F O T E S
A ENGLISHASSESSMENT R
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F FOURTHSEMESTERSTUDENTS FO PRIMARYSCHOOL U
T S N O I T A C U D E R E H C A E
T DYPROGRAM
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s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
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ChrisitnaEilI ndriyani 2 6 0 4 1 2 1 7 0 : r e b m u n t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i F
O T E S
A ENGLISHASSESSMENT R
O
F FOURTHSEMESTERSTUDENTS FO PRIMARYSCHOOL N
O I T A C U D E R E H C A E
T STUDYPROGRAM
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O SANATADHARMAUNIVERSITY
ASARJANAPENDIDIKANTHESIS
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e h t n i a t b O o
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ChrisitnaEilI ndriyani r
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o Primary Schoo l Teache r Educaiton Study Program of Sanata Dharma y
ti s r e v i n
U . Yogyakatra : Engilsh Language Educaiton Study Program , Sanata .
y ti s r e v i n U a m r a h D
t , s y a d a w o
N eache ri sexpected to have no tonly teaching skli lbu talso .
h s il g n E y ll a i c e p s e , ll i k s e g a u g n a
l There are many school s which use two e
g a u g n a
l s (Indonesian and Engilsh ) to deilve r the mateirals . Thi s stiuaiton n
r a e l o t r e h c a e t e h t s e g a r u o c n
e Engilshsot hatt heyareablet osurvivei nworking ,
e s a c s i h t n I . d lr o
w P irmary Schoo lTeache rEducaiton (PGSD )Study Programof y
ti s r e v i n U a m r a h D a t a n a
S tirest o preparet hestudentst of acet heworkingwo lrd . h
s il g n
E subjec tis i ncluded i n t hecur irculum a nd given t o the fris tup t o fou trh s
t n e d u t s r e t s e m e
s .Toknowt hestudents’l earningprogress ,assessmenti sneeded . Int hi sstudy, t hewrtie rdesigne d Engilsh assessmentf orf ou trh semeste rstudent s
f
o PGSD Sanata Dharma Universtiy .There are two problem sdiscussed in thi s y
d u t
s ,thoseare1 )Howi st heEngilsh Assessmentf o rfou trh semeste rstudent so f n
o it a c u d E r e h c a e T l o o h c S y r a m ir
P Study Program o fSanataDharma Universtiy ?
d e n g i s e
d and 2 )Wha tdoest heEngilsh Assessmentf o rfou trh semeste rstudent s f
o P irmary Schoo l Teache r Educaiton Study Program o f Sanata Dharma y
ti s r e v i n
U look ilke?
d e t p a d a r e ti r w e h t , n o it s e u q t s ri f e h t r e w s n a o t r e d r o n
I Harirs ’
t s e T g n it c u rt s n o
C .The theory wa salso employed a sthe research method .The h
t t s ri f e h t d e y o l p m e r e ti r
w ree steps :1 )planning the test ,2 )prepairng the tes t .
s m e ti e h t g n i w e i v e r ) 3 d n a , s n o it c e ri d d n a s m e
ti Frislty , interview and
e r e w e ri a n n o it s e u
q conducted to know students ’needs .The obtained data w ere e
h t f o s r o t a c i d n i d n a s c i p o t e h t e n i m r e t e d o t d e s
u test .The bluep irn tof t het est s
s a
w alsoarranged.I tconsist so fcompetencestandard ,basiccompetence,learning i
d n
i cator ,si ndicator soft het es,tt ypeoft het est ,and cogniitvedomain .Then ,the d
e n g i s e
d testsweredeveloped. I n t hel as tstep,t hedesigned test swereevaluated . t
, y ti d il a v t n e t n o c d n a e c a f e h t k c e h c o t r e d r o n
I hewrtie ralso gavet r -y ou to fone
e
s toft het eststot hestudents . eT h resutls fo theevaluaitonand rty-ou twereused e
h t e v o r p m i o
t designedtest sandr evisei .t n
i n o it s e u q d n o c e s e h
T the problem formulaiton wa s answered by d
e n g i s e d e h t f o n o i s r e v l a n if e h t g n i d i v o r
p test sa tfe rhavingmadeimprovements. r
u o f e r e w e r e h
T set so fthe designed tests .Each es tmay have two o rthree n
o it c u rt s n
i sbased on the approp iratenes swtih the mateiral .s The resul to fthe t
a h t d e w o h s n o it a u l a v
e the face and conten tvaildtiy o f the test s had been d
n a , d e v e i h c
a mos tparitcipant sagreed and srtongly agreed wtih the opinion s o
t d e t a l e
r thedesigned tests .I tmeanst hatt hedesigned t est swereapprop iratef o r e
h
t P irmarySchoo lTeache rEducaitonstudent so fSanataDharmaUniverstiy.
x i
T N E M E G D E L W O N K C
A S
l w o n k c a o t e k il d l u o w
I edge my grattiudet o t hose who have given t hei r .s
i s e h t s i h t f o n o it e l p m o c e h t r o f n o it u b ir t n o c
o t d e t a c i d e d s i e d u ti t a r g t s e p e e d y
M Jesu sChristwhoha sgranted mehi s p
e h t g n ir u d g n o rt s e m g n i p e e k r o f g n i s s e l
b roces so fcompleitngmyt hesis. k
n a h t I , r a l u c it r a p n
I Chrisitna Krisityan,i S.Pd. ,M.Pd. ,who ha sgiven i
p a h s r o f e c n a d i u g e r e c n i s r e
h ng my i deas ,reading my t hesis ,and checking my .r
a m m a r g
o t d e s s e r d d a s i e d u ti t a r g t s e p e e d y
M C . Tutyandari , S.Pd. , M.Pd,. A
. M , . d P . S , o y t e s a r P i d r a H . g
A . ,andLhaksmi ,S.Pd. ,M.Pd. ,whowerewliilng c i m e d a c a y m k n a h t o s l a I . t s e t d e n g i s e d y m n o s n o it s e g u s d n a s t n e m m o c e v i g o t
, r o s i v d
a Drs .JB .Gunawan ,S.Pd. ,M.Pd. ,fo rgiving me advice and suppor t e g a u g n a L h s il g n E e h t f o l l a e t a i c e r p p a o t e k il o s l a d l u o w I . y d u t s y m g n ir u d
r P y d u t S n o it a c u d
E ograml ecturer ,ss ecretairats taff ,andal loft he ilbrairan .s f o y li m a f g i b e h t h ti w n o it a r e p o o c d o o g a e v a h o t e r u s a e l p y m s a w t I
n o it a c u d E r e h c a e T l o o h c S y r a m ir
P StudyProgramo fSanataDharmaUniverstiy , y
ll a i c e p s
e thef ourths emesters tudents. p
e e d y
M es tgrattiude goe sto my beloved parents ,Petru sTriyono and a
c s i s n a r
F Suparmi , fo r thei r grea t love. I also thank my lovely brother , .
