Self-assessment of chemistry laboratory basic skills using performance scoring rubrics at the chemistry teacher training

Abstract

This student self-assessment of chemistry laboratory basic skill performances is intended to overcome the heavy time-consuming and very intensive involvement of lecturer as the only performance assessor, promote and accelerate the skill improvement based on learner self-performance assessment. The study involved 26 students undertaking Basic Chemistry subject at Chemistry Education Department of Universitas Pendidikan Ganesha in Bali. The self-assessment applied the scoring rubric developed by Sudria and Sya'ban. Each item of the 22 assessment items applies five-scaled grading performance indicators as very good, good, sufficient, poor, and very poor. Every skill item was assessed at least three time along the semester and analyzed twice namely at the middle of the semester as data S1 and near the end of the semester as data S2. The same performance assessment was also conducted by a lecturer team as the laboratory work examination at the end of the course as reference data of S3. This study showed significant correlation of S1 and S2 toward S3 with score correlation amounts of 0.520 for r1-3 and 0.588 for r2-3 which were above the critical value of 0.374 at 95% confidence. Guidance and monitoring during laboratory work supported to the success of the self-assessment study.