This study aimed to develop an evaluation instrument constructed by CIPP model on the implementation of portfolio assessment in science learning. This study used research and development (R & D) method; adapting 4-D by the development of non-test instrument, and the evaluation instrument constructed by CIPP model. CIPP is the abbreviation of Context, Input, Process, and Product. The techniques of data collection were interviews, questionnaires, and observations. Data collection instruments were: 1) the interview guidelines for the analysis of the problems and the needs, 2) questionnaire to see level of accomplishment of portfolio assessment instrument, and 3) observation sheets for teacher and student to dig up responses to the portfolio assessment instrument. The data obtained was quantitative data obtained from several validators. The validators consist of two lecturers as the evaluation experts, two practitioners (science teachers), and three colleagues. This paper shows the results of content validity obtained from the validators and the analysis result of the data obtained by using Aikens’ V formula. The results of this study shows that the evaluation instrument based on CIPP models is proper to evaluate the implementation of portfolio assessment instruments. Based on the experts’ judgments, practitioners, and colleagues, the Aikens’ V coefficient was between 0.86-1,00 which means that it is valid and can be used in the limited trial and operational field trial.This study aimed to develop an evaluation instrument constructed by CIPP model on the implementation of portfolio assessment in science learning. This study used research and development (R & D) method; adapting 4-D by the development of non-test instrument, and the evaluation instrument constructed by CIPP model. CIPP is the abbreviation of Context, Input, Process, and Product. The techniques of data collection were interviews, questionnaires, and observations. Data collection instruments were: 1) the interview guidelines for the analysis of the problems and the needs, 2) questionnaire to see level of accomplishment of portfolio assessment instrument, and 3) observation sheets for teacher and student to dig up responses to the portfolio assessment instrument. The data obtained was quantitative data obtained from several validators. The validators consist of two lecturers as the evaluation experts, two practitioners (science teachers), and three colleagues. This paper shows the results of content validity...
[1]
Daniel L. Stufflebeam,et al.
Systematic Evaluation: A Self-Instructional Guide to Theory and Practice
,
1984
.
[2]
Zulfati Indraloka,et al.
Implementasi Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 59 Tahun 2014 Tentang kurikulum 2013 Sekolah menengah Atas/ Madrasah Aliyah (Studi Pada Sekolah Menengah Atas Negeri 3 Medan)
,
2015
.
[3]
Peter F. Oliva.
Developing the curriculum
,
1982
.
[4]
G. Wiggins.
The Case for Authentic Assessment.
,
1990
.
[5]
Daniel L. Stufflebeam,et al.
Empowerment Evaluation, Objectivist Evaluation, and Evaluation Standards: Where the Future of Evaluation Should Not Go and Where It Needs to Go
,
1994
.
[6]
N. E. Gronlund.
Measurement and evaluation in teaching
,
1965
.
[7]
Azizi Yahaya,et al.
The using of model context. input, process and products (CIPP) in learning programs assessment
,
2011
.
[8]
Curtis Finch,et al.
Curriculum development in vocational and technical education : planning, content, and implementation / by Curtis R. Finch, John R. Crunkilton
,
1979
.
[9]
L. Aiken.
Three Coefficients for Analyzing the Reliability and Validity of Ratings
,
1985
.
[10]
Matthew R. Hodgman.
Using Authentic Assessments to Better Facilitate Teaching and Learning: The Case for Student Portfolios
,
2014
.