Anis Nurpaidah, Fera Restijuana, Suci Ramadhani, Yayan Sudrajat

Penskoran, Nilai, Norm-Referenced dan Criterion Referenced

Introduction

Penskoran, nilai, norm-referenced dan criterion referenced. Pahami penskoran, nilai, serta konsep norm-referenced dan criterion-referenced untuk evaluasi pendidikan. Pelajari cara menginterpretasi pencapaian siswa secara efektif.

Abstract

Scoring can be said as giving a number whose existence is as important as the preparation of the test. Assessment as a structuring process to interpret what has been achieved by students so that a decision can be taken. In general, scores and grades have differences, namely scores are the result of scoring work which is obtained by adding up the numbers of students' correct answers in each test. The value is part of the score that is converted into numbers by applying certain references. When setting values, there are two types of orientation in evaluation that need to be considered, namely Norm-referenced and Criterion-referenced. Norm referenced is a rating based on a particular section/group. Meanwhile, Criterion-referenced is to provide direction regarding what students have mastered, so that it is not group-oriented but results-oriented. This study uses literature study techniques by collecting documents from digital libraries.

Review

The paper titled "Penskoran, Nilai, Norm-Referenced dan Criterion Referenced" addresses fundamental concepts in educational evaluation. The abstract effectively introduces key distinctions between scoring and assessment, and further clarifies the differences between raw scores and converted grades (or values). Crucially, it highlights two primary orientations in evaluation: norm-referenced and criterion-referenced assessment, providing concise definitions for each. This subject matter is of significant relevance to anyone involved in education, as a robust understanding of these concepts is essential for designing and interpreting effective student evaluation practices. From the abstract, a notable strength of this work appears to be its systematic definition and differentiation of terms. The distinction between scores, as direct tallies of correct answers, and values, as scores converted using specific references, is well articulated. Similarly, the explanations of norm-referenced assessment (comparing performance to a group) and criterion-referenced assessment (evaluating mastery against a standard) are clear and concise. The stated methodology, a literature study collecting documents from digital libraries, suggests an aim to consolidate existing knowledge. However, the abstract does not indicate whether the paper offers a novel synthesis, a critical analysis of differing perspectives, or specific practical implications beyond these foundational definitions, which could limit its contribution to new insights within the field. To maximize its scholarly impact, the full paper would ideally move beyond definitions to explore deeper into the practical applications, challenges, or even the ethical considerations associated with implementing each assessment type. While the abstract clearly outlines the conceptual landscape, it leaves open questions regarding the paper's potential for critical discourse or original research contributions. Nevertheless, for readers seeking a clear, foundational understanding of scoring, grading, and the two major interpretive frameworks for assessment results, this paper, based on its abstract, promises to serve as a valuable and accessible resource.

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