CRITICAL BOOK REPORT

Created By:

Bima Mustaqim
5143331002
This task is structured to complete one
individual assignments Course Teaching
Evaluation

ELECTRICAL ENGINEERING
EDUCATION
FACULTY OF ENGINEERING
STATE UNIVERSITY OF MEDAN
2016

INFORMATION BIBLIOGRAPHY
The book is used as a material for Critical Book Report is:
Tittle

: EVALUATING THE QUALITY OF LEARNING

Author

: John B. Biggs and Kevin F. Collis

Production Year

: 1982

Publisher

: ACADEMIC PRESS

CO
NTENT
Chapter 1: The Evaluation of Learning: Quality and Quantity in Learning
In this chapter, we have argued as follows:

1. Much school learning, as well as deliberate learning episodes outside the context of
school, are closed in nature. By this, we simply mean that learning of certain contents
facts, skills, or conceptsneeds to meet particular criteria of both quantity (amount
learned) and quality.
2. In any learning episode, both qualitative and quantitative learning outcomes are
determined by a complex interaction between teaching procedures and student
characteristics. For present purposes, we emphasize here the roles played by: the
prior knowledge the student has of the content relating to the episode, his
developmental stage, his motives and intentions about the learning, his learning
strategies. "Power" factors, such as general ability, operate across the board and have
little prescriptive value in the present context.
3. While quantitative aspects of evaluating learning are well understood and applied,
qualitative aspects have not been researched or applied to nearly the same extent. In
practice, qualitative evaluation is highly subjective and is poorly integrated with
grading procedures.
4. It is increasingly recognized that instructing with a view to matching student
performance

with

preset

standards

is

important

and

logical.

Present

criterionreferenced models of instruction and evaluation are almost entirely limited to

quantitative definitions of the criteria of learning.
5. Consequently, there is an urgent need for qualitative criteria of learning that have
formative as well as summative value. Matching learning outcomes with the original
intentions of learning should be done in such terms that the information thus provided
becomes valuable feedback for both teacher and student.
The next stage, then, is to suggest what a qualitative model of evaluation might
look like. We reviewed three models that have been reported in the literature so far: those by
Bloom, Schroder, and Marton. Although the theoretical backgrounds of each of these are
quite different from one another, there is general agreement that qualitative evaluation is both
helpful and feasible, and that it would proceed in a hierarchy of levels of increasing structural
complexity.
The point at issue is: How do we determine those levels of structural complexity?
Bloom and his colleagues surveyed the opinions of a large number of educators and
psychologists and scaled the results to yield their six-level hierarchy; Schroder and his
colleagues took their theory of information processing as their point of departure, creating a

four level hierarchy; Marton used the structure yielded by a content analysis of each task
(usually four levels).
Our own point of departure is different from all these. We believe that there are "
natural" stages in the growth of learning any complex material or skill and that in certain
important respects these stages are similar to, but not identical with, the developmental stages
in thinking described by Piaget and his co-workers (e.g., Ginsburg & Opper, 1979; Piaget,
1950). In the following chapter, we explore this link between learning and development, and
describe the hierarchy we obtained.

Chapter 2: Origin and Description of the SOLO Taxonomy

The study of cognitive development from birth to maturity has outlined quite a clear
picture of the qualitative improvement in the structure of cognitive products with age. Older
children learn material in a qualitatively better way than do younger ones. This progression
has been outlined in particular by the Piagetian school.
If one focuses on responses to task material that is drawn from school subjects, rather
than upon tasks embodying general logical and mathematical concepts as did Piaget, the same
progression of better structure is still noticeable. Indeed the general outline of that
progressive improvement in structure shares much in common with that outlined by Piaget.
However, it is in our view a fundamental mistake to identify such specific responding with
responses to developmental stage tasks. In order to make this distinction between learning
and development quite clear we have used different terminology to distinguish Piagetian
stages from levels of learning quality. The overall term for the structure of the observed
learning outcome is SOLO; and the levels of prestructural, unistructural, multistructural,
relational, and extended abstract are isomorphic to, but logically distinct from, the stages of
preoperational, early concrete, middle concrete, concrete generalization, and formal
operational, respectively.
Four main dimensions are used to categorize responses: working memory capacity,
operations relating task content with cue or question and response, consistency within a
response and relative necessity for closure in making that response, and general overall
structure, which results from the interaction between the previous dimensions.
In Part II, we give numerous examples of SOLO responses in various school subjects:
history, math, poetry appreciation, reading skills, creative writing, geography, and modern
languages. These examples, we feel, will be sufficient to indicate how the curriculum in these

and most other school subjects can be used to provide the content for any tasks the teacher
will deem appropriate to evaluate.
In Part III, we discuss the general educational implications of the SOLO Taxonomy.
Particular attention is given to issues that arise in curriculum, instructional method, and
evaluation.
In Parts I - I I I , we have tried to avoid technical and theoretical details that may be
beyond the immediate interest of some teachers. The Taxonomy does, however, raise several
methodological, theoretical, and research issues: These are considered in Part IV.

