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Oleh :Markus Simeon K. MaubuthyExamplesTargetDefinition |Performance AssessmentComponent+ / -Validity & ReliabilityNitko & Brookhart (2007:244)DefinitionA performance assessment (a) presents a task requiring students to do an activity (make something, produce a report, or demonstrate a process) that requires applying their knowledge and skill and (b) uses clearly defined criteria to evaluate how well the student has achieved this application.Thorndike (1971:238)... one in which some criterion situation is simulated to a much greater degree than is represented by the usual paper and pencil test.James H. McMilan (2007:229)A performance assessment is one in which the teacher observes and makes a judment about the students demonstration of a skill or competency in creating a product, constructing a response, or making a presentation.ExamplesTargetDefinition |Performance AssessmentComponent+ / -Validity & ReliabilityDefinitionPedoman MP IPA (Lampiran Permendikbud No. 58 Thn 2014, 465)Penilaian kinerja atau praktik dilakukan dengan penilaian kinerja, yaitu dengan cara mengamati kegiatan peserta didik dalam melakukan sesuatu. ExamplesTargetDefinition |Performance AssessmentComponent+ / -Validity & ReliabilityDefinitionHow to Design a Performance AssessmentClarifying PerformanceDeveloping Performance ExercisesScoring and Recording Result.Behavior to be demonstrated or Product to be created?Individual performance or group performance?Performance criteriaThe ways to cause students to perform in a manner that will reveal their level of proficiency.Stuctured assignment or naturally occuring eventsDefines targets, conditions, and standardsNumber of exercises.ExamplesTargetDefinition |Performance AssessmentComponent+ / -Validity & ReliabilityDefinitionHow to Design a Performance AssessmentClarifying PerformanceDeveloping Performance ExercisesScoring and Recording Result.Level of detail results (holistik or analytical)Recording procedures