r P , o n o g r a M i r T . m
R , my lovely sister ,s Evi and Sr .Yeni ,CB., fo rthei r .r
e y a r p d n a t n e m e g a r u o c n e d e u n it n o c
r a P e h t d n a y li m a f n u g n a M e h t n o it n e m o t e k il d l u o w
I to f amliy ,especially
n i s u o c y
m ,MasJoko, rf o helping me many itmesand many ways . Ialso t hank g
i b y
m and beautfiu lcousins ,Eri and Sari ,fo rthei rcare ,love ,suppo tr ,and .s
s e n d n i
k Ir eallyenjoyedmy itmewtiht hem. n
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t e d u ti t a r g y m s s e r p x e o t t n a
w MbakPink andal lo fPBI-07ers ,especially Susi , ,
a r a l
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B By it ,Mbak Gendhis ,Mbak Betha ,Ftiri ,Endah ,Rini ,Awang ,As ter and a
t
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C
9 Mbak Sep itand Mbak Cece , rf t eo h i rkindnes sand suppo tr. a Ih vel earned .
m e h t m o r f s g n i h t y n a m
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M Mbonk,fort heril ovea smysecondf amliy .Therearemanyexpe irence sand .
m e h t h ti w s e ir o m e m l l u fi t u a e b
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I /he r
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a Godbles syoual.l
i x
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii E
G A P N O I T A C I D E
D ... vi Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v .... I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... vi T
C A R T S B
A ... v ii K
A R T S B
A ... v ii i S
T N E M E G D E L W O N K C
A ... .. xi S
T N E T N O C F O E L B A
T ... ix S
E L B A T F O T S I
L ... x iii S
E C I D N E P P A F O T S I
L ... x iv
r e t p a h
C .I INTRODUCTION ... 1 .
A ResearchBackground ... 1 .
B ResearchProblem ... 5 .
C ProblemLimtiaiton ... 5 .
D ResearchObjecitves ... 6 .
E ResearchBeneftis ... 6 .
F De ifniitono fTerms ... 7
r e t p a h
C I R.I EVIEWOFRELATEDLITERATURE ... 9 .
A Theo iritcalDesc irpiton ... 9 .
B Theoreitca lFramework ... 4 8
r e t p a h
C I I .IRESEARCHMETHODOLOGY ... 5 4 .
A ResearchMethod ... 5 4 .
B ResearchSetitng ... 5 6 .
C ResearchParitcipants ... 5 7 .
ii x .
E DataAnalysi sTechnique ... 6 2 .
F ResearchProcedure... 6 4
T L U S E R H C R A E S E R . V I R E T P A H
C S ANDFINDINGS ... 6 6
.
A TheStep so fDesigningEngilshAssessmentf o rFou trh n o it a c u d E r e h c a e T l o o h c S y r a m ir P f o s t n e d u t S r e t s e m e S
y ti t s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t
S ... 6 6
.
B ThePresentaitono fTheDesignedAssessment ... 8 0
M O C E R D N A S N O I S U L C N O C . V R E T P A H
C MENDATIONS ... 8 5
.
A Conclusion s ... .. 8 5 .
B Recommendaitons ... 8 8
S E C N E R E F E
R ... 90
S E C I D N E P P
ii i x
S E L B A T F O T S I L
e l b a T
s u b a ll y S 1 .
2 ... 3 5
e h T 2 .
2 CogniitveProces sDimension ... 4 6
t n e m e e r g A f o s t n i o P 1 .
3 oft heParitcipants ’Opinion s... 6 2
2 .
3 T heD ataoft heParitcipants ’Opinion ... .. 6 3
1 .
4 TheBasicCompetencie sandLearningI ndicators ... 7 1
2 .
4 TheIndicator soft heTes t ... 7 3
3 .
4 TheDataoft heParitcipants ’Opinions ... 7 7
4 .
4 TheOrde roft heTopic sandType soft heTesti nt heDesigned
Tests ... 8 1
5 .
v i x
S E C I D N E P P A F O T S I L
A x i d n e p p
A :Sura tPermohonanI ijnPeneilitan ... 29 x
i d n e p p
A B :TheI nterviewGuideilne ... .... 39
C x i d n e p p
A :TheQuesitonnarief ort heStudents
(QuesitonnarieA ) ... 49
D x i d n e p p
A :TheQuestionnarief ort heLecturers
(QuesitonnarieB ) ... 99
E x i d n e p p
A :TheResul to fQuesitonnarieA ... 101
F x i d n e p p
A :Bluep irn toft heTests ... 1 04
G x i d n e p p
A :TheResu tls oft heTry- to u ... 1 6 1
H x i d n e p p
1 R E T P A H
C I
N O I T C U D O R T N I
e h t s s u c s i d o t e k il d l u o w r e ti r w e h t ,r e t p a h c s i h t n
I research background ,
h c r a e s e
r problem ,problem ilmtiaiton ,research objecitves ,research beneftis ,and
. y d u t s s i h t n i d e y o l p m e e r a h c i h w s m r e t f o n o it i n if e d
.
A ResearchBackground
e c n i s n o it a c u d e t o g e v a h e l p o e
P thei realry chlidhood .They can learn
n u o r a g n i h t y r e v
e d them ,from the simples tthings unit lthe mos tdfi ifcul tones .
, n o it a c u d e t u o b a g n i k l a
T learningi sacon itnuou sprocess .Accordingt oPurwanto
0 0 2
( 9 ,) educaiton consttiute sa program which involve ssome component sin a
s l a o g e h t h c a e r o t s s e c o r
p (p .1) .The component sare no tmerely t he subject i n
, a i d e m g n i n r a e l ,s l a ir e t a m g n i n r a e l e h T . s r e h c a e t d n a s t n e d u t s s a h c u s , n o it a c u d e
m i o s l a e r a t n e m s s e s s a d n
a po tran tcomponent stha tsuppor tthe achievemen tin
. g n i n r a e l
s i m e t s y s n o it a c u d e e h T . y lt n a c if i n g i s s p o l e v e d n o it a c u d e , s y a d a w o N
n I . e m it f o d o ir e p a n i d e w e n e r s y a w l
a the p ast ten years a sthe example ,
s a h a i s e n o d n
I changed the curirculummore than three time s (“Perubahan h
a t n i r e m e P i s n e t s i s n o k n I n a d n a k i d i d n e P m u l u k i r u
K ,”2007) .Sincet hequaltiyo f
il a u q e h t e v o r p m i o t y rt s l o o h c s y n a m , s e s a e r c n i n o it a c u d
e ty oft het eachers ;no t
y r e t s a m l a ir e t a m n i y l n
o bu talso in mateira ldeilvery .Thet eacher sareexpected
p e e d s a h c u s s t p e c n o c g n i n r a e l e h t d n a t s r e d n u o
( g n i n r a e l l a u t x e t n o c d n a , s ll i k
s “Tentang Sekolah BertarafI nternasional,”2009) . e v a h y ll a i c e p s e h c i h w s l o o h c s t s o m , s r e h c a e t d e if il a u q e d i v o r p o t r e d r o n I
s l a n o it a n r e t n
i tandard provideEngilsh l earningfort het eachers .Thet eacher sare
d e t c e p x
e to have ablitiy in Engilsh so tha tthey can help themselve sand thei r
( e r o m n r a e l o t s t n e d u t
s “Pelaithan Guru Berstanda rInternasional,” 2010) .Fo r ,
e l p m a x
e Engilshmastery ro abiltiy can beusefuli nunderstandingr eferencesf o r
. h s il g n E n i e l b a li a v a e r a t a h t s n o s s e l
, n o it a c u d e f o t n e m p o l e v e d e h t g n i c a
F P irmary Schoo lTeache rEducaiton
(PGSD)Study Programo fSanata Dharma Universtiy prepare sthe student sto be n
i e v i v r u s o t r e d r o n i y d a e
r theworkingwo lrd. tIi sastudyprogramwhich rtain s
g n ir e d i s n o c , w o N . s r e h c a e t y r a t n e m e l e e b o t s t n e d u t
s the improvemen t in
, s t n e d u t s e h t f o y ti l a u q e h t g n i s a e r c n i r o f y ll a i c e p s e , n o it a c u d
e PGSD uSt dy
m a r g o r
P no tonlyi ncludest hesubjectst ha tarer elatedt o ti s ifeldbu talsoEngilsh
m u l u c ir r u c e h t n i s t c e j b u s e h t f o e n o s
a .Oneoft hepurpose so fthestudyprogram
t c e j b u s h s il g n E s e d u l c n
i in t hecurirculumi sPGSD student sarel ate rexpected t o e
b able to teach Engilsh, since mos tEngilsh teacher sfo relementary student s
s y a d a w o
n aref romEngilshLanguageEducaitonStudyProgram.