Chapter 3: History
History is like the natural sciences in the sense that events are to be placed in an
explanatory context. It is unlike the natural sciences, however, in that the concepts explaining
those events are colligatory rather than causal. The explanation of empirical events is
achieved in history by the use of concepts that have as much personal as objective meaning:
Values, feelings, and emotions enter historical explanations, in a peculiarly involving way.
Such concepts are readily evaluated in SOLO analysis.
The general procedure is the same as in other tasks: defining the component, whether
in content or process terms, and analyzing the structure of the response in terms of the way in
which the components interrelate. Several such tasks and components may be identified in
history. We chose examples here from the following:
1. Drawing conclusions from a display of information (content)
2. Making value judgments about an event
3. Reconciling conflicting evidence
4. Constructing a plausible interpretation from incomplete evidence
5. Understanding terms and concepts
6. Inducing the meaning of a concept
It would be easy to produce other examples, including ones from different historic
contexts (ours were mainly from English and Australian history), but the examples chosen
give an idea of the kinds of items that may be used for SOLO analysis and the results that
might be expected.
Several implications for teaching were discussed. The prevalent " neutral , " objective
and quantitative treatment of history in school does not encourage students to impose their

colligatory interpretations onto events. SOLO analysis may be particularly useful in

providing teachers with a technique for pin pointing the colligatory concepts that students use
in their understanding of historical events. How teachers use these colligatory concepts in
their teaching of history will then become an important input in their teaching strategy. This
general question of teaching strategy is addressed in Chapter 8.

Chapter 4: Elementary Mathematics

This section has concentrated on the aspect of school mathematicsnumbers and
operationsthat the authors believe is the real heart of this content area. Other areas that
might have been included such as mathematics concerned with spatial concepts,
mathematical applications, problem solving, and so on, we feel, depend to a greater or lesser
degree on the concepts discussed. Indeed some of these areas are implicit in the topics dealt
with. For example, the section on mathematical systems is a generalized account of many of
the topics in the applied area. Any topic which can be shown to involve a set of interrelated
definitions and a set of procedures for manipulation of the elements involved such as
mensuration, stocks and shares, profit and loss, banking, etc., falls into this general area.

Having selected the particular area we next proceeded to analyze the following topics
in terms of SOLO response levels:
1. Numbers and operations
2. Combination of operations
3. Closure
4. Pronumeral substitution
5. The inverse operation and elementary equation solving
6. Preference for consistency
7. Mathematical systems
8. Mathematics profile series, operations test
The first seven areas listed above show general principles that are involved and the reader is
encouraged to apply these to the specific classroom content with which he is concerned. For
example, if the reader's present program includes the teaching of common fractions, he
should examine this topic in the light of the typical SOLO responses expected under the
various headings given above; For instance, what implications do the response levels under
the heading "pronumeral substitution" have for the children's understanding of the formula,
a nx a
=
b nx b

To help the reader in this exercise the eighth area was included. In this section two specific
items from a standardized test were taken and analyzed in SOLO terms.
Several implications for teaching were discussed in the areas of aims, evaluation, and
instructional strategies. It is clear that in all three areas an analysis which keeps the SOLO
level in mind is very fruitful and should contribute to a better understanding of both the place
of mathematics in the school curriculum and the classroom techniques that will enhance
performance in the subject.

