Relationships Between Perception toward Assessment with Learning Result of Student

This research aim to describe relationships between perception toward assessment with learning result of student. Perception toward assessment it means student percepts assessment as assessment of learning (AoL), assessment for learning (AfL) or assessment as learning (AaL). Subject research is 35 students of Chemistry Education of Surabaya State University. Research design is one shot case study repeated because one student group given three times different treatment without control group. Relationships between both is analyzed by chi-square test and percentage of student amount that obtaining the highest and lower in learning result appropriate its perception toward assessment. Result of analysis indicate that between perception toward assessment with learning result of student are not significant in relationships. However, if student’s the highest and lower categories in learning result are added at implementation of AoL, AfL and AaL are always predominated by student which percept assessment successively as AoL, AfL and AaL. Amount of student which is obtaining the highest and lower in learning result at implementation of AoL is 15 (42,9%), 14(40%) and 2 (5,7%) student which percept assessment successively as AoL, AfL and AaL. Amount of student which is obtaining the highest and lower in result learning at implementation of AfL is 23 (65,7%), 6 ( 17,1%) and 0(0%) student which is percept assessment successively as AoL, AfL and AaL. Amount of student which is obtaining the highest and lower in result learning at implementation of AaL is 20 ( 57,1%), 6 ( 17,1%) and 3 ( 8,6%) student which is percept assessment successively as AoL, AfL and AaL. Keywords-perception toward assessment, learning result of student, assessment of learning, assessment for learning, assessment as learning.