e m o s h ti w w e i v r e t n i e h t n o d e s a
B PGSD studentsf rom if tfh semeste rand .
n o it a m r o f n i e m o s d e n i a t b o r e h c r a e s e r e h t , r e r u t c e l h s il g n E e h
t PGSD Study
m a r g o r
P provide sEngilshcourse sfort hestudent sforf ou rsemesters . tIi susedt o
n o r e t s e m e s n I. g n i h c a e t n i s e v l e s m e h t e r a p e r p s t n e d u t s e h t p l e
h e up t o t ehre , t he
n i , n e h T . g n it ir w d n a , g n i d a e r , y r a l u b a c o v e r a g n i n r a e l h s il g n E e h t f o s e s a h p m e
, r e t s e m e s h tr u o f e h
T eh studentslearnhowt ouseEngilsh i n clas swhent heyaret eaching elementary
h c i h w s l a ir e t a m e h T .s t n e d u t
s PGSD student shave go tfo rfou rsemester sare s
t n e d u t s , r u o f r e t s e m e s n I . s s e c o r p g n i h c a e t n i d e il p p a e b o t d e t c e p x
e have to
r e t s a
m al lmateiral sso t hat t hey need an assessmentt o measuret hei rabiilites i n
. h s il g n
E Fo rexample, t heEngilsh mastery t hati sachieved wtihinf ou rsemesters
. e t u ti t s n I e g a u g n a L n i t s e t d e z i d r a d n a t s h g u o r h t d e r u s a e m n e h t s
i Ift heycanr each
. b o j a r o f g n i k o o l n i n o it a c if il a u q r i e h t r o f l u f e s u e b l li w t i , d r a d n a t s e h t
il i b a ’ s t n e d u t s e s a e r c n i o
T tyi nEngilsh ,especiallyi ns peakings kill ,PGSD
h s il g n E s e d i v o r p m a r g o r P y d u t
S Club .Thecoursei sf o rstudent swhoarei nf ris t
s e g a r u o c n e y ll a e r y ti li c a f s i h T . r e t s e m e s h tr u o f d n a d n o c e s r o r e t s e m e s d ri h t d n a
. e r o m d n a e r o m h s il g n E y d u t s o t s t n e d u t
s Tough t heStudy Programha sprovided
E y r o s l u p m o
c ng ilsh course, some student sare found to join addiitona lEngilsh
t s e h t s w o h s s i h T . n o it u ti t s n i r e h t o n i e s r u o
c udents ’ mo itvaiton in learning
Engilsh.
f r e h c r a e s e r e h t , n o it a v r e s b o s ’ r e h c r a e s e r e h t n o d e s a
B ound tha tmos t
n i c it s a i s u h t n e e r a y e h T . h s il g n E g n i n r a e l n i n o it a v it o m d o o g e v a h s t n e d u t s
. e c n e d if n o c r i e h t s e c n e u lf n i o s l a t i t a h t o s h s il g n E g n i n r a e
l PGSD student sare n o it a i c n u n o r p d n a r a m m a r g r i e h t h g u o h tl a h s il g n E g n i k a e p s e c it c a r p o t t n e d if n o c
ll it
s need to be improved .Besides ,they have no thad enough vocabulaire sto
h ti w w e i v r e t n i e h t f o t l u s e r e h t , e r o m r e h tr u F . h s il g n E g n i k a e p s n i m e h t t r o p p u s
r o f s r e h c a e t h s il g n E e m o
s PGSD student si stha tstudent swho are in the frist , e
t s e m e s d ri h t d n a , d n o c e
s rhave to ge tbasic knowledge a sthe foundaiton in
.
B ResearchProblem
d e v l o s e b o t s m e l b o r p o w t e r a e r e h t , n o it a n a l p x e s u o i v e r p e h t g n ir e d i s n o C
h c r a e s e r s i h t n
i .
.
1 Howi st heEngilshAssessmentf o rfou trh semeste rstudent so fPirmarySchoo l
n o it a c u d E r e h c a e
T StudyProgramo fSanataDharmaUniverstiydesigned?
.
2 Wha tdoe sthe Engilsh Assessmen tfo rfou trh semeste rstudent so fP irmary
n o it a c u d E r e h c a e T l o o h c
S Study Program o fSanata Dharma Universtiy look
? e k il
.
C ProblemLimtia iton
r o f s t n e m s s e s s a h s il g n E g n i n g i s e d o t d e ti m il s i h c r a e s e r e h
T P irmary
n o it a c u d E r e h c a e T l o o h c
S (PGSD) studentsi nthef ou trhsemester .Theresearcher s
e s o o h
c PGSD student sbecause they are prepared to teach elementary student s r e t s e m e s h tr u o f e h T . h s il g n E g n i d u l c n i s t c e j b u s ll a t s o m l a r e t s a m o t e v a h y e h t d n a
r u o f t u o b a r o f l a ir e t a m h s il g n E t o g e v a h y e h t t c a f e h t o t e u d n e s o h c e r a s t n e d u t s
m o t d e t c e p x e e r a y e h t t a h t o s s r e t s e m e
s aste rspoken and w irtten Engilsh .I ti s
r i e h t e r u s a e m o t d e t a ti li c a f e b n a c s t n e d u t s s t n e m s s e s s a e h t h g u o r h t t a h t d e p o h
l a n if e h t n i t s e t d e z i d r a d n a t s e v a h o t y d a e r n e e b e v a h y e h t d n a h s il g n E n i s e it il i b a
.
D ResearchObjecitves
li w s e v it c e j b o o w
T lbeachievedi nt hiss tudy .Theyares tatedasf ollows.
.
1 To ifnd ou thow the Engilsh Assessmen tfo rfou trh semeste rstudent so f
n o it a c u d E r e h c a e T l o o h c S y r a m ir
P Study Program o f Sanata Dharma
y ti s r e v i n
U i sdesigned.
.
2 To provide the fou trh semeste r student s o f Pirmary Schoo l Teache r
n o it a c u d
E Study Program o f Sanata Dharma Universtiy wtih the Engilsh
n i y c n e i c if o r p d n a s ll i k s e g a u g n a l r i e h t e r u s a e m n a c t a h t t n e m s s e s s
A the
. a e r a g n i h c a e t
.