Chapter 5: English
Studies in creative writing show more clearly than studies in other subjects how
widely different students' work can be at the same year/grade level. It is therefore more
difficult here than in other subjects for teachers to have any generalized expectations for a
class.
Although extended abstract responses were rare, one of the best ones ("Signs of
Spring") came from Grade 9, not Grade 12 where students would have had 3 more years to
develop. Why?
We know there are enormous differences in the amount of time different students
spend in writing: Some avoid putting pen to paper at all costs; others like using language in
poetry, diary entries, stories, etc.
What evidence there is suggests that school does little to reduce the large differences
in time children spend in writing. Annells (1975) surveyed a representative sample of
Tasmanian high schools, collecting writing samples of all kinds. He found that Grade 7
students submitted an average of 1.7 pages per day, which rose to 2.8 pages in Grade 10. On
any one day, 4 0% of high-school students submitted no continuous writing at all. Of the
writing collected, 60% was for the purpose of doing exercises (problems, short-answer
responses), 35% was didactic, that is, passing on information, and only 4% was creative
(either prose or poetry). Surprisingly, 70% of the teachers believed that creative writing
served an important educational function and that appropriate experiences and time should be
directed to creative writing.
These data are similar to those obtained in England by Britton et al. (1975). There is
little reason to suppose that the situation is basically different in other countries. Though
everyone agrees that creative writing is important, it is not adequately treated in school.
Consequently, the development of a high level of writing skill is all too often left to
individual bent.
However, it is unlikely that writing skill is only a matter of some innate " g i f t . " As
Scardamalia (in press) points out, writing has a relatively large drain on working memory.
While composing and transcribing, the student has to think about many things, including
what he has just said, what he intends to say within that paragraph, what his immediate words
must be to bridge past and intended content, the rules of grammar, punctuation, assumptions
about the reader's knowledge, and so on. It is a frightening list and no wonder that Grade 8

students often produce an incoherent chain of words equivalent to that of 6-year-olds doing
simpler tasks. In order to give the equivalent degree of mastery over writing that the young
writer tends to acquire over other subject matter, the prerequisite skills need to be analyzed,
taught, and practiced as is done in other subjects. This approach to writing is currently being
explored by Bereiter and his team at OISE and may well bear fruit.
SOLO analysis has a place in such an enterprise. A components table, similar to Table
5.3, forces the teacher to think about the basic constituents of good writing and enables her to
point out to students when those components are missing, are inadequate, or are poorly
integrated. As in task analysis of other subjects, SOLO analysis of students' written products
including the best, worst, and most typicalprovide the teacher with an explicit idea of the
kinds of components students can manage in their writing, and the levels of performance she
might reasonably expect. Needless to say, the components table would differ for different
genrerhythm and meter are relevant to poetry writing but not to prose; plot and character
are relevant to narrative but not to nonfictionforms of didactic or transactional writing
(e.g., writing a lab report, a business letter, a job application) would each require its own
component task analysis.
Once the appropriate table has been set up for the genre currently being taught, it can
be applied to evaluate students' writing, either formatively or summatively. Theformative use
of such evaluations is obvious as it pinpoints a student's particular weaknesses (see Table 8.1
and accompanying text).
In summary, SOLO analysis of writing, as in other subjects, results in criteria for
distinguishing distinct levels of quality, ranging from the almost incoherent,through the stereo
typical and conventional, to the richly expressive. SOLO does not provide or define the
components of analysis, but its use here, as in other areas, requires the subject matter expert
to analyze what he wants from his students and how those components might be integrated.

Chapter 6: Geography
General implications for teaching are considered in detail in Part III. Here we will
simply make a few points that bear directly upon geography. We have taken examples that
illustrate systematic rather than regional geography, although the case of Grong Grong brings
together several systematic phenomena (transport, agriculture, physical features) that describe
a particular region rather minutely.
We have also been careful to include both process and content aspects, or " k n o w l e
g e " and " s k i l l " objectives as the N.S.W. Board of Senior School Studies (1976) describes
them. The N.S.W. Board's publication is typical of many such statements of curricular
objectives (which when translated into classroom terms, become identical with "teacher
intentions" as described in Chapter 1). Knowledge objectives from this report include:
a) Comprehend that natural and cultural features and areas of the earth's surface reveal
graded likenesses and infinite differences. . . .
b) Recognize that alteration of areal characteristics is constantly occurring [p. 2].
Our items concerning "Why is it dark at n i g h t ? " address (a); the item on erosion in the
Andes addresses (c).
An important skill objective is, "Compile, read, and interpret maps, photographs,
graphs, and diagrams which are customarily used to illustrate geographical phenomena [p. 2 ]
. " Our items on Grong Grong and on the picture of the countryside address this objective.
In addition, the N . S . W . curriculum objectives include a section on " attitudes . "
These tend to be very vague, and in the event are rarely assessed adequately. Such would
include: "Demonstrate an interest in, and concern for, problems of the local area . . . " and 4
'Show an appreciation of the contribution of geography to the culture of mankind [pp. 2 - 3 ] .
"
The SOLO Taxonomy has not been applied to the affective or attitudinal domain, and
in fact it is rather difficult to see how it could. As far as the other objectives are concerned,
however, it is easily possible to devise items that address either knowledge or skills and
assess students' responses in terms of their quality of learning.
It would seem desirable that when such objectives are formulated, crucial items
should be constructed to test the levels of student understanding or competence at various
grade levels. The classroom teacher then has a reasonable guide as to what level of
performance he can expect from his own students. This aspect of the

