Assessment for work is an assessment carried out by observing the activities of students in doing something. This assessment is suitable for assessing the achievement of competencies that require students to demonstrate performance. Performance can be observed such as playing a role, playing a musical instrument, singing. Work assessment can be done in two ways, namely: 1. Checklist Performance appraisal can be done using a checklist (yes-no). In performance appraisal using a checklist, students get a score if the criterion for mastering certain abilities can be observed by the assessor. The weakness of this method is that the assessor only has two absolute choices, for example true-false, observable-unobservable.
Thus, there is no middle value. 2. Range Scale Assessment of performance using a range scale allows the assessment to give a median value to the mastery of certain competencies because of the continuum of scoring, where there are more than two choices of value categories. The range scale is, for example, very competent-competent-somewhat competent-incompetent. i. Sociometry One way to find out the ability of students to adjust themselves, especially the social relations of students with their classmates. With the sociometric technique, a student's position in social relations with other students can be identified. For example, it is known that students who are isolated from their friends, students who are most liked by their friends, students who are close friends with several students, and students who have a chain relationship. The position of these students is very necessary in determining student grouping, class organization, giving group study assignments, teacher's treatment of students, student learning motivation.
3. Functions of Non-Test Instruments
Non-test instruments function in the evaluation of learning outcomes that are closely related to personal qualities, and skills that are only properly evaluated through performance as an effect of mastery of the skill domain. Non-test instruments are also appropriate to use for assessing, not only those related to the teaching and learning process, but also widely used in activities outside the classroom, such as: research or other forms of projects carried out in relation to the management of educational institutions.
The function of the non-test assessment is as follows:
a. A tool to determine whether or not instructional objectives have been achieved.
b. Feedback for improving the teaching and learning process.
c. In compiling reports on student learning submissions to their parents.
B. NON-TEST INSTRUMENTS
In the previous chapter, it was mentioned that one way to measure students' abilities is to test with various variations. But it should be noted that the test is not the only way to evaluate student learning outcomes, another technique that can be done is the non-test technique. With this technique evaluation of student learning outcomes is carried out without testing the student, but is carried out by systematic observation (observation), conducting interviews
(interview), distributing questionnaires (questionnaire), checking or researching documents (documentary analysis). This non-test technique plays an important role, especially in the framework of evaluating student learning outcomes in the domain of life attitudes (affective domain) and the realm of skills (psychomotoric domain), while test techniques are often used to evaluate student learning outcomes in terms of the domain of thinking (cognitive domain).