E ResearchBeneftis
e m o s e v i g y a m y d u t s e h t t a h t d e t c e p x e s i t
I benefti sto the student sof
n o it a c u d E r e h c a e T l o o h c S y r a m ir
P Study Programo fSanataDharmaUniverstiy,
n o it a c u d E r e h c a e T l o o h c S y r a m ir P e h
t StudyProgram ,andt of uturer esearcher .s
.
1 Tot hes tudent so fP irmarySchoo lTeache rEducaitonStudyProgramo fSanata
y ti s r e v i n U a m r a h D
e h t g n i s U . tl u s e r e h t t e g l li w s t n e d u t s e h t , t n e m s s e s s a e h t g n i o d r e tf A
t n e m s s e s s a e h T . t o n r o y l e v it c e f f e d e i d u t s e v a h y e h t r e h t e h w e e s n a c y e h t ,t l u s e r
n I . s n o s s e l e h t r o f e r a p e r p s t n e d u t s e h t r a f w o h f o t n e m e r u s a e m e h t e b n a c
n o it i d d
a ,knowing t her esul toft heassessment ,student scan moitvatet hemselve s
e h t fI .t o n r o s e v it c e j b o e h t d e v e i h c a e v a h y e h t r e h t e h w w o n k l li w y e h T . y d u t s o t
s t n e d u t
s achieve good resul,t t he student swli lfee lsaitsifed and i tcan moitvate
. r e tt e b o d o t m e h
. g n i y d u t s n i y a w r i e h
t From the resutl ,the student sare also able to measure
t s n i o j o t s e v l e s m e h t d e r a p e r p y li d a e r e v a h y e h t r e h t e h
w andardizedt est .s
.
2 Tot heP irmarySchoo lTeache rEducaitonStudyProgram
m a r g o r p y d u t s e h t w o h d r a w o t n o it u l o s e v i g n a c t n e m s s e s s a d e n g i s e d e h T
n i n o it a r a p e r p ’ s t n e d u t s f o d a e t s n I . h s il g n E n i s e it il i b a ’ s t n e d u t s e h t s w o n k
e h t r e t s a m s t n e d u t s e h t p e e d w o h w o n k o t d e ri u q e r s i t n e m s s e s s a e h t , g n i h c a e t
. s l a ir e t a m h s il g n
E I ti sno tonly a sstudents ’knowledge in teaching bu talso a s
e h t ,s e d i s e B . s t s e t d e z i d r a d n a t s r e h t o r o t s e t L F E O T g n i n i o j n i t n e m e r u s a e m r i e h t
e g a u g n a l h s il g n E e v e i h c a o t s t n e d u t s e h t e t a ti li c a f o s l a n a c m a r g o r p y d u t s
. y c n e i c if o r p
.
3 Tof uturer esearchers
tI i shopedt hatt her esul toft hiss tudycanbeuseda sar eferencet os uppor t
.s r e h c r a e s e r r e h t o y b e n o d s e i d u t s t n a v e l e r e r u t u f
.
F Deifni itono fTerms
d n a t n e m s s e s s a e r a y e h T . y d u t s s i h t n i d e s u e r a h c i h w s m r e t o w t e r a e r e h T
n o it a c u d E r e h c a e T l o o h c S y r a m ir
P StudyProgramo fSanataDharmaUniverstiy.
.
1 Assessment
o t n a w r u P . l a n o it a c u d e o t d e t a l e r t n e m s s e s s a f o s n o it i n if e d y n a m e r a e r e h T
9 0 0 2
( )claime d tha tassessmen ti s“the decision making based on the crtie ira
” d e d i v o r
p (p .4) .Healso reveale d that t he wayto know t he objecitves t ha thave
d e d n e t x e e r o m A .t n e m s s e s s a h g u o r h t s i k r o w r o y ti v it c a n a n i d e v e i h c a n e e b
o it a c u d e n a l l e w w o h t u o b a n o it a m r o f n i g n it e r p r e t n i d n a g n ir e h t a g s e v l o v n
i na l
o b a s t n e m g d u j t u b , s l a o g s ti g n i h c a e r n i g n i d e e c c u s s i m a r g o r
p u tthe goal s
( ” s e v l e s m e h
t 1979 ,p .4 .)
n A . y e lt s e ir P l e a h c i M m o r f s e m o c t n e m s s e s s a f o n o it i n if e d r e h t o n A
t i ; e s o p r u p c if i c e p s a r o f t n e m s s e s s a o t h c a o r p p a d e if i n u a s i m a r g o r p t n e m s s e s s a
s
i no tsynonymou swtih a tes t(P iresltey ,1982) .An assessmen tprogram may
f o s t c e p s a s u o ir a v s s e s s a o t d e n g i s e d l l a , s t n e m e ri u q e r f o r e b m u n a e d u l c n i
o tt n e m s s e s s a e h t e s u o t s t n a w r e h c r a e s e r e h t , y d u t s s i h t n i , e r o f e r e h T . s t n e d u t s
e r u s a e
m theEngilshablitiy fo PGSDstudent .sTheachievemen toft heassessmen t d e n g i s e d e h T . d e h s il p m o c c a e v a h s t n e d u t s t a h t g n i n r a e l f o t n u o m a e h t t u o b a s i
n i e b l li w t n e m s s e s s
a theform o fa ifnal t es tfo rfou trh semeste rPGSDstudent s b
h s il g n E n i s ll i k s ’ s t n e d u t s s e t a u l a v e t a h
t ased on Engilsh mateiral swhich they
f r o f d e n r a e l e v a
h ou rsemesters .Sincet hef ocuso fEngilshl earning mateiralsf o r
D S G
P Study Program i sreadingand w iritng,t hedesigned t es twilli ncludet hose .s
ll i k s o w t
.
2 P irmary Schoo l Teache r EducaitonStudy Program o f Sanata Dharma
y ti s r e v i n U
D S G
P Study Programi sastudy programwhich i si n chargeo fprepairng o t s g n o l e b m a r g o r p y d u t s s i h T . s r e h c a e t l o o h c S y r a t n e m e l E e b o t s t n e d u t s e h
t the
f o n o it a c u d E d n a g n i n i a r T s r e h c a e T f o y tl u c a
F Sanata Dharma Universtiy .I ti s
e h t n i d e t a c o
l f rist campu so fSanataDharmaUniverstiy i n M ircan .In t hi sstudy
h s il g n E , m a r g o r
p course i sincluded in the curirculum ,bu tonly fo rthe fris t
l it n u r e t s e m e
t n e d u t
9
R E T P A H
C II
F O W E I V E
R RELATEDLITERATURE
s c i p o t o w t e h T . r e t p a h c s i h t n i d e s s u c s i d e b l li w t a h t s c i p o t o w t e r a e r e h T
. k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e r a
.
A Theoreitca lDescrip iton
e r a e r e h
T eif v topic so ftheoreitca ldescirpiton tha tare discussed in thi s
. y d u t
s Thosearet heoryo fassessmen,tt heoryo fconsrtucitngt est ,tesitngr eading,
, s u b a ll y
s andcogniitvedomain .s
.