Taxonomy's use is, however, applicable to a variety of subjects, and this problem is
addressed in more detail and with general application in Chapter 8.
As far as geography specifically is concerned, we may obtain an idea of the standards
expected of various geographical tasks by referring to the material reviewed in the previous
section. Jahoda's work on class-inclusion showed that elementary-school students might be
expected to master the notion that, for example, residents of Denver are also residents of
Colorado and of the United States. A unistructural level of response does not admit that if the
student lives in Denver he can also be a resident of Colorado and of the United States.
Similarly, in the area of skills, there appear to be ages before which it is unlikely to be useful
to teach map-reading skills: We saw that the idea of relative scale was meaningless for many
children before high school.
Such limitations imposed by age are very likely caused by the student's familiarity
with the task. A scaleindeed a map itselfis a geometric abstraction from the world of
experience, and consequently needs much correlation of experience if it is to be meaningful.
All children experience darkness at night. It is then to be expected relational level responses
were obtained at 11 years (see p. 134). A comparison of responses given in this chapter with
those in other chapters, such as those on history or writing, shows higher level responses are
given to naturalistic geography items than to more " s y m b o l i c " areas.
There is an important lesson here. Geography teachers, perhaps more than others, can
capitalize upon their students' experiences. Geography, after all, deals with space and
location. This is very concrete and within the immediate experience of all students. But a
subject like history, which deals by definition with environments and situations that are prior
to and thus beyond the immediate experience of students, can be experienced at best by
hearsaythe reminiscences of an aging relative or by inference, from paintings, artifacts,
and by now very peaceful looking battlefields. He has to step outside his experience and use
his imagination to relate to the historical event. The geography student has only to open his
eyes and see.
Nevertheless, higher order understanding in geography goes beyond the concrete.
Systematic and economic geography rely on cause-and-effect explanations that go way
beyond the realm of immediate experience. This is, however, an important sequence that
perhaps should not be missed: Local and regional aspects may be used to lead in to the more
abstract and symbolic formulations of geographical knowledge and skills.

In brief, SOLO analysis may be of specific assistance to the geography teacher in both
content and process (knowledge and skills) areas. Perhaps in geography more than in other
subject areas, the teacher may capitalize upon the student's immediate experience of his
immediate spatial and areal environment and move from that to the more abstract
representations of that environment. SOLO analysis seems particularly useful for isolating
those aspects that students use in their construction of knowledge and skills, and it would
seem advantageous for teachers to isolate these and build upon them when constructing their
lesson plans.
There are other applications of SOLOin the construction of critical tasks and their
evaluationbut these apply to subjects other than geography teaching and so they are dealt
with in Part III.

Chapter 7: Modern Languages

In this chapter we have attempted to bring SOLO analysis to bear on some aspects of
foreign language teaching and learning. The general procedure is the same as with other
subject areas: defining the component being classified and then examining the structure of the
response in terms of the way in which the components interrelate.
Two such tasks were chosen: translation from French into English; and derivation of a
general grammatical rule from particular instances of its use. Many other tasks could have
been utilized but we felt that these two would alert specialists in this area to the usefulness of
applying the concepts behind the Taxonomy to the study of the learning of a foreign
language.
These examples were followed by brief discussions on the reasons for and the
methods of teaching a foreign language to most students to different levels of competence.
We suggested that enough was known in these two areas for a program to be provided that
would be of general educational value for most students entering high school. In addition it is
clear that the general implications of the SOLO approach for evaluation, teaching method,
and curriculum development in this content area seem to warrant serious investigation of its
potential for contributing not only to research in the area but also to the improvement of
current classroom practices.
Finally, a summary of some related research findings was included to round out the
views that had fixated on the concepts associated with the Taxonomy. The work mentioned in
the summary did not clash with the SOLO approach but seemed to be complementary.