Identify the rater ChecklistRating ScaleAnecdotal RecordMental RecordList or key attributes of good performance checked present or absentPerformance continuum maped on several point numerical scale ranging from low to highStudent performance is described in detail in writingAssessor store judgments and/or descriptions of performance in memoryQuick, useful with large number of criteriaCan record judgment and rationale with one ratingCan provide rich potraits of achievementQuick and easy way to recordResult can lack depthCan demand extensive, expensice development and training for ratersTime consuming to read, write, and interpretDifficult to retain accurate recollectionsExamplesTargetDefinition |Performance AssessmentComponent+ / -Validity & ReliabilityDefinitionHow to Design a Performance Assessment(Ana Ratna Wulan)ExamplesTargetDefinition |Performance AssessmentComponent+ / -Validity & ReliabilityDefinitionWhen I choose to focus on process?DefinitionExamplesComponent+ / -Validity & ReliabilityThorndike (1971:249)Scientific Method of Thinking: Ideas logically organized, well-planned, complete and concise story, thorough and accurate research, evidence that student knows the subject thoroughly.Effective, Dramatic Presentation of Scientific Truths: Idea of exhibit should be clearly and dramatically conveyed. Explanatory lettering should be large, neat, brief.Creative Ability: Exhibit should be original in plan and execution. Clever use of salvage materials in important. New applications of scientific ideas are best of all.Technical Skills: workmanship, craftmanship, rugged construction, neatness, safety, lettering, etc.TargetTargets |Performance AssessmentDefinitionExamplesComponent+ / -Validity & ReliabilityGronlund (1985:384)TargetTargets |Performance AssessmentDefinitionExamplesComponent+ / -Validity & ReliabilityStiggins (1994:171-174)TargetTargets |Performance AssessmentKnowledge: Use of reference material to acquire knowledge. Detemine if student have gained control over a body of knowledge through the proper and efficient use of reference materials.Reasoning: Application of that knowledge in variety of problem-solving contexts. Skill: Proficiency in a range of skill arenas. Affective: Feelings, attitudes, values, and other affective characteristicsCaution!The only target for which performance assessment is not recommended is the assessment of simple elements or complex components of subject matter knowledge to be mastered through memorization. DefinitionExamplesComponent+ / -Validity & ReliabilityMarzano, et al (Nitko & Brookhart, 2007:244)Complex thingking learning targetEffectively translate issues and situations into meaningful tasks that have a clear purpose.Effectively uses a variety of complex reasoning strategies.TargetTargets |Performance AssessmentComparisonClassificationInductionDeductionError AnalysisConstructing SupportAbstractingAnalyzing PerspectivesDecision MakingInvestigationProblem SolvingEksperimental InquiryInventionDefinitionExamplesComponent+ / -Validity & ReliabilityMarzano, et al (Nitko & Brookhart, 2007:244)Information processing learning target your ability to review and evaluate how valuable each source of information is to the parts of your project.Effectively interprets and synthesizes informationEffectively uses a variety of information-gathering techniques and resources.Accurately assesses the value of informationRecognizes where and how projects would benefit from additional information.TargetTargets |Performance AssessmentDefinitionExamplesComponent+ / -Validity & ReliabilityMarzano, et al (Nitko & Brookhart, 2007:244)TargetTargets |Performance AssessmentHabits of mind learning target your ability to effectively define your goal in the assiggment and to explain your plan for attaining the goal.Is aware of own thinking.Makes effective plans.Is aware of and uses necessary resources.Evaluates the effectiveness of own actions.Is sensitive to feedback.Is accurate and seeks accuracyIs clear and seeks clarity.Is open-minded.Restrains impulsivity.Takes a possition when the situation warrants it.Is sensitive to the feelings and level of knowledge of other.Engages intensively in tasks even when answers or solutions are not immediately apparent.Pushes the limits of own knowledge and ability.Generates, trusts, and maintains own standarts of evaluation.Generates new ways of viewing a situation outside the boundaries of standard convention.DefinitionExamplesComponent+ / -Validity & ReliabilityMarzano, et al (Nitko & Brookhart, 2007:244)TargetTargets |Performance AssessmentEffective communication learning target your ability to communicate your conclusions and findings.Expresses idea clearly.Effectively communicates with diverse audiences.Effectively communicates in a variety of ways.Effectively communicates for a variety purposes.Creates quality products.DefinitionExamplesComponent+ / -Validity & ReliabilityMarzano, et al (Nitko & Brookhart, 2007:244)TargetTargets |Performance AssessmentCollaboration/Cooperation.Works toward the achievement of group goals.Demonstates effective interpersonal skillContributes to group maintenance.Effectively performs a variety of roles within a group.Content learning target your understanding of the subject.DefinitionExamplesComponents |Target+ / -Validity & ReliabilityComponentDefinitionExamplesComponents |Performance TaskTarget+ / -Validity & ReliabilityDefinitionComponentA performance task is an assessment activity that requires a student to demonstrate her/his achievement by producing an extended written or spoken anwer, by engaging in group or individual activities, or by creating a specific product.The performance task you administered may be used to assess product the student produces and/or the process a student uses to complete the product.

(Nitko & Brookhart, 2007:244).Performance task is what student are required to do in the performance assessment, either individually or in group.

(McMillan, 2007:239)DefinitionExamplesComponents |Performance TaskTarget+ / -Validity & ReliabilityTypes of TaskComponentRestricted-types tasks target a narrowly defined skill require relatively brief responses. The task in structured and specific.

Extended-type tasks are more complex, elaborate, and time-consuming. Extended type tasks often include collaborative work with small groups of student. The assignment usually requires that students use a variety of sources of information.DefinitionExamplesComponents |Performance TaskTarget+ / -Validity & ReliabilityTask DescriptionComponentTask description is used to provide a blueprint or listing of spesifications to ensure that essential criteria are met, that the task is reasonable, and that it will elicit desired student performance.The task description should include the following:Content and skill target to be assessedDescription of student activitiesGroup or individualHelp allowedResources neededTeacher roleAdministrative processScoring proceduresDefinitionExamplesComponents |Performance TaskTarget+ / -Validity & ReliabilityTask Question or PromptComponentThe actual question, problem, or prompt that giving to students based on the task description.

It needs to be stated so that it clearly identifies what the outcome is, outlines what students are allowed and encouraged to do, and explains the criteria that will be used to judge.