1 Theoryo fAssessment
.
a Type so fassessment
n i a m o d r e d i w h c u m a s e s s a p m o c n e t a h t s s e c o r p g n i o g n o n a s i t n e m s s e s s A
4 0 0 2 , n w o r B
( , p . 4) . Wheneve r a studen t respond s to a quesiton , offer s a
f o t n e m s s e s s a n a s e k a m r e h c a e t e h t , e r u t c u rt s r o d r o w w e n a t u o s e ir t r o , t n e m m o c
. e c n a m r o fr e p ’ s t n e d u t s e h
t Assessmen ttake san impo tran trole in educaiton ,
f f e n i e l o r t n a c if i n g i s a s y a l p t a h t s s e c o r p c it a m e t s y s a s i t I . r e v e w o
h ecitve
. p , 9 0 0 2 , r e ll i M ( g n i h c a e
t 6) . According to Fredeirck G . Brown (1972) ,
r o ti n o m a s a s i t n e m s s e s s
a (p .3) .Assessmen tcan be used to mon tio rstudents ’
’ s t n e d u t s h c a e f o e c n e d i v e e m o s h ti w r o t c u rt s n i e d i v o r p o t t s u j t o n s i tI . s s e r g o r p
f o e c n e d i v e h ti w s t n e d u t s e d i v o r p o t s i e s o p r u p t n a tr o p m i e r o m A . s s e r g o r p f o e t a r
l e h o t k c a b d e e f s d e e n r e h c a e t e h
T p himknow t hestudents ’progress .The
e v a h s t n e d u t s t a h w d n a t h g u a t n e e b s a h t a h w t u o d n if o t d e s u e b n a c t n e m s s e s s a
. d e n r a e
l The teacher should make sure tha tthe student shave understood the
fI . d e t c e r r o c e b n a c s n o it p e c n o c s i m t a h t o s y lr e p o r p s l a ir e t a
m one piece o r
e ri u q c a o t e v a h s t n e d u t s e h t , d e r e t s a m n e e b t o n s a h l a ir e t a m e h t f o g n i d n a t s r e d n u
o t t n a tr o p m i s i t n e m s s e s s a , e r o f e r e h T . l a ir e t a m t x e n e h t g n i u n it n o c e r o f e b t i
.s s e c o r p g n i n r a e l e h t r o ti n o m
e s s a f o s e p y t o w t e r a e r e h t ,s s e c o r p g n i n r a e l e h t n
I ssment .According to
b n a c t n e m s s e s s a , ) 4 0 0 2 ( n w o r
B edisitnguished i nto t wo t ypes, t hoseare forma l
t n e m s s e s s a l a m r o f n i d n a t n e m s s e s s
a (p .5).
)
1 Forma lassessment
t n e m s s e s s a l a m r o
F i s exercise o rprocedure speci ifcally designed to dig
e h tt u
o skill sand knowledge .They are systemaitc ,planned sampilng technique s
d e t c u rt s n o
c togivet eache rands tudent sanapproachofs tuden tachievemen.t
)
2 Informa lassessment
l a m r o f n
I assessmen tcan t akeanumbe roff orms ,staritng wtih i ncidental ,
m m o c d e n n a l p n
u ent sand responses ,along wtih coaching and othe rimpromptu
n i e b n a c t I . t n e d u t s e h t o t k c a b d e e
f the form o fcomp ilmen to rcommen ton
d e if i c e p s y lr a e l c e m o s n i n r a e l o t t e y s a h d n a d e n r a e l s a h l i p u p h c a e t a h w s k s a t
e i h c
a vemen tdomain( Gronlund ,1990 ,p .265 .)
4 0 0 2 ( n w o r B o t g n i d r o c c
A ) , achievemen t tes t i s related drieclty to
u , s n o s s e l m o o r s s a l
c ntis ,o revenat ota lcurirculum(p .47) .Thep irmaryr oleo fan
e h t y b t e m n e e b e v a h s e v it c e j b o e s r u o c r e h t e h w e n i m r e t e d o t s i t s e t t n e m e v e i h c a
o t s n o it a c if i c e p s e m o s d e n o it n e m o s l a n w o r B . n o it c u rt s n i f o d o ir e p a f o d n e
m r e t e
d ineanachievementt est( 2004 ,p .48) .Theyareasf ollow .s
x Theobjecitve soft hel esson ,unti ,andcoursebeingassessed,
x Ther elaitvei mpo trance( o rweight )assignedt oeachobjecitve,
x Thet ask semployedi nclassrooml esson sdu irngt heuni to fitme,
x Pracitcaltiyi ssue ,ss uchast he itmef ramef ort het es tandt urnaround itme,
x Theextentt owhicht het ests rtucturel end stiseflt of ormaitvewashback.
.
b P irnciple so fassessment
n w o r
B (2004 )explored some p irnciple so flanguage assessment (p .19) .
g n i n g i s e d n i s e l p i c n ir p e v if e r a e r e h
T assessment ; those are pracitcaltiy ,
. k c a b h s a w d n a , y ti c it n e h t u a , y ti d il a v , y ti li b a il e r
)
1 Pracitcaltiy
s n a e m h c i h w l a c it c a r p s i t s e t e v it c e f f e n
A tii sr elaitvelyeasyt oadministe r
e m it e t a ir p o r p p a n i h ti w s y a t s o s l a t s e t e h T . e v i s n e p x e y l e v i s s e c x e t o n d n a
n o
)
d Tes tReilablitiy
t s e t a f I . fl e s ti t s e t e h t f o e r u t a n e h t y b d e s u a c e b y a m y ti li b a il e r n u t s e T
t s e t , e m it g n o l a s e k a
t -taker smaybecomef aitgued byt he itmet heyr eacht hel ate r
l a y a m t s e t d e m i T . y lt c e r r o c n i d n o p s e r y li t s a h d n a s m e
ti soi n lfuencestudent swho
k c o l c a f o e c n e s e r p e h t y b r e v o e r o m , ti m il e m it h ti w t s e t a n o l l e w m r o f r e p t o n o d
e r o m e v a h t a h t r o s u o u g i b m a e r a t a h t s m e ti t s e t e h t s i r o t c a f r e h t o n A . y a w a g n i k c it
.r e w s n a t c e r r o c e n o n a h t
)
3 Vaildtiy
h c i h w o t t n e t x e e h
T inference s made from assessmen t resutl s are
t n e m s s e s s a e h t f o e s o p r u p e h t f o s m r e t n i l u f e s u d n a , l u f g n i n a e m , e t a ir p o r p p a
. p , 4 0 0 2 , n w o r B
( 2 .2) In addiiton, t es’t svaild tiy may focu son t heconsequence s
t s e t e h t n o n e v e r o , t s e t a f
o -taker’ spercepiton o fvaildtiy .The evidence sare
.s w o ll o f s a d e b ir c s e d
)
a Content-RelatedEvidence
t n e t n o
C -relatedevidencecanbei denitifedi fat estr equriest het est-takert o
e h t s t n e s e r p e r y lr a e l c t s e t e h t fi r o d e r u s a e m g n i e b s i t a h t r o i v a h e b e h t m r o f r e p
e t n o
c n tof t hesubjec tbeing t ested .I tcan also be observaitonally i denit ifed i fa
. d e r u s a e m s i t a h t t n e m e v e i h c a e h t e n if e d y lr a e l c t s e
t Anothe r way o f
d n a t c e ri d n e e w t e b e c n e r e f fi d e h t r e d i s n o c o t s i y ti d il a v t n e t n o c g n i d n a t s r e d n u
s e v l o v n i g n it s e t t c e ri D . g n it s e t t c e ri d n
i the test-take rin actually performing the
r e h t a r t u b f l e s ti k s a t e h t g n i m r o fr e p t o n e r a s r e n r a e l , k s a t t c e ri d n i n a n I . k s a t t e g r a t
)
b Crtieiron-RelatedEvidence
n o ir e ti r
C -related evidencei st heextentt o which t he“crtie iron”oft het es t
s tl u s e r f o n o s ir a p m o c a h g u o r h t d e t a rt s n o m e d t s e b s i tI . d e h c a e r n e e b y ll a u t c a s a h
. n o ir e ti r c e m a s e h t f o e r u s a e m r e h t o e m o s f o s tl u s e r h ti w t n e m s s e s s a n a f o
n o ir e ti r
C -related evidence usually fall sinto one o ftwo catego ires ,those are
e r a s tl u s e r s ti f i y ti d il a v t n e r r u c n o c s a h t s e t A . y ti d il a v e v it c i d e r p d n a t n e r r u c n o c
e h T . fl e s ti t n e m s s e s s a e h t d n o y e b e c n a m r o fr e p t n e r r u c n o c r e h t o y b d e tr o p p u s
t n e m e c a l p f o e s a c e h t n i t n a tr o p m i s e m o c e b t n e m s s e s s a n a f o y ti d il a v e v it c i d e r p
d a , s t s e
t mission sassessmen tbatteire ,sl anguageapttiudet ests ,andt he ilke.
