maimunatul Ghorro'				7	Himmatun Nisa'ish Sholihah	80
8	Muhamad Muzaki Ni'am				8	Hindriani Savilla	83
9	Muhammad Ali Rosid				9	Inayatur Rahmawati	87
10	Muntholib				10	Khuzaimah	91
11	Nurul Wafa				11	Lukluul Maqrifah	76
12	Selamet Fitriyanto				12	M. Haris Safi'i	76
13	Shofiah				13	M. Khusnul Faiz	85
14	Siti Khusniyah				14	M. Saiful Bahri	80
15	Siti Ruqoyyah				15	M. Sokhibul Ma'ali	76
16					16	Maulid Hidayat	70
17					17	Mochammad Nur Aziz	90
18					18	Muhammad Anas	77
19					19	Muhammad Muammar Hadzafi	79
20					20	Naila Elvina Rosa	85
21					21	Nur Afania	80
22					22	Puji Cahyani	95
23					23	Riza Nashbil Atiq	76
24					24	Saiful Abidin	81
25					25	Thoifatul Mahmudah	73
26					26	Thoifur	78
27					27	Torikotun Niam	82
28					28	Ulya 'Afiyatin	81
29					29	Walimatun Ni'mah	74
30					30	Wasi'atul Maghfiroh	88
31					31	Zumarul Inayah	82
32					32
33					33
34					34
35					35
Jumlah		0			Jumlah		2495
Rata-rata		#DIV/0!			Rata-rata		80
Nilai tertinggi		0			Nilai tertinggi		95
Nilai Terendah		0			Nilai Terendah		70

Hasil Nilai Raport Bahasa Inggris Kelas X Semester Gasal 2013/2014

	Kelas :	X-1				Kelas :	X-2				Kelas :	X-3
No	Nama Siswa	Nilai	Ket		No	Nama Siswa	Nilai	Ket		No	Nama Siswa	Nilai	Ket
1	Agung Fadhilah	71			1	Ahmad Irfan	70			1	Ahmad Kharis	70
2	Ahmad Sofiyyuddin	77			2	Ahmad Zainur Rogib	76			2	Ahmad Zamroni SW.	73
3	Ahmad Zamroni SA.	70			3	Aldi Kurni	71			3	Annisatul Fitriyyah	74
4	Amar	77			4	Anang Fathoni	76			4	Da'imatul Khasanah	76
5	Bahrul Azinur	76			5	Dafiqul Anwar	70			5	Dina Fithriya	79
6	Dewi Muslikhoh	83			6	Fahmi Idris	81			6	Durrotul Mutmainnah	78
7	Durrohman Wahid	72			7	Hartutik	83			7	Fredy Fajar Putra	80
8	Fahrul Mizan	70			8	Hidayatus Sholihah	77			8	Khoirun Nashoin	78
9	Friska APW	83			9	Khoirun Najah	88			9	Khulwatun Niswah	29
10	Kholilatul Ulya	88			10	Kholishotul Ma'rifah	82			10	Lastriah	79
11	Lailatul Khoiriyah	74			11	Lailatul Maghfiroh	84			11	M. Nur Abidin	70
12	Latifatul Fitriah	86			12	Lilis Anisah	83			12	Makruf	70
13	M. Badrus Shova	74			13	Maftukah	89			13	Miftahun Nasihin	75
14	M. Zainul Wafa	74			14	Masna Lathifah	76			14	Muchammad Dhuroful Lathoif	86
15	Misbachuddin	78			15	Muhamad Munib	80			15	Muhammad Khoirul Manan	73
16	Mohammad Sofiyullah	70			16	Muhamad Nur Hakim	75			16	Muhammad Syafiq Nurul Ishlah	75
17	Muhammad Failasuf	75			17	Muhammad Junaidi	80			17	Munadhofah	76
18	Muhammad Miftahussalam	74			18	Muhammad Ulin Nuha	90			18	Nasihul Umam	70
19	Munadiroh	79			19	Mujibul Rohman	70			19	Nazilatus Sabrina	74
20	Nasih Azizi	70			20	Naila Husnia Fikri	83			20	Purna Aditya	73
21	Ni'matul Munawaroh	80			21	Nailatus Sa'adah	91			21	Saiful Anam	18
22	Nur Aida	84			22	Natijatul Himmah	83			22	Shofroatin Nisa'	70
23	Nurul Huda SR.	73			23	Nita Yuniarti	79			23	Siti Fatimah	75
24	Rina Lestari	74			24	Nurul Huda TR	73			24	Siti Khorinatus Sa'adah	83
25	Roisatun Na'imah	84			25	Ririn Indah Kusumadewi	84			25	Siti Maimunah	82
26	Saiful Huda	76			26	Setyo Rini	77			26	Siti Zuhriyah	81
27	Shoimatun Zuliyah	70			27	Siti Mualifah	78			27	Sudirman	75
28	Siti Rofiah	70			28	Siti Sofwatun Nikmah	91			28	Syafiur Ridwan Afif	71
29	Sunarti	70			29	Sri Wahyuningsih	81			29	Syamsuni	75
30	Syaiful Anwar	70			30	Syafiqotul Umami	78			30	Uqdatul Muzayanah	79
31	Syaroful Anam	82			31	Syamsaeni	79			31	Uswatun Hasanah	70
32	Syawal Noor	73			32	Tianita Mabtsusil Umah	79			32	Zulaikhah	73
33	Yuli Kuwita	74			33	Zainal Abidin	71			33	Zulfa Lailatul Fitriyah	82
34					34					34
35					35					35
Jumlah		2508			Jumlah		2625			Jumlah		2392
Rata-rata		76			Rata-rata		80			Rata-rata		72
Nilai tertinggi		88			Nilai tertinggi		91			Nilai tertinggi		86
Nilai Terendah		70			Nilai Terendah		70			Nilai Terendah		18

