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I S A K I L B U P N A U J U T E Y N E P N A A T A Y N R E
P ………………………………… vi
ii v .. … … … … … … … … … … … … … … … … … … … … … … … … T C A R T S B A
K A R T S B
A ……………………………………………………………………………vii x i .. … … … … … … … … … … … … … … … … … … S T N E M E G D E L W O N K C A
i x . . … … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A T
v i x … … … … … … … … … … … … … … … … … … … … … … S E L B A T F O T S I L
v x . . … … … … … … … … … … … … … … … … … … … … … S E R U G I F F O T S I L
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……… ……… .. 1 … .
B ResearchProblem……… ……… 5 … .
C ProblemLimtiait on………... 6 .
D ResearchObjecitve………... 6 .
E ResearchBenefti s .……… ... ... 6 .
F Deifniitono fTerms……… ………. 7 …
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
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1 Assessmen t……… 01 )
ii x )
b Type so fAssessmen t……… 31 )
c P irnciple so fAssessmen t………. 51 )
d Assessmen tandTeaching……….... 71 )
e RelaitonshipamongAssessment ,Test ,Measuremen tand v
E aluaiton……….... 81 )
f Implementaitono fAssessmen t……….... 91 .
2 Concep iton ……….... 12 )
a Definiiton so fConcepiton……….... 12 )
b Teachers ’ConcepitononClassroomAssessmen t………….... 22 .
B Theoreitca lFramework………. 32
Y G O L O D O H T E M . I I I R E T P A H C
.
A ResearchMethod……… 6..2 .
B ResearchSetitng……….. .2 7 .
C ResearchParitcipant s………... 82 .
D Insrtument sandDataGatheirngTechnique………. 82 .
1 Instrument s………. 82 )
a Quesitonnarie……… ..2 9 )
b I ent rview………... 03 .
2 DataGatheirngTechnique ..………3 1 .
E DataAnalysisTechnique……… …… …….. 13 .
F ResearchProcedure……… 8...3
R . V I R E T P A H
C ESEARCHFINDINGSANDDISCUSSION s r e h c a e T e c it c a r P m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n
E ’Concepiton
onClassroomAssessmen tdu irngtheTeachingPracitceProgram. ... .. .... 4 2 .
1 DataPresentaiton……… 42 )
a DataPresentaitonbasedonQuesitonnarieResul t………... 34 )
ii i x )
a DiscussionbasedonQuesitonnarieResul t……… 51 )
b DiscussionbasedonInterviewResul t………54
R E T P A H
C V .CONCLUSIONSANDRECOMMENDATIONS .
A Conclusion s……… 26 .
B Recommendaitons………. ... .... 36
E C N E R E F E
R S……… 6 . .6 S
E C I D N E P P
A ……….. .7 0 :
1 x i d n e p p
A ResearchPermissionLette r……… .. 17 :
2 x i d n e p p
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x i d n e p p
A :QuesitonnarieResul t……… 7 . 7 4
x i d n e p p
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x i d n e p p
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S E L B A T F O T S I L
e l b a
T Page
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4 .
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r u o F a s a t n e m s s e s s A 1 .
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2 Test ,assessment ,andt eaching……… 18
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2 Relaitonshipamongt het erm sassessmen,tt est ,measurement ,
1 I R E T P A H C N O I T C U D O R T N I e h t t u o b a r e d a e r e h t o t n o it a m r o f n i c i s a b e d i v o r p o t e d a m s i r e t p a h c s i h T S E L E ( m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n
E P )o fSanata Dharma Universtiy
pracitceteachers ’concep itonon eth classroomassessmen tinSchoolPracitceProgram .
, s m e l b o r p h c r a e s e r , d n u o r g k c a b h c r a e s e r y l e m a n , s n o it c e s x i s f o s t s i s n o c r e t p a h c s i h T .s m r e t f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r ,s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p .
A ReasearchBackground
l o o h c
S Pracitce Program (PPL )i sone o fthe obilgatory course sfo ral lthe
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 e h t r e d n u s t n e d u t s y ti s r e v i n U a m r a h D a t a n a S e h t f o e n o s i h c i h w , m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E e h T . n o it a c u d E s m a r g o r p y d u t
s under t he facutly o fTeacher sTraining and Educaiton ,also requrie s
e k a t o t s t n e d u t s s
ti Schoo lPracitce Program course.School Pracitce Program course ,
n r a e l o t s t n e d u t s e h t e ri u q e r o t e s o p r u p a s a h , x i s r e t s e m e s n i d e t c u d n o c s i h c i h w n a e r u d e c o r p e h t t u o b
a d t echniqueo ftheEngilshl anguaget eachingandtobe ablet o
e v o r p m i o t l a it n e t o p s i e s r u o c s i h t , n o it i d d a n I . g n i h c a e t l a e r e h t o t m e h t y l p p
a the
.l l e w s a e c it c a r p g n i h c a e t n i y ti li b a ’ s t n e d u t s u l u c ir r u c s a h c u s s t n e m e l e s e v l o v n i t i ; x e l p m o c s i g n i h c a e
T m ,subjec tmatte r
, s i z A ( n o it a u l a v e d n a t n e m s s e s s a o s l a d n a , g n i n r a e l d n a g n i h c a e t , y g o l o m e t s i p e d n a f o s s e c o r p e r o c e h t , s d r o w r e h t o n I . ) 2 1 0
w o h d n a , d e n r a e l d n a t h g u a t s i t n e t n o c e h t w o h , t h g u a t s i t a h w f o e r u t a
n thet eaching
. ) 8 0 0 2 , n w o r B ( d e t a u l a v e d n a d e s s e s s a s i g n i n r a e l r
o Since t eaching t he students i n
e g a u g n a L h s il g n E e h t f o l l a t s o m l a r o f e c n e ir e p x e t s ri f e h t s i m o o r s s a l c l a e r e h t t n e r e f fi d f o t o l a e b t s u m e r e h t , s r e h c a e t e c it c a r p m a r g o r P y d u t S n o it a c u d E
expe irence sfrom those pracitce teachers .InSchool Pracitce Program ,the pracitce
s r e h c a e
t need todo t eacher’s j ob a ta high schoo lsuch a splanning , vde eloping ,and
, m o o r s s a l c g n i g a n a m , s k s a t ’ s t n e d u t s g n i p e e k d r o c e r s a h c u s , s n o s s e l g n i z i n a g r o g n it n e s e r
p subjec tmate irals ,assessing studen tlearning, and meeitng professiona l
3 1 0 2 , y ll e K ( s n o it a g il b
o ). eT h pracitce teacher s need to have agood enough
. s t n e d u t s e h t o t d e t n e m e l p m i e b d l u o h s t a h t e d g e l w o n k f o n o it p e c n o
c The pracitce
s r e h c a e
t also have to know some teaching p irnciple sin the teaching and learning
s s e c o r
p . eIn th School Pracitce Program ,the pracitce teacher sneed to apply some
g n i n r a e l s t n e d u t s e h t g n i s s e s s a g n i d u l c n i ,s e l p i c n ir p g n i h c a e
t (Kelly ,2013).