)
c Consrtuct-RelatedEvidence
e l o r a e g r a l s a y a l p t o n s e o d t i t u b y ti d il a v t r o p p u s n a c y ti d il a v t c u rt s n o C
t a h t l e d o m r o , s i s e h t o p y h , y r o e h t y n a s i t c u rt s n o c A . s r e h c a e t m o o r s s a l c r o f
m e tt
a ptst oexplainobservedphenomenai nou runiverseo fpercepiton.I nt he ifeld
e h t o t n i s p a t y ll a u t c a t s e t e h t r e h t e h w s n o it s e u q y ti d il a v t c u rt s n o c , t n e m s s e s s a f o
o e h
t reitca lconsrtuc tasi tha sbeende ifned.
)
d Consequenita lVaildtiy
n e y ti d il a v l a it n e u q e s n o
C compasse s al l the consequence s o f a test ,
s ti , a ir e ti r c d e d n e t n i g n ir u s a e m n i y c a r u c c a s ti s a s n o it a r e d i s n o c h c u s g n i d u l c n i
t s e t f o n o it a r a p e r p e h t n o t c a p m
i -takers , ti seffec tont hel earner ,andt he i(ntended
t s e t a f o s e c n e u q e s n o c l a i c o s ) d e d n e t n i n u d n
)
e FaceVaild tiy
o t s r a e p p a d n a , t h g ir s k o o l t s e t a h c i h w o t e e r g e d e h t o t s r e f e r y ti d il a v e c a F
y l e k il l li w y ti d il a v e c a F . e r u s a e m o t s m i a l c t i s e it il i b a r o e g d e l w o n k e h t e r u s a e m
r e t n u o c n e s r e n r a e l fi h g i h e b
x awell-consrtucted ,expectedf orma twtihf amiilart ask ,s
x at estt hati sclea lrydoablewtihinallotted itme ilmi,t
x tiemst ha tareclea randuncomp ilcated,
x driecitonst ha tarecrysta lclea,r
x taskst hatr elatet ot hei rcoursework ,and
x adfiifcutlyl evelt ha tpresent sar easonablechallenge.
)
4 Authen itctiy
8 2 . p , 4 0 0 2 , n w o r B n i d e ti c s a ( r e m l a P d n a n a m h c a B o t g n i d r o c c
A )
a f o s c it s ir e t c a r a h c e h t f o e c n e d n o p s e r r o c f o e e r g e d e h t “ s a y ti c it n e h t u a d e n if e d
, y ti c it n e h t u a n I ” . k s a t e g a u g n a l t e g r a t a f o s e r u t a e f e h t o t k s a t e g a u g n a l n e v i
g the
r o s y a d a w o n g n i n e p p a h s i t a h w s e v l o v n i h c i h w , d lr o w l a e r e h t o t d e t a l e r s i t s e t
.s y a w g n i w o ll o f e h t n i t n e s e r p e b y a m y ti c it n e h t u a , t s e t a n I. s e u s s i w e n
x Thel anguageusedi nt hetesti sa snatura la spossible.
x Item sarecontextuailzedr athert hani sola . ted
x Topic saremeaningful( relevan,ti nteresitng)f ort hel earner.
x Some themaitc organizaiton to tiem si sprovided ,such a sthrough a
. e d o s i p e r o e n il y r o t s
)
5 Washback
Washbackreferst ot heeffectsthet est shaveoni nsrtucitoni nt erm so fhow
4 0 0 2 , n w o r B ( t s e t e h t r o f e r a p e r p s t n e d u t
s , p . 28) . Fo r instance , informa l
s i r e h c a e t e s u a c e b s t c e f f e k c a b h s a w e v a h o t e r u t a n y b s i t n e m s s e s s a e c n a m r o f r e p
a c t s e t l a m r o F . k c a b d e e f e v it c a r e t n i g n i d i v o r p y ll a u s
u n also have posiitve
t e l e l p m i s a e v i e c e r s t n e d u t s e h t f i k c a b h s a w o n e d i v o r p y e h t t u b , k c a b h s a
w te r
e r o c s l a c ir e m u n r o e d a r
g .
.
2 Theoryo fConstrucitngTest
s ir r a H s y o l p m e r e ti r w e h t , y d u t s s i h t n
I ’ sTes tConsrtucitonI. tconsist so f
n e v e
s patrs .They are planning the test ,prepa irng the tes t tiem sand driecitons ,
, tl u s e r t s e t e r p e h t g n i z y l a n a , l a ir e t a m e h t g n it s e t e r p , s m e ti e h t g n i w e i v e r
d n a , m r o f l a n if e h t g n il b m e s s
a reproducing the tes t(Harirs ,1969 ,p .9 -4 109 .)