It also provides a context that helps student understand the meaningfulness and relevance of the task.DefinitionExamplesComponents |Performance TaskTarget+ / -Validity & ReliabilityHow to Craft A TaskComponent(McMillan, 2007:239)Generate or Identify Idea for a TaskDevelop Task and Context DescriptionDevelop Task Question or PromptDRAFT 1DRAFT 2DRAFT 3DRAFT 4

Content standardsComplex Reasoning StandardInformation Processing StandardHabits of Mind StandardCollaboration/Cooperative StandardEffective Communication StandardFinal Draft of Task(Marzano., et al, (1993) as cited in Nitko & Brookhart (2007:265)DefinitionExamplesComponents |Performance TaskTarget+ / -Validity & ReliabilityCriteria for Performance TaskComponentEssentialThe task fits into the core of the curriculum. It represents a big ideaAuthenticThe task should be authentic. Wiggins (1998) as cited in (McMilan, 2007:244) suggests standard for judging the degree of authenticity in an assessment task as follows:Realistic. The task replicates the ways in which a persons knowledge and ability are tested in real-word situation.Requires judgment and innovation. The student has to use knowledge and skills wisely and effectively to solve unstructured problem, and the solution involves more than following a set routine or procedure or plugging in knowledge.Ask the student to do the subject. The student has to carry out exploration and work within the discipline of the subject area, rather than restating what is already known or what was taught.Replicates or stimulates the contents in which adults are tested in workplace, in civic life, and in personal life. Contexts involve specific situation that have particular constraints, purposes, and audiences.Assesses the students ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex task. Students should be required to integrate all knowledge and skills needed.DefinitionExamplesComponents |Performance TaskTarget+ / -Validity & ReliabilityCriteria for Performance TaskComponentAllows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performance and products. Rather than rely on secure tests as an audit of performance, learning should be focused through cycles of performance-feedback-revision-performance, on the production of known high-quality products and standars, and learning in context.

As standards has been developed by Freed Newmann (1997) cited in (McMilan, 2007:245) stated that authentic tasks require the following:Construction of meaning (use of reasoning and higher-order thinking skills to produce meaning or knowledge)Organization of informationConsideration of alternativesDisciplined inquiry (thinking like experts searching for in-depth understanding)Disciplinary contentDisciplinary prosesElaborted written communicationValue beyond school (aesthetic, utilitarian, or personal value apart from documenting the competence of the learner)Problem connected to the worldAudience beyond the school

DefinitionExamplesComponents |Performance TaskTarget+ / -Validity & ReliabilityCriteria for Performance TaskComponentStructure the task to assess multiple learning targets.Structure the task so that you can help students succeed.Fesible Think through What Student Will Do to be sure that the task is feasibleIt is developmentally appropriate for students. It should be realistic for students to implement the task. (Consider: resources, time, costs, and the opportunity to be successful).It is safe.The task should allow for multiple solution.The task should be clearEngaging The task should be challenging and stimulating to studentsThe task is thought provoking.It fosters persistence.Include explicitly stated scoring criteria as part of the task.Include constraints for completing the task.DefinitionExamplesTarget+ / -Validity & ReliabilityDefinitionComponentA coherent set of rules using to assess the quality of a students performance.The rules guide your judgments and ensure that you apply your judgments consistenly.The rules may be in the form of rating scale or a checklist. (Nitko & Brookhart, 2007:244).Components |Scoring RubricRubric contains scoring criteria/performance criteria and rating scale. A rubric or scoring rubric, is a scoring guide that uses criteria to differentiate between levels of student proficiency.

(McMillan, 2007:252).DefinitionExamplesTarget+ / -Validity & ReliabilityPerformance CriteriaComponentScoring criteria/criteria/performance criteria are what you look for in student responses to evaluate their progress toward meeting the learning target.

(McMilan, 2007)

The specific behaviors a student should display when properly carrying out a performance or creating a poduct.

(Russel & Airasian, 2012:209)Components |Scoring RubricDefinitionExamplesTarget+ / -Validity & ReliabilityDeveloping Performance CriteriaComponent(Stiggins, 1994:181-186)Components |Scoring RubricDefinitionExamplesTarget+ / -Validity & ReliabilityDeveloping Performance CriteriaComponentSelect the performance to be assessed and either perform it yourself or imagine yourself performing.List the important aspects of the performance.Try to limit the number of performance criteria, so they all can be observed during a students performance.If possible, have groups of teachers think through the important criteria included in a task.Express the performance citeria in terms of observable student behaviors.Do not use ambiguous words that cloud the meaning of the performance criteria.Arrange the performance criteria in order in which they are likely to be observed.Check for existing performance criteria before defining your own.