Performance Assessment

SUMMARY OF IMPROVING PERFORMANCE ASSESSMENT

By Group 5 :

                            FAIZAH CHOLIL TSUQOIBAQ       NIM. 113411131

                            NASHIHUN AMIN                            NIM. 113411112

Performance assessments provide a systematic way of evaluation those reasoning and skill outcomes that cannot be adequately measured by the typical objective or essay test. These outcomes are important in many different types of courses. Performance assessment can help to fill gap, because they not only engage these students and give them a chance to demonstrate their knowledge but also disclose more in-depth information on student’s academic need.

A.    Performance tasks forms:

a.       Solving realistic problems.

b.      Oral or psychomotor skills without a product.

c.       Writing or psychomotor skills with a product.

These various types of performance may be very restricted to fit a specific instructional objective or they may be so extended and comprehensive that numerous instructional objectives are involved. For example, we may judge how well students can select and use laboratory equipment, or we may have them conduct an experiment that involves planning the experiment and writing a report of finding. We might also have them present their findings to the class and defend their procedures and conclusions. Because performance tasks can vary so widely in comprehensiveness, it is helpful to use the designations restricted performance tasks and extended performance tasks.

English and foreign language courses are concerned with such skills are map and graph construction and operating affectively in group. Although tests can tell us whether the students know what to do in particular situations, performance assessments are needed to evaluate their actual performance skills.

B.     Performance assessment types:

1.      Paper-and-pencil performance.

In number of instances, paper-and-pencil performance can provide a product of educational significance. A course in test constructions, for example, might require students to perform activities such as following:

-          Construct a set of test specifications for a unit of instructions.

-          Construct test items that fit a given set of specifications

-          Construct a checklist for evaluating an achievement test.

2.      Identification test.

The identifications test includes a wide variety of situations representing various degrees of realism. In some cases, a student may be ask simply to identify a tool or piece of equipment and to indicate its function.

Although identifications tests are widely used in industrial education, they are by no means limited to area. Foreign language students to identify correct pronunciation, English students to identify the best expression to be used in writing.

3.      Structured performance test.

A structured performance test provides for an assessment under standard, controlled conditions. It might involve such things as making prescribed measurements, adjusting a microscope, following safety procedures in starting machine, or locating a malfunction in electronic equipment.

4.      Simulated performance.

Simulated performance is an attempt to match the performance in a real situation either in whole or in part. In some situations, simulated performance testing might be used as the final assessment of a performance skill.

5.      Work sample.

The work sample requires the student to perform actual tasks that are representative of the total performance to be measured. The work sample approach to assessing performance is widely used in occupations involving performance skills, and many of these situations can be duplicated in the school setting.

6.      Extended research project.

One of the most comprehensive types of performance assessments involves the extended research project. The extended research project provides for assessment of multiple outcomes (e.g., research, writing, speaking, thinking , and self-assessment skills) and can be adapted to various areas of instructions.

C.      Selecting the method of observing, recording, and scoring performance assessment.

Whether judging procedures, products, or some combinations of the two, some type of guided observations and method of recording, and scoring the result needed.

Commonly used procedures include:

1.      Systematic observation and anecdotal records.

Observing students in natural setting is one of the most common method of assessing performance outcomes. For more comprehensive performance situations, however, the observations should be systematic and typically some record of the observation should be made. This will enhance their objectivity, meaningfulness, and usefulness at a later date.

An anecdotal record is a brief description of some significant event. It typically includes the observed behavior, the setting in which it occurred, and a separate interpretation of the event.

2.      Checklist.

The checklist is basically a list of measurable dimensions of a performance or product, with a place to record a simple “yes” or “no” judgment. If a checklist were used to evaluate a set of procedures, for example, the steps to be followed might be placed in sequential order on the form; the observer would then simply check whether each action was taken or no taken.

3.      Rating scales.

The rating scales is similar to the checklist and serves somewhat the same purpose in judging procedures and product. The main difference is that the rating scale provides an opportunity to mark the degree to which an element is present instead of using the simple “present-absent” judgment. The scale for rating is typically based on frequency with which an action is performed (e.g., always, sometimes, never), the general quality of a performance (e.g., outstanding, above average, average, below average), or a set of descriptive phrases that indicates degrees of acceptable performance (e.g., completes task quickly, slow in completing task, cannot complete task without help). Like the checklist, the rating scales directs attention to the dimensions to be observed and provides a convenient form on which to record the judgment.

D.    Validity and reliability in performance assessment.

Assessment of teacher practice must be both valid and reliable if is to be believed and trusted. Validity relates to question of whether or not one assesses what one claims toor intends to assess. It deals with whether or not an assessor’s findings correspond to some form of objective reality. The data collected during an assessment must in some way accurately reflect the action being assessed. To the extent that this is so, the assessment is valid. Reliability relates to whether or not the findings can be replicated, either by the same observer watching similar teaching practice or by another observer viewing the same teaching practice as the first assessor. If an assessment practice is reliable, then both assessor should arrive at the same approximate score. To the extent that the assessors agree in their scoring, the assessment is reliable.

Validity does not ensure reliability, and reliability does not ensure validity. For instance, a study can be valid, but lack reliability, and visa versa.