.s w o ll o f s a d e n i a l p x e e b l li w t r a p h c a E
.
a Planningt het es t
f o s t s e t f o g n i n n a l p e h t o t e d i u g f e ir b a e d i v o r p s p e t s g n i w o ll o f e h T
. e g a u g n a l d n o c e s a s a h s il g n E
)
1 Determiningt heGenera lCourseObjecitves
y lt c e ri d y a m s e v it c e j b o t s e t e h t ,t s e t t n e m e v e i h c a n a f o n o it a r a p e r p e h t n I
e j b o e h t n o d e s a b e
b citve so fthe course .The objecitve ssomeitme shave been
e r a y e h t s e s a c r e h t o n i d n a , t n e m tr a p e d s i h r o r e h c a e t e h t y b d e t a l u m r o f y ll u f e r a c
)
2 Dividingt heGenera lCourseObjecitvesi ntot hei rComponents
The objecitve swhich are de ifned in step one are exrtemely broad .I ti s
n a c r e ti r w t s e t e h t , n e h T . s t n e n o p m o c c if i c e p s r i e h t o t n i n w o d k a e r b o t d e d e e n
g n i w o ll o f e h T . t s e t e h t n i d e r u s a e m e b l l a h s s t n e n o p m o c h c i h w e n i m r e t e d
u l c n i e b o t d e t s e g g u s e r a s t n e m e l
e dedi n ilstening,s peaking,r eading ,andw iritng.
x Phonology/o trhography :the sound system i(n ilstening and speaking )
y lt n e i c if f u s m e e s h c i h w , ) g n it ir w d n a g n i d a e r n i( m e t s y s c i h p a r g d n a
r e h ti e “ e l g n i s a s a e n il t u o t s e t a n i d e t a e rt e b o t l e ll a r a
p - or”componen t
. e g a u g n a l f o
x Grammaitca lsrtucture :the system o fgrammaitca lsignailng devices .
d n a n e tt ir w e h t n i n o m m o c y ll a u q e e r a s n r e tt a p l a c it a m m a r g l l a t o N
. e g a u g n a l e h t f o s m r o f n e k o p s
x Vocabulary:t he l exica l tiem sneeded t o funcitoneffecitvely i n each fo f o k c o t s e m a s e h t h c u m e z il it u s l a ir e t a m e s r u o c e h T . s ll i k s r u o f e h t
s e s i c r e x e g n it ir w d n a , s e u g o l a i d , s n o it c e l e s g n i d a e r n i s m e ti l a c i x e
l –
g n i n r a e l e h t e c r o f n i e r o t d e n g i s e d e r a s e it i v it c a f o s e p y t s u o ir a v e h t t a h t
. y r a l u b a c o v d e ll o rt n o c a f o
x Rate and genera l lfuency: t hespeed and easewtih which t he use ro fa
.s e g a s s e m e d o c n e d n a e d o c e d n a c e g a u g n a l
)
3 Estabilshingt heGenera lDesignoft heTest
e d i c e d d l u o h s r e ti r w t s e t e h t ,s p e t s y r a n i m il e r p o w t e h t g n i h s il b a t s e r e tf A
n e g e h t n o p
u era ldesignont hef ina lachievementt es.t I n t hi sstep,t wo impo tran t
s n o c e b t s u m s r o t c a
e e p s f o e e r g e
d d to bulid i nto t he t est .Fo rexample, t he t es twrtie rprovidest wo
t u n i m 0 2 1 l a t o t e h t f O . t s e t a r o f s r u o
h e ,st het es twrtie rshouldr eserveatl eas t10
g n i v i g , s l a ir e t a m e h t t u o g n i d n a h s a h c u s , s e r u d e c o r p e v it a rt s i n i m d a r o f s e t u n i m
. c t e , d o ir e p g n it s e t e h t f o d n e e h t t a s l a ir e t a m e h t g n it c e ll o c , s n o it c e ri d l a r e n e g
t l a u t c a r o f tf e l s e t u n i m 0 1 1 s i e r e h t ,s u h
T esitng .A tfert ha,tt het es twrtie rshould
d e r a p e r p n e e b s a h h c i h w e n il t u o e s r u o c d e li a t e d e h t t s n i a g a t n e t n o c t s e t e h t k c e h c
.r e il r a e
.
b Prepairngt heTes t tIem sandDriecitons
)
1 Addiitona lNote sont hePreparaitono f tIems
e l p it l u m f o n o it a r a p e r p e h t n
I -choice tiems , tii snecessary t o wrtie more
e h t n i d e d e e n e b l li w n a h t s m e
ti ttes .Sincei n t hecarefulr eviewoft hecomplete
t s o m l a l li w s m e ti f o n o it c e ll o
c disclose lfaw sin individua l tiem in the itme o f
g n it ir
w ,some mateirals therefore have to be discarded .I fsome tiem sare stli l
s m e ti s A . y r a s s e c e n e b l li w n o it c u d e r r e h tr u f a , e v it c e f e d r o e t a ir p o r p p a n i d n u o f
r e p a p f o p il s e t a r a p e s a n o e n o h c a e e p y t o t e r u d e c o r p d o o g a s i ti , n e tt ir w e r a
. k c e h c o t y s a e e b l li w t i t a h t o s k c a b e h t n o r e w s n a e h t h ti w
)
2 W iritngTes tDriecitons
n o it c e ri d e h
T so fthe tes tshould be clear ,b ire fand simple to understand
. s e it i u g i b m a m o r f e e r f d n
a Example sshouldalsobeprovidedi nordert ohelpt he
s r e n r a e
l understand the problem type.Then ,i ti salso impo tran tto indicate the
t a h t e m it f o h t g n e
l i sallowed f ort het est . fIt het esti shighlyspeeded ,examinee s
e m o c e b t o n l li w y e h t t a h t o s s n o it c e ri d e h t n i s i h t r o f d e r a p e r p e b d l u o h s
.
c Reviewingt he tIems
ti r w n e e b e v a h s m e ti e h t ll a n e h
W tendown,t het es twrtie rmus tsubmtii t
t c e j b u s n i e c n e ir e p x e s a h o h w e u g a e ll o c e n o o t t s a e l t
a -matter-ifeld ort eache ro f
e g a u g n a l d n o c e s a s a h s il g n
E andaskf o rsomecomments no each tiem.
.
d Pretesitngt heMateiral
a m t s e t e h t s i g n it s e t e r p f o n o it c n u f e h
T ke rha soppo truntiy to rty the
r o e t a ir p o r p p a s i m e ti t s e t e h t r o f n o it a c o ll a e m it r e h t e h w d n a t s e t e h t f o n o it c e ri d
n i y rt s i g n it s e t e r P . t o
n goutt het es tmate iralt owhichthet es twa smade .The tiem s
ll a c it a t s d i a s e r
a y saitsfactory i fthey fulfli ltwo requriement sforpretesti ng the
t s ri F . l a ir e t a
m , whethe r tii ssutiable at t hel eve lo fdfiifcutly o rno t t(oo hard o r
d n o c e S . ) y s a e o o
t ,whether t here i sdiscirminaitng i n skli lo rabiilites t ha tbeing
e s a c e m o s n I .t o n r o d e t s e
t , pretesitngi somittedi ni nforma lclassroomt est .s
t s e t e h t t u o y rt o t r e ti r w t s e t e h t r o f y ti n u tr o p p o n a s e d i v o r p o s l a g n it s e t e r P
e h t k r o w o t s e e n i m a x e r o f d e ri u q e r e m it d e t a m it s e e h t k c e h c o t d n a s n o it c e ri d
o ll a o t s i g n it s e t e r p n i t n i o p t n a tr o p m i e h T . t s e t e h t f o s m e
ti w sufifcien t itmef o r
a t s b u s a f i r o f , m e ti y r e v e t p m e tt a o t s e e n i m a x e l l
a nita lnumbe rdo no treach t he
.t s e t e r p e h t n i s m e ti t s a l e h t n o a t a d t n e i c if f u s n i e b l li w e r e h t ,t s e t e r p e h t f o d n e
.