(Russel & Airasian, 2012:214-215)Components |Scoring RubricDefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricRating ScaleA rating scale is used to indicate the degree to which a particular dimension is present.Provides a way to record and communicate qualitatively different level of performance.Types of rating scales: NumericalUses numbers on a continuum to indicate difference levels of proficienci in terms of frequency or quality.

Complete understanding 5 4 3 2 1 No understanding

QualitativeUses verbal description to indicate different level

Never, Seldom, Occasionaly, Frequently, AlwaysExcellent, good, fair, poor

(McMilan, 2007:250-252)DefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricRating ScaleTypes of rating scales: NumericalA series of numbers to indicate the degree to which a characteristic is present. Typically, each of a series of numbers is given a verbal description that remain constant from one characteristic to another.

Graphic Rating ScaleThe distinguis feature if the graphic rating scale is that each characteristic is followed by a horizontal line. Directions: Indicate the degree to which this pupil contributes to class discusion by circling the appropriate number. The number represent the following values: 5 outstanding, 4 above average, 3 average, 2 below average, and 1 unsatisfactory 1. To what extent does the pupil participate in discusion? 1 2 3 4 5

DefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricRating ScaleTypes of rating scales: Description Graphic Rating ScaleUses descriptive phrase to identify the points on a graphic scale.

(Gronlund, 1985:391-392)

DefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricHow to Craft a RubricGeneral Steps In Preparing and Using RubricsDefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricHow to Craft a RubricTop-Down ApproachThe top-down approach begins with a conceptual frame-work that you can use to evaluate students performance to develop scoring rubrics; follows these steps:Adapt or create a conceptual framework of achievement dimensions that describes the content and performance that you should assess.Develop a detailed outline that arrange the content and performance from step 1 in a way that identifies what you should include in the general rubric.Craft a general scoring rubric that conforms to this detailed outline and focuses on the important aspects of content and process to be assessed across different tasks. It can be used as is to score student work, or it can be used to craft specific rubrics.Craft a specific scoring rubric for the specific performance task you are going to use.Use the specific scoring rubric to assess the performances of several students; use this experience to revise the rubric as necessary.DefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricHow to Craft a RubricBottom-Up ApproachWith the bottom-up approach you begin with samples of students work, using actual responses to create your own framework. Use examples of different quality levels to help you identity the dimensions along which student can be assessed, follow these steps :Obtain of about 10 to 12 students actual responses to a performance item. Be sure the responses you select illustrate various levels of quality of the general achievement you are assessing. Read the responses and sort all of them into three groups: high-quality responses, medium-quality responses, and low-quality responses. After sorting, carefully study each students responses within the groups, and write very specific reasons why you put that responses into particular group. Look at your comment across all categories and identify the emerging dimensions.Separately for each of the three quality levels of each achievement dimension you identified in step 4, write a specific student-centered description of what the responses at the level are typically like.DefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricHow to Craft a RubricSuggestion for developing rubricsBe sure the criteria focus on important aspect of the performance. Match the type of rating with the purpose of the assessment. If your purpose is more global and you need an overall judgment, a holistic scale should be used. If the major reason for the assessment is to provide feedback about different aspect of the performance, an analytical approach would be best.The descriptions of the criteria should be directly observable.The criteria should be written so that student, parent, and other understand them. Recall that the criteria should be shared with student to incorporate the descriptions as standards in doing their work.The characteristics and traits used in the scale should be clearly and specifically defined. You need to have sufficient detail in you descriptions so that the criteria are not vague. If a few general terms are used, observed behaviors are open to different interpretations. The wording needs to be clear and unambiguous .Take appropriate steps to minimize scoring error. The scoring system needs to be feasible.DefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricTypes of Scoring RubricsAnalytic Scoring RubricEach criterion is evaluated separatelyGives diagnostic information to teacherGives formative feedback to studentsEasier to link to instruction than holistic rubricsGood for formative assessment; adaptable for summative assessmentTakes more time to score than holistic rubricsTake more time to achieve inter-rater reliability then with holistic rubricsHolistic Scoring RubricAll criteria are evaluated simultaneouslyScoring is faster than with analytic rubricsRequires less time to achieve inter-rater reliabilityGood for summative assessmnetSingle overall score does not communicate information about what to do to improveNot good for formative assessmentDefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricTypes of Scoring RubricsGeneric Scoring RubricDescription of work gives characteristics that apply to a whole family of tasksCan share with students, explicitly linking assessment and instructionReuse same rubrics with several tasks or assignmentsSupports learning by helping students see good work as bigger than one taskSupport student self-evaluationStudents can help construct generic rubricssLower reliability at first than with task-spesific rubricsRequires practice to apply wellTask-spesific RubricDescription at work refers to the specific content of a particular taskTeacher sometimes say using these makes scoring easierRequires less time to achieve inter-rater reliabilityCannot share with studentsNeed to write new rubrics for each taskFor open-ended tasks, good answers not listed in rubrics may be evaluated poorlyDefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricHow to Craft a ChecklistDefinitionExamplesTarget+ / -Validity & ReliabilityComponentComponents |Scoring RubricCommon Error in RatingLeniency error occurs when a rater tends to make almost all rating toward the high end of the scale, avoiding the low end.Severity error is the opposite of leniency error.Central tendency error occurs when a rater hesitates to use extremes and uses the the middle part of the scale only.Halo effect occurs when a raters general impression of a person influences the rating of individual characteristics.Personal bias occurs when a rater tends to rate based on inapropriate or irrelevant stereotypes favoring boys over girls, whites over blacks, etc.A logical error occurs when a rater gives similar ratings on two or more dimensions of performance that the rater believes are logically related but that are in fact unrelated.Rater drift occurs when the raters, whose ratings originally agreed, begin to redefine the rubrucs for themselves.Reliability decay is related error: Immediately after training, raters apply the rubrics consistently across students and mark consistently with one another. However, as time passes, the ratings become less consistent.

