The Implementation of Polytomous Scoring-Based Physics Assessment Instrument in Cambridge AS-A Level Learning: An Evaluation Using the CIPP Model
Agung Prastyo, Elvin Yusliana Ekawati, Lita Rahmasari

Physics Education Department, Sebelas Maret University

Abstract

The increasing number of Cambridge International Schools should be accompanied by the development and implementation of high-quality assessment instruments. However, physics assessments that predominantly employ dichotomous scoring have not fully represented students conceptual understanding and reasoning processes. This study aimed to evaluate the implementation of a polytomous scoring-based physics assessment instrument in Cambridge AS-A Level learning. The CIPP model was employed to evaluate the implementation from the aspects of context, input, process, and product. Data collection was conducted from July 2023 to May 2026 at SMA Unggulan Rushd. The data were obtained through document analysis, observations, and interviews. Data were validated using method triangulation. The findings revealed that the instrument was implemented in both formative and summative physics assessments. The context evaluation indicated that a diagnostic physics assessment instrument grounded in first-principle thinking or deep question constitutes a major need in Cambridge AS-A Level learning. In the input aspect, students prior knowledge, teachers professional competencies, and supporting facilities were considered adequate. The instruments aligned with Cambridge Conceptual Competencies. However, systematic multilevel scoring criteria were still limited. The process evaluation showed that polytomous scoring provided a clearer representation of students reasoning processes compared to dichotomous scoring. The scoring process was conducted on each test item using multilevel scoring based on the indicators achieved by students. In addition, students expressed satisfaction with the assessment results because the clear multilevel rubrics contributed to more standardized final scores. Furthermore, the product evaluation demonstrated increased teacher awareness regarding the importance of understanding students first-principle thinking rather than focusing solely on final answers. Therefore, it can be concluded that the implementation of a polytomous scoring-based physics assessment instrument provides richer and more comprehensive information about students abilities than dichotomous scoring.

Keywords: Cambridge Curriculum- CIPP Model- Diagnostic Instrument- Physics Assessment- Polytomous Scoring

Topic: Physics Education