The assessment of learning is one of the national higher education standards according to Regulation of the Minister of Research, Technology and Higher Education of the Republic of Indonesia Number 44 of 2015. In the AIMS Internal Audit Instrument Study Program there is a question about methods used for integrated student assessment / assessments in the learning process. Does the method used: teacher-assessment, student portfolio, peer-assessment, and self-assessment? The question is more toward assessment techniques, while the assessment rubric is an assessment instrument used by the Lecturer. Assessment techniques and instruments are an aspect of process assessment and student learning outcomes in addition to assessment principles, assessment mechanisms and procedures, assessment execution, assessment reporting, and graduation of students. These six aspects are contained in Article 19, Paragraph 2 of the Regulation of Minister of Research and Technology No. 44 of 2015.

One of the questions asked by the AUN-QA Assessor when conducting the AUN-QA assessment on the Aquaculture Study Program is the assessment rubric. The question is asked because the rubric is an assessment guide that describes the desired criteria for judging. For example, when a student answers a quiz or exam in an essay form, there must be an assessment guide or rubric to provide value, so that the lecturer will give the same score since the criterion is clear. Rubrics can provide weight assessment information in accordance with the ability of students, so as to encourage students to learn more actively. Rubrics can also be used by students to measure the performance of their own ability or group learning. Aside from being a guideline in the teaching and learning process of student learning outcomes, rubrics can also be used as an instrument for reflecting on the learning process that has taken place. If all the lecturers without exception are willing to use the assessment rubric, then the question of the Auditor or the Assessor: “Is the learning achievement of the course already achieved by the student of the course?” Or “Are the students able to measure the achievement of their ability?” Can be answered by the Study Program with accompanied by undeniable evidence.

Author: Wahju Tjahjaningsih

Editor: Dwi Yuli Pujiastuti