Assessing Pre-Service Teacher in Science from Read-Answer-Discuss-Explain-Create (RADEC) Based Problem Solving Skill Y Gumala 1,3*, W Sopandi1,2, Septinaningrum1,4, P Anggraeni1,5, A H Rahayu1,5, Tursinawati1,6
1Program Studi Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia
2Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia
3Departemen Pendidikan Guru Sekolah Dasar, Universitas Bhayangkara Jakarta Raya, Jl. Darmawangsa 1 No 1 Jakarta 12140, Indonesia
4Prodi Pendidikan Guru Madrasah Ibtidaiyah, IAIN Tulungagung, Jl Mayor Sujadi No. 46 Tulungagung, Indonesia
5Prodi Pendidikan Guru Sekolah Dasar, STKIP Sebelas April, Jl Angkrek No. 19 Sumedang 45323, Indonesia
5Prodi Pendidikan Guru Sekolah Dasar, Universitas Syiah Kuala, Jl Tgk Hasan Krueng Kalee Banda Aceh 23111, Indonesia
Abstract
Assessments are prevailing implements for informing teachers and students approximately where student thoughtful stances with relation to a knowledge objective. However, limited readings deliver qualitative investigates of assessment through an item. This research practices a context of nine scopes of actual assessment evidence in science classrooms to associate more and fewer effective assessment among a purposive sample of elementary pre-service teacher in science. Contributing teachers collected five steps of assessment in reading, answering discussing, explaining, and creating related on problem solving skill. Our evaluation specified that actual dimensions, such as setting goals, aligning assessments with goals, occurrence, and selection of assessment, can be addressed relatively easily by teachers whose overall collection. Yet, dimensions that takings interested in account the quality or depth of student learning, such as the cognitive difficulty of the assignment, the type of response that is providing, or how well teachers adapt instruction based on information from assessments, differ more pointedly among teachers in our model. The conceptualization of these five dimensions beside with indication from actual classrooms across following instructional parts for professional improvement and teacher education
