Performance assessment to assess students’ interpretation in chemistry learning

Abstract

Critical thinking skills are 21st century skills needed by students to be able to compete in the era of globalization. The components of critical thinking according to Facione are interpretation, analysis, explanation, evaluation, conclusion, and self-regulation. This study was aimed to identify critical thinking skills in aspects of interpretation using performance assessment rubric. Indicators of critical thinking skills aspects of interpretation consisted of five indicators: interpretation based on experience, interpretation based on data, interpretation based on events, interpretation based on procedures and interpretation based on judgment. The RASCH was used in data analysis. The samples were 120 students selected from one of senior high school in Surakarta, Central Java, Indonesia. The performance assessment instrument was analyzed with the RASCH model. The performance assessment to assess interpretation skills were analyzed with the RASCH model showing the instruments was good. The results showed the students still have difficulties in interpretation based on procedure and judgment. This illustrates the importance of empowering students’ critical thinking skills in the interpretation component.