Development of learning assessment of smash and service techniques in volleyball

Abstract

Volleyball is a way of scoring points through attacks; if a team cannot get points through attacks, then the chance of getting points will be owned by the opponent because in volleyball games, the game stops based on points. This study aims to: 1) describe the implementation of volleyball service and smash assessments in schools, 2) develop an assessment model in schools, which includes model design, validity, reliability, and effectiveness, and 3) describe the characteristics of school assessments. This research is development research modified from Borg and Gall. The development of the volleyball skills assessment model uses a three-stage procedure: the development stage, validation stage, and dissemination stage. The results of this study are: 1) Implementation of volleyball service and smash assessments in schools based on the opinions of coaches has not used process performance assessments. 2) Service and smash volleyball assessment instrument model with content validity construct, Aken's value of 0.946, including very good, reliability with 6 raters, Genova value of the interrater coefficient of 0.836, and Cohen Kappa K's value of the interrater coefficient of 0.856, both of which meet Lin's reliability requirement of 0.70; and effectiveness based on the opinion of the trainers can be used to assess students in the training process. 3) Characteristics of volleyball sports skills assessment at school showed 31 athletes or 43% were stated to be very competent, 29 athletes or 40.3% were declared competent, 11 athletes or 15.3% were stated to be less competent, and 1 athlete or 1.4% was declared incompetent. The conclusion is that the effectiveness of the assessment of volleyball skills can be used for the assessment of students in the learning process.