A Study on Dynamic Assessment Techniques, as a Method of Obtaining a High Level of Learning Potential, Untapped by Conventional Assessment

The Development of Performance-based Model Authentic Assessment on Archival Subject

“…Assessment service for non test development requires that students work in teams in two times so that students are able to reconstruct its ability [22] with the progress of the low knowledge level to a high level of knowledge (in [13,20,27,28]). Of the interactions that are performed by students in teamwork, until the process of mediation between students, causing the potential and ability of students will increase [10]. This task is in the form of case studies and assignments task performance.…”

“…Development of performance based assessment instruments using valuation techniques dynamic approach can be seen from the assessment based on learning processes and implementation guidance on assessment that can modify and enhance the knowledge students as there is a fairly strong correlation (Al Jeraisy, Mohammad, Fayyoumi, & Alrashideh, 2015; Dogan & Kultu, 2010), besides an active participant is visible from the liveliness of the students as objects at once the subject of an assessment, the assessment will also include a description of the changes in knowledge, and demand the students to provide a multi-faceted response which can be seen from the compulsory assignment is done by students and teacher as evaluator/observer [10].…”

“…Standard of assessment is one of the fundamental aspects of learning [22,27] purpose of measuring the cognitive knowledge based on results [7,20,27,28] toward an authentic assessment covering the measurement of behavior, skill, and knowledge based on process [7,10] and result. Assessment in the 2013 curriculum refers to the benchmark reference assessment system approach that is a competence achievement evaluation that is based on the minimum passing grade.…”

“…The assessment of students' learning outcome covers the competence of behavior, knowledge and skills that is done proportionately so that it can be used to find a relative position in every student toward the given standards ( [3,4,23], Mogonea, 2014; [8,27,33,35]). The range of assessment refers to the scope of material, subject/content/program competence and program [1,10]. This is suitable for the core competencies that the students have to possess.…”

“…Basically performance evaluation is an authentic assessment because in the assessment the students are asked to demonstrate their knowledge and findings, do the skills and reasoning ( [10,28]; Wiggins, 1993;[21]; Wiggins, 1989; [20,27]). …”