PENGGUNAAN RUBRIK PENILAIAN: BAGAIMANA MAHASISWA MEMANDANGNYA?
Keywords:
scoring rubriks, generating scoring rubriks, writing skillAbstract
The controversial about the students’ need in using scoring rubriks becomes the challenge in
education today. Due to the fact that the number of studies focusing on this area is limited, the
researcher investigated how 27 students taking Writing II class perceived three different situations:
having no scoring rubrik, generating scoring rubrik and having teacher-made scoring rubrik prior
to the writing assignments. Additionally, this research explored which situation they think as the
most and the least desired. After conducting open ended survey, observations and also interview
session, the researcher found that most students felt anxious when they were not well-informed
about how the teacher assessed their work. Meanwhile, they feel better when they were involved
in making scoring rubrik and given teacher-made scoring rubrik. Moreover, the results also
indicated that having teacher-made scoring rubrik to be the best situation in improving the
students’ writing skill while the weakest situation was when the students did not know how their
work will be graded.
References
perspectives on rubric-referenced
assessment. Practical Assessment,
Research & Evaluation, 10(3), 1–
11.
https://doi.org/10.1080/02602930
801955986
Andretti, L., & Assoc, A. Standar Proses dan
Penilaian Pembelajaran
(Permenristekdikti No. 44 Tahun
2015 tentang Standar Nasional
Pendidikan Tinggi), Pub. L. No.
No . 44 Tahun 2015 (2016).
http://eprints.binadarma.ac.id.
Retrieved from
http://eprints.binadarma.ac.id/279 1/1/Standar Proses Pembelajaran
Permenristekdikti No 44Tahun
2015 - 20160418.pdf
Becker, A. (2016). Student-generated scoring
rubrics: Examining their
formative value for improving
ESL students’ writing
performance. Assessing Writing,
29, 15–24.
https://doi.org/10.1016/j.asw.201
6.05.002
Labs, C. (2017). Overview of Rubrics:
Advantages and Disadvantages –
Baseline Help Center. Retrieved
August 31, 2017, from
http://baselinesupport.campuslabs
.com/hc/enus/articles/204305625-Overviewof-Rubrics-Advantages-andDisadvantages
Marie Lim, J. A. (2013). Rubric-referenced
oral production assessments:
perceptions on the use and actual
use of rubrics in oral production
assessments of high school
students of St. Scholastica’s
College, Manila. Language
Testing Is Asia.
https://doi.org/10.1186/22290443-3-4 Muñoz, A. (2007). Students´ Objectivity and
Perception of Self Assessment in
an EFL Classroom. The Journal of
Asia TEFL, 4(2), 1–25. Retrieved
from https://www.google.co.id
Phan, T. X., & Phuong, H. Y. (2017). Using
Analytic Rubric for Speaking
Self-Assessment: EFL Students’
Perceptions and Challenges. IOSR
Journal of Research & Method in
Education Ver, 7, 2320–7388.
https://doi.org/10.9790/73880703043439
Planas Lladó, A., Feliu Soley, L., Fraguell
Sansbelló, R. M., Arbat Pujolras,
G., Pujol Planella, J., RouraPascual,
N., … Montoro Moreno,
L. (2013). Student perceptions of
peer assessment: An
interdisciplinary study.
Assessment & Evaluation in
Higher Education, 39(5), 592–
610.
https://doi.org/10.1080/02602938
.2013.860077
Qasim, A., & Candidate, P. (2015). Using
Rubrics to Assess Writing: Pros
and Cons in Pakistani Teachers’
Opinions. Journal of Literature
Journal, 16. Retrieved from
http://www.iiste.org/Journals/index.php/JLLL/article/viewFile/271
52/27835
Sutardi, D. (2012). Penilaian Pendidikan
Dodo Sutardi : Penilaian Hasil
Belajar Metodologi Penelitian.
Retrieved September 1, 2017,
from
http://pengukuranpendidikan.blog
spot.co.id/2012/09/penilaianhasil-belajar-metodologi.html
Yoshina, J. M., & Harada, V. H. (2007).
Involving Students in Learning
through Rubrics. Library Media
Connection, 25(5), 10–14.
https://doi.org/http://dx.doi.org/A
rticle
