Contoh Rubrik Penilaian Aspek Sikap dan Aspek Keterampilan Selama PJJ.
Pada Pembelajaran Jarak Jauh (PJJ), untuk sementara, saya tidak menggunakan penilaian kerja sama dengan kelompok pada saat meeting, karena saya beranggapan, tidak akan cukup waktu untuk mengamati siswa (i) secara daring. Format ini untuk observasi siswa (i) secara individu pada saat meeting secara virtual.
Ada dua contoh format penilaian, penilaian sikap dan penilaian keterampilan, dan berikut contohnya:
Rubrik Penilaian Aspek Sikap Cara 1
Sekolah :
Kelas :
Metode : Observasi Dalam Belajar
Materi :
NO | Nama | Aspek | Ya | Tidak | Keterangan | Nilai (10-100) |
1. |
| Aktif Belajar Aktif Memberi Pendapat Aktif Kerja Tugas Mematuhi SOP |
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2. |
| Aktif Belajar Aktif Memberi Pendapat Aktif Kerja Tugas Mematuhi SOP |
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3. |
| Aktif Belajar Aktif Memberi Pendapat Aktif Kerja Tugas Mematuhi SOP |
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4. |
| Aktif Belajar Aktif Memberi Pendapat Aktif Kerja Tugas Mematuhi SOP |
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5. |
| Aktif Belajar Aktif Memberi Pendapat Aktif Kerja Tugas Mematuhi SOP |
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Rubrik Penilaian Aspek Sikap Cara 2
Sekolah :
Kelas :
Metode : Observasi Kerja Sama Dalam Diskusi Kelompok
Materi :
No | Nama Siswa | Kriteria dan Nilai | ||||
90-100 | 80-89 | 70-79 | 60-69 | 50 | ||
1. |
| Sangat Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Cukup Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Kurang Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Tidak Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP |
2. |
| Sangat Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Cukup Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Kurang Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Tidak Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP |
3. |
| Sangat Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Cukup Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Kurang Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Tidak Aktif Belajar, Memberi Pendapat, Kerja Tugas, Bekerja SamaMematuhi SOP |
4. |
| Sangat Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Cukup Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Kurang Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Tidak Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP |
5. |
| Sangat Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Cukup Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Kurang Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP | Tidak Aktif Belajar, Memberi Pendapat, Kerja Tugas, Mematuhi SOP |
Untuk menghemat pake data siswa, saya memilih agar siswa (i) mengerjakan tugas percakapan atau tugas berbicara (speaking), siswa (i) merekam video percakapan dengan partner atau suara saja, lalu dikirim kepada Guru, dan begitu juga dengan tugas mendengarkan (Listening).
Rubrik Penilaian Aspek Keterampilan
Sekolah :
Kelas :
Materi :
No | Nama | Aspek | Nilai (10-100) | Jumlah |
1. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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2. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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3. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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4. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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5. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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6. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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7. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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8. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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9. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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10. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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11. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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12. |
| Fluency |
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Pronounciation | ||||
Vocabulary | ||||
Grammar | ||||
Clarity of Ideas | ||||
13. |
| Fluency |
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Pronounciation | ||||
Vocabulary | ||||
Grammar | ||||
Clarity of Ideas | ||||
14. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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15. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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16. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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17. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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18. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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19. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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20. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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21. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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22. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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23. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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24. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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25. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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26. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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27. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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28. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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29. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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30. |
| Fluency |
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Pronounciation |
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Vocabulary |
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Grammar |
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Clarity of Ideas |
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