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The Effectiveness of Direct Instructional Learning Model in Assessment Process Course and Learning Outcomes

Pedagogical competence supports successful learning, however, the ability to arrange the assessment tools as one of the learning materials that be implemented by teacher and preservice Mandarin Language teacher still becomes underlying issues today. The reality shows the expertise of material substance has been mastered, but the teaching theories are often neglected. Direct instructional model as one of the teaching models had been examined, and it results assisted students in understanding the learning materials. It was proved by knowing students’ skill in arranging an assessment that were guidelines of the questions and exercises. This model gave students an opportunity for direct experience in the process of making assessment tools. The direct experience that students gained were saved in memory. It continued to the process of settling on the brain and become a semipermanent knowledge. Then, it also assisted students easily absorb the information. Based on the results of this study, direct instructional model was assumed to be one of the alternative teaching model choices. It could be used in productive courses which had purposes in arranging learning materials. Therefore, this teaching model referred to improve the students’ ability and skill, and in the end of the learning process students were demanded to produce learning material more than examining the cognitive skill. Keywords— Constructing; direct experience; direct instructional model, systematic thinking; linked concept