Chapter 8: The Place of the Taxonomy in Instructional Design

It would be incorrect to assume that the SOLO Taxonomy is itself a method of
teaching. It only provides a structure to help the teacher make judgments about the quality of
learning that takes place in his classroom. However, its use in this context does presuppose a
certain model of instruction; specifically, that which applies in closed situations, involving
the reception learning of a given body of facts, concepts, or skills.
Those presuppositions imply that the educator has certain, definite intentions about
the amount and quality of learning that is to take place. Further, reception learning itself
means that there is something definite to learn "out there"that content can be defined, and
analyzed into components of content or process skills that themselves may be organized into
a hierarchy, ranging in abstractness from first order concrete components, through second
order components, to abstract ones. The nature of those components in turn imply that certain
techniques of presentation will be used to give the student the opportunity to learn them.
Having learned, and performed on a suitable test item that gives the educator the opportunity
of evaluating the quality of that learning, the teacher needs to make a judgment of "good
enough or not good e n o u g h . " Then decisions for future action need to be made.
In this chapter we have traced the role that the SOLO Taxonomy may play in most
stages of teaching in closed situations. Such situations require a systematic approach, from
the first formulation of expectations, whether these expectations are fairly general or quite
specific, as in the case of behavioral objectives, through curriculum analysis and instructional
procedures, to evaluation and, if indicated, remediation. Of course, there are quite different
aspects to teaching, where the intention, processes, and outcomes are open-ended. Such open
situations are valuable, but we do not address them in this book.
Finally, there are several further implications that the SOLO Taxonomy has for
education, research methodology, and psychological theory. Many of these implications are
speculative, but it is to be hoped that with further research and development they will become
as practically relevant as the matters we have already discussed. Part IV addresses some of
these issues.

Chapter 9: Some Methodological Considerations

In this chapter the reliability and validity of SOLO ratings were examined. The
concept of reliability that has most meaning for SOLO is that of interjudge agreement. In
several studies, involving the rating of history items, poetry, and creative writing, satisfactory

agreement between independent judges was obtained, with correlations between judges
ranging from .71 to .95.
The question of validity was examined from several aspects:
1. Agreement with teacher ratings of ''quality''
2. Factor analysis, with appropriate loadings of SOLO items on a school achievement
factor
3. Process analysis, which involved relating overall SOLO ratings, and transitions fro
level-to-level, with appropriate indices of cognitive processes, student motivation, and
student learning strategies
Once the relationship between SOLO level and conventional measures of
achievement had been established, the most interesting evidence on the construct validity of
SOLO came from the process analyses. These were of two main kinds: The first related
overall ratings to ability, cognitive processes, motivation, and learning strategies. A canonical
correlation showed that SOLO level was associated with school achievement in math and
English, simultaneous synthesis, and to some extent, with successive synthesis; and
independently with intrinsic motivation, a meaning strategy, avoidance of rote learning, and
to a slight extent, an organized approach to learning.
The second elucidated these associations by analyzing across levels, particularly with
respect to what was happening at each transition from prestructural to unistructural to
multistructural to relational. The psychological processes involved included simultaneous and
successive synthesis, motivation, and learning strategies. The processes associated with each
transition were compatible with the nature of the task facing the student; whether he was
shifting from level to level within a test, or performing two different tasks (interpreting
poetry and writing an essay). The work reported above can only be regarded as preliminary,
but the results are very encouraging to date.
Finally, the question of different formats for obtaining SOLO responses was
examined. In particular, we looked at fixed space, multiple-choice, and alternative structures
as possible ways of obtaining and interpreting responses. Few conclusions were reached, as
little research has been conducted so far, but certain possibilities were suggested as
warranting further investigation; in particular the use of a multiple choice format, where the
distractors are specifically generated by lower levels of SOLO.
The work reviewed here is encouraging. In the final chapter we review SOLO in a
much broader context; that of its implications for psychological theory.