e Analyzingt hePretes tResu tl( tIemAnalysis)
)
1 Determining tIemDfificutly
tl u s e r t s e t e r p e h t g n i z y l a n a n
I , thet es twrtie rdetermines thedfiifcu tlyl eve l
. m e ti h c a e f
o Mulitple-choice tiemst ha tare easy (correclty answered by at l eas t
t n e c r e p 2
n a h
t 30 percen to fexaminees )wli lbediscarded .Those which remain mus tstli l
. n o it a n i m ir c s i d , s i t a h t ,s t n e m e ri u q e r o w t e h t f o d n o c e s e h t t e e m
)
2 Determining tIemDiscirminaiton
g n i n i m r e t e d n
I tiem discirminaiton ,there are three step srecommended;
e s ) 1 ( e r a e s o h
t parate the highes tand the lowes t25 percen to fthe papers ,(2 )
r e b m u n e h t m o r f y lt c e r r o c m e ti e h t d e r e w s n a o h w ” s w o l “ f o r e b m u n e h t t c a rt b u s
r e b m u n e h t y b 2 p e t s f o t l u s e r e h t e d i v i d ) 3 ( , y lt c e r r o c d e r e w s n a o h w ” s h g i h “ f o
n i a t b o o t p u o r g h c a e n i s r e p a p f
o the tiem disc irminaiton index .Fo rexamplei, f
e r e h
t a re100 samplecompleted paper ,s t hehighes tand t helowes t25papers are
d e t a r a p e
s .I fthe fris t tiem answered correclty by 22 “highs” and 10 “lows” ,
g n it c a rt b u
s 10f rom 22 ,obtaining+12 ,a nd divided by 25 t(hesizeo feachgroup
s w o h s t i n o i s u l c n o c e h t n I . 8 4 . + x e d n i n o it a n i m ir c s i d m e ti s e v i g , ) s r e p a p f o
e li h w n a e M . n o it a n i m ir c s i d y r o t c a f s it a s r o e v it i s o
p , i f the numbe r o f
0 3 . w o l e b n o it a n i m ir c s i
d , i tshould ber evisedo rdisrtacted .Actually, theanalysi s
e l p it l u m f
o -choice tiemsi st oi nspectt hewayeach tiemdisrtacterf uncitoned.
)
3 Recording tIemAnalysi sData
n a n o d e d r o c e r e b d l u o h s a t a d e h t ,s i s y l a n a m e ti e h t f o s s e c o r p e h t g n ir u D
,l l u f n i t u o n e tt ir w , m e ti e h t ) 1 ( s n i a t n o c t I . ” p il s s i s y l a n a m e ti
“ (2 ) an
e h t f o n o it i s o p e h t ) 3 ( ,t u o d e ir t s a w m e ti e h t h c i h w n i t s e t e r p e h t f o n o it a c if it n e d i
a ) 5 ( , s e c i d n i n o it a n i m ir c s i d d n a y tl u c if fi d m e ti e h t ) 4 ( , t s e t e r p e h t n i m e ti
e r ” s w o l “ d n a ” s h g i h “ e h t w o h f o n o it a l u b a
.f Assembilngt heFina lForm
e b n a c s m e ti f o n o it c e l e s e h t d n a s n o it c e ri d e h t f o s e g n a h c e h t ,t r a p s i h t n I
s i t I . d e ri s e d y tl u c if fi d f o l e v e l e h t n o d n e p e d l li w s m e ti f o e c i o h c e h T . e d a m
c if fi d e r o m o t y ll a u d a r g d a e l , s m e ti y s a e r e h t a r h ti w n i g e b o t e l b a s i v d
a ul t
e h t y b d e r e w s n a y lt c e r r o c e b n a c h c i h w s m e ti e s o h t h ti w d n e d n a , s m e l b o r p
, t s ri F . s g n i h t t n a tr o p m i o w t e r u s n e d l u o h s r e k a m t s e t e h t , n o it i d d a n I . s t n e d u t s
r e w s n a e h t , d n o c e S . s e m it f o r e b m u n e m a s e h t t u o b a d e s u s i n o it i s o p r e w s n a h c a e
t o n o d s n o it i s o
p formanyobservablepattern.
.
g Reproducingt heTest
s i h
T ist hel as tstep i n consrtucitng t est . tIi salso the ifna lwork based on
. e r o f e b g n it s e t e r p f o s i s y l a n a e h
t Therearesomei mpo tran tpointst ha tshould be
e b l li w s t n i o p e s o h T . p e t s s i h t n i d e r e d i s n o
c explainedasf o llow .s
)
1 tIi sessenitalt hatt es tmateiral sber eproduceda sclealrya spossible,f o rpoo r
. e c n a m r o f r e p t n e d u t s t c e f f a y l n i a tr e c t s o m l a l li w t s e t a f o n o it c u d o r p e r
)
2 Tes tmate ira lshould be spaced so a sto provide maximum readablitiy .Fo r
tl u
m i -plechoice tiem t ype ,s t wocolumn spe rpagewli lmaket her eading t ask
tr o h s r o f ,s a e r e h W . t s e i s a
e -answe r tiems ,tii sgenerallybestt oextendt het ex t
.r e p a p e h t f o h t d i w l l u f e h t
)
3 No mulitple-choice tiem should be begun on one pageand con itnued on t he
.t h g u o h t f o n i a rt s ’ r e d a e r e h t t p u r s i d l li w t x e t e h t n i k a e r b a h c u s r o f ,t x e n
)
4 When blank sare lef tfo rthe compleiton o fsho tr-answe r tiems ,a guideilne
)
5 tIi sadvisablet oi ndicateatt hebottomo feachpagewhethert heexamineei s
e l p m i s , e s a c s i h t n I . k r o w s i h p o t s r o e g a p t x e n e h t o t n o e u n it n o c o t
n o o g t o n o D . P O T S “ r o ” e g a p t x e n e h t n o e u n it n o C “ s a h c u s s n o it c u rt s n o c
e v i g e b d l u o h s ” o s o d o t d l o t e r a u o y l it n u t s e t e h t f o t r a p t x e n e h
t n .
)
6 I feachpar toft het esti sseparately itmed,t hedriecitonsf o reachpar tshould
t h g ir a y p u c c
o -hand page of t hebook so t ha texaminee scanno tseet henex t
. e g a p e h t n r u t o t n o it c u rt s n i s e v i g r e n i m a x e e h t li t n u s m e ti f o t e s
)
7 Theuseo faseparatecove rshee twli lpreven texamineesf roml ookingatt he
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a s i t e e h s r e v o c e h T . c t e , e t a d e h t , s s a l c , e m a
n lso the bes tplace fo rgiving
: s a h c u s ,t s e t e h t t u o b a s n o it c u rt s n i d n a n o it a m r o f n i l a r e n e g
x Thegenera lpurposeoft het est,
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x Informaitononwhethe ro rno tguessingi spenailzed,
x In t he case o freusable t es tbooks ,and admoniiton not t o wrtie i n t he k
o o
b .
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8 Thepage soft het es tbook shoud be stapled t ogethe rso t hatt he back page s
o s l a d l u o h s s e l p a t s e h T . g n il d n a h f o e s r u o c e h t n i d e h c a t e d e m o c e b t o n l li w
s e