DefinitionExamplesTargetComponentValidity & ReliabilityStrength & WeaknessIntegrates assessment with instruction.Learning occurs during assessment.Provides the agreement between teachers and students about assessment criteria and given tasks.Emphasis pupils to demonstrate a proces that can be directly observed (Provides additional way for students to show what they know and can do).Performance task require integration of knowledge, reasoning, skill, and abilities.Emphasis on application of knowledge (real world situation).Performance tasks clarify the meaning of complex learning targets.Tends to be more authentic than other types of assessments.More engaging; active involvement of students.Provides opportunities for formative assessment.Performance tasks let teachers assess the processes students use as well as the products they produce.Forces teacher to establish specific criteria to identify successful performance.Encourages student self-assessment.Strengths|Performance AssessmentDefinitionExamplesTargetComponentValidity & ReliabilityStrength & WeaknessHigh-quality performance task & scoring rubrics are difficult to craft.Requires considerable teacher time to prepare and student time to complete.Scores from performance tasks may have lower scorer reliability (reliability may be difficult to establish).Students performance on one task provides little information about their performance on other tasks Limited ability to generalize to a larger domain of knowledge.Performance tasks do not assess all learning targets well.Completing performance tasks may be discouraging to less able studentsPerformance assessments may underrepresent the learning of some cultural groups.Performance assessments may be corruptoble (measurement error due to subjective narute of scoring may be significant).Weaknesses|Performance AssessmentDefinitionExamplesTargetComponent+ /-Validity & ReliabilityValidity|Performance AssessmentPrinciple of a good measuring instrumentAll good measuring instruments have certain primary qualities.

ValidityReliability

ObjectityEase of administeringEase of scoringEase of interpreting

Adequate normsEquivalent formsEconomy

Noll, et al. (1979:90)DefinitionExamplesTargetComponent+ /-Validity & ReliabilityValidity means the degree to which it is relevant to its purpose. In the case of performance test, validity is the degree of correspondence between performance on the test and ability to perform the criterion activity.