Chapter 10: Implications for Psychological Theory from Relational to Extended

Abstract
The greater part of this book has been addressed to the practical issue of evaluating
the quality of learning, particularly the learning of traditional school subjects. However, the
SOLO Taxonomy is embedded in a consistent conceptual framework that was itself modified
by the kinds of results we were obtaining. Then, in Chapter 9, we reported the results of more
basic research, which gave some insight into the psychological processes involved in
obtaining the various SOLO levels of response. It seemed that these modifications and results
had some important implications for cognitive theory. As we explored further, we felt
justified in offering some speculations about the usefulness of the emerging theory for other
areas of psychology.
In this chapter, then, we offer two levels of theorizing: First, we referred to learning
and developmental theory, which are the two areas in which the work was conceived; and
second, to some issues arising in personality theory, decision making, and lifespan
psychology.
We have emphasized throughout this book that the SOLO Taxonomy, when applied to
the levels of learning met within elementary and high schools particularly, is concerned with
learning, not development in the sense meant by theorists following the orthodox structuralist
position. To say that, however, raises important questions about the concepts of learning and
development, and what their interrelationship might be.
Three broad views of the stage concept have been distinguished:
1. Structuralism, which sees the stage as paramount
2. An interactionist view, which sees stage phenomena as the result of continuous
(nonsaccadic) endogenous factors interacting with particular task requirements
3. Stage as essentially an artifact brought about by task requirements.
The theory presented here fits into the second category, stage phenomena being
explicable in terms of mode of functioning, while growth in the complexity of learning
reported at length in various school subjects in Part II is hypothesized to occur in learning
cycles within each mode.
Several modes of functioning are distinguished. These are characterized by the nature
of the contents being addressed: sensorimotor, intuitive, concrete, and various orders of
formal. The five SOLO levels reported here for the most part span the concrete mode:
prestructural and extended abstract overlapping into the previous (intuitive) and subsequent

(formal) modes respectively; whereas within the concrete mode, learning proceeds on a
unistructural, then multistructural, and finally, a relational, basis.
In this extended SOLO model learning and development are clearly separated but
their interaction is outlined. If we extend the analysis beyond the concrete mode, it becomes
necessary to designate both the level of learning and the mode of functioning, such that a
response might be described more completely as ''unistructural-firstorder-formal," or
"multistructural-intuitive," which might be evidenced by a student approaching his college
studies, and by a child learning to string sentences together, respectively. This conception
greatly extends the applicability of the SOLO model at both ends, so that for example it could
be used to characterize the quality of a scholar's research on the one hand, or a baby's
developing conception of object constancy on the other.
The model also seems to fit other modalities than the cognitively oriented ones that
the use of the terms concrete, formal, etc. imply. For example, the stages in the learning of
complex skills, such as knitting or playing tennis, or perceptual discrimination tasks, such as
wine tasting, can with equal profit be analyzed in these terms.
There does, moreover, appear to be a plausible case for arguing that patterns of
cognitive abilities, such as convergent and divergent ability, cognitive style, and personality
variables such as dogmatism, anxiety, and cognitive complexity, might predispose individuals
throughout adulthood to respond at unistructural, multistructural, or relational levels within
particular modalities, or to move beyond the given modality in the case of prestructural and
extended abstract responses. If such response predilections exist, the extended SOLO model
seemed to provide a heuristic framework for interpersonal communication, decision making,
and some aspects of lifespan psychology.
If these frankly speculative suggestions are ultimately supported by research, then
what started out as a descriptive model for a circumscribed contextschool learningmight
contain within it the seeds of a theory of learning with a wide range of application. Two
features are basic: the concepts of learning cycles (commencing with the formation of a
datum, then the acquisition of parallel data, and finally their integration) and the concept of
endogenously limited modality shifts. Both features seem descriptively sound, and consistent
with a wide range of research. Whether or not this model may result in the generation of
strategies of intervention remains at this stage an intriguing possibility.

MY OPINION
In my opinion: One of the competencies to be mastered as a prospective teacher is
learning evaluation. Competence is in line with the duties and responsibilities as a teacher in
learning, that evaluate learning including conducting the assessment process and the learning
outcomes. The competency assessment instruments in line with the ability of teachers, where
one of the indicators is to evaluate learning. There are many more models that describe the
basic competencies that must be mastered. This shows that on all models necessarily reflect
the competence of teachers and requires the ability of teachers to evaluate learning, because
learning is the ability to evaluate basic capabilities that absolutely must be held by teachers.
In this book has been described in such a way how a teacher to evaluate existing
learning in class. In presenting this book the author presents each subject in detail, brief and
every subject matter and provide examples of logical and factual so that readers better
understand the contents of the subject logical and factual language so that the reader better
understand the contents of the subject in question. Each chapter of the book is presented
analytically and ideas are given quite logical and orderly. Preparation of chapters organized
so that can not be found that precede each chapter, and each chapter is given directives to the
reader to understand the basic concept of what is needed to be able to master chapter per
chapter of this book. So that the reader can prepare what is needed for mastering chapter per
chapter of this book. This book is very good to be our reference in the evaluation.