The use of classroom assessment based on multi-representation ability in Basic Physics Course Ratna Ekawati (ab*), Agus Setiawan (a), Ana Ratna Wulan (a), Dadi Rusdiana (a)
a) Department of Science Education, School of Post Graduate Study, Universitas Pendidikan Indonesia, Jalan Setiabudhi No. 229, Bandung 40154, Indonesia
b) Department of Electrical Engineering Education, Universitas Sultan Ageng Tirtayasa, Jalan Raya Jakarta Km. 4, Serang 42124, Indonesia
Abstract
This study aimed to describe the use of classroom assessment based on multi-representation ability. This research used descriptive research method. Research participants were 20 prospective physics teacher at one university in Indonesia, who attended basic physics course. Research instruments used questionnaires and essays test based on multi-representations. The results showed that the learning process only use summative assessment which focuses at the end of material and learning units. Learning process and assessment in basic physics course used one or two representation modes, so those did not facilitate simultaneous representation modes. The result described that only 42% representation ability of prospective physics teachers was good category (75-84 attainment) on mathematical representation. The recommendation of this study is to develope learning program, formative, and diagnostic assessment based multi-representation in Basics Physics Course
Keywords: multi representaion, classroom assessment