(Thorndike, 1971:240)Validity|Performance AssessmentValidity is the effectiveness of a test for the purposes for which it is used. (Noll, et al.,1979:1971)DefinitionExamplesTargetComponent+ /-Validity & ReliabilityValidity|Performance AssessmentContent-related evidenceThe extent to which the assessment is representative of the domain of interest.When a teacher gives a test that measures appropriately the content and behavior that are the objectives of intruction.Source of Information for ValidityCriterion-related evidenceThe relationship between an assessment and another measure of same trait. Generally based on agreement between the scores on a test and some outside measure, called criterion.Constuct-related evidenceIs concerned with the question of how well differences in test scores conform to predictions about characteristics that are based on an underlying theory or construct. Judgments of construct validity are in fact most often based on a combination of logical analyses and an accumulation of empirical studies.DefinitionExamplesTargetComponent+ /-Validity & ReliabilityTo ensure valid performance assessment, students should be instructed on the desired performance criteria before being assessed.To improve validity of performance assessment:Stating performance criteria in terms: setting performance criteria at an appropriate difficulty level for studentslimiting the number of performance criteriamaintaining a written record of student performance and checking to determine whether extraneous factors influenced a students performance (Russel & Airasian, 2012).Be sure that what you require students to do in your performance activity matches the learning targets and that your scoring rubrics evaluate those same learning targets.Be sure the performance tasks you craft require students to use curriculum-specified thingking processes. Be sure to use many different types of assessment procedures to sample the breadth of your states standards and your local curriculums learning targets (Nitko & Brookhart, 2007:245).

Validity|Performance AssessmentDefinitionExamplesTargetComponent+ /-Validity & ReliabilityReliability refers to the consistency of measurement.Reliability is concerned with the consistency, stability, and dependability of scores.Relaibility is the degree to which students results remain consistent over replication of an assessment procedure.A reliable measure in one that provides consistent and stable indication of the characteristic being investigated.Reliability|Performance AssessmentDefinitionDefinitionExamplesTargetComponent+ /-Validity & ReliabilityEstimating Reliability

The reliability of ratings is an important criterion for evaluating performance assessments. Reliability|Performance AssessmentDefinitionExamplesTargetComponent+ /-Validity & ReliabilityEstimating ReliabilityReliability|Performance AssessmentProduct MomentSpearman-BrownFlanaganRulonDefinitionExamplesTargetComponent+ /-Validity & ReliabilityEstimating ReliabilityReliability|Performance AssessmentKR20Alpha coeficientKappa coeficientKR21DefinitionExamplesTargetComponent+ /-Validity & ReliabilityValidity|Performance AssessmentHow to improve the reliability of ratingsOrganize the achievement dimensions within a scoring rubric into logical groups that match the content and process framework of the curriculum.For each achievement dimension, use behavioral descriptors to define each level of performance.Provide specimens or examples of students work to help define each level of an achievement dimension.Have several teachers work together to develop a scoring rubric or rating scale Have several teachers review and critique the draft of a scoring rubric or rating scale.Provide training and supervised practice for all persons who will use the scoring rubric or rating scale.Have more than one rater rate each students performance on the taskMonitor raters by periodically sampling their ratings, checking on the accuracy and consistency with which they are applying the scoring rubrics and rating scales. Retrain those persons whose ratings are inaccurate or inconsistent.Example|

Validity & ReliabilityDefinitionExamplesTargetComponent+ /-ReferencesArikunton, S. (2012). Dasar-dasar evaluasi pendidikan (Ed. 2). Jakarta: Bumi Aksara

Gronlund, N. E. (1985). Measurement and evaluation in teaching. New York: Macmillan Publishing Company

McMillan, J. H. (2007). Classroom assessment: principles and practice for effective standar-based instruction (4th ed.). Boston: Pearson Education, Inc

Miller, M. D., Linn R. L., Gronlund, N. E. (2009). Measurement and assessment in teaching. New Jersey: Pearson Education, Inc

Nitko, A. J., & Brookhart, S. M. (2007). Educational assesment of students (5th ed.). New Jersey: Pearson Education, Inc

Noll, V. H., Scannell, D. P., Craig, R. C. (1979). Introduction to educational measurement. Boston: Houghton Mifflin Company

Russell, M. K., Airasian, P. W. (2012). Classroom assessment (7th ed.). New York: McGraw-Hill

Thorndike. R. L. (1971). Educational measurement (2nd ed.). Washington:

Wulan, A. R. Penilaian Kinerja dan Portofolio pada Pembelajaran Biologi (Handout Penilaian Kinerja dan Portofolio). Bandung: FMIPA UPI