n a n i e l o r t n a tr o p m i n a s a h t n e m s s e s s
A effecitve teaching .I ti sused a sa
e h t d n a t s r e d n u s t n e d u t s e h t l l e w w o h s e r u s a e m r e h c a e t y r e v e p l e h o t d r a d n a t s e d i v o r p t n e m s s e s s a e h t e c n i S . d e n r a e l e v a h y e h t s l a ir e t a
m s ti smethod in dfiferen t
s r e h c a e t y l n o t o n r o f k c a b d e e f n i a g o t d e s o p p u s s i t i , s y a
w to review on the
n i s s e r g o r p ’ s t n e d u t s e h t w e i v e r o t l o o h c s e h t r o f o s l a t u b , g n i h c a e t f o s s e n e v it c e f f e d o o g a d n if o t r e d r o n i s s e n k a e w ’ s t n e d u t s e h t n e v e , g n i n r a e
l methodto i mprove t he
. g n i n r a e
l Jame sMadisonUnivers tiyde ifne sassessmen ta s“Thes ystemaitcproces so f
b d l u o h s t n e m s s e s s a t a h t s w o h s n o it i n if e d s i h T . ” y ti li b a t n u o c c a r o , s s e r g o r
p e more
s t n e d u t s w o h e e s o t s s e c o r p g n i n r a e l d n a g n i h c a e t e h t f o d n e e h t t a t s e t a y l e r e m n a h t
e b d l u o h s t i , m r o f r e
p an i ntegra lpar tofi nsrtucitona lproces sdu irngt het eachingand
.s s e c o r p g n i n r a e
l Assessmenti salsousedt os howt hes tudents ’progressi nlearningt o
. s t n e r a p r i e h
t Tha ti sthe reason why the pracitce teacher sshould know and learn
.s e l p i c n ir p g n i h c a e t e h t f o e n o s a t n e m s s e s s a m o o r s s a l c t u o b a y l p e e d
g n i k a t e r o f e
B Schoo lPracitce Program ,the ELESP pracitce teachers w ere
o t d e t a l e r e s r u o c a n e v i
g the classroomassessment i n t he previou ssemester ,namely
e k a m o t r e d r o n i n e v i g s a w e s r u o c A L L e h T . ) A L L ( t n e m s s e s s A g n i n r a e L e g a u g n a L
f o n o it p e c n o c d o o g a e v a h s r e h c a e t e c it c a r p e h
t theclassroomassessment .Classroom
n e m s s e s s
a ti san approach designed to help teacher s ifnd ou twha tstudent sare
. ) 0 1 0 2 , s s o r C & o l e g n A ( ti g n i n r a e l e r a y e h t ll e w w o h d n a m o o r s s a l c e h t n i g n i n r a e l
e h t m o r f n o it a m r o f n i e m a s e h t d e v i e c e r s r e h c a e t e c it c a r p e h t h g u o h t n e v e , r e v e w o H
a r p e h t , e s r u o c A L
L citce teacher smay have dfiferen tconceptiononthe classroom
t n e m s s e s s
a mate irals since everybody has dfiferen tablitie sto absorb knowledge
. r e r u t c e l e h t y b n e v i
g Dfiferen tbasicunderstandingon et h classroomassessmen twil l
s r e h c a e t e c it c a r p e h t e k a
m vha e dfiferen tway in implemenitng thei rconcepti fon o
. e c it c a r p g n i h c a e t l a e r e h t n i t n e m s s e s s
a Vandeya r& Killen (2007 )srtengthen tha t
a e d
i by saying the fac ttha tdfiferen tconcepiton wli llead to dfiferen tassessmen t
, n o it a t n e m e l p m
i a swell i n t he t eaching and l earning proces sdu irngSchoo lPracitce
m a r g o r
d e t a l e
R journal s and aritcle s abou t teachers ’ concepiton on classroom
n o n o it p e c n o c ’ s r e h c a e t e h t w o n k o t t n a tr o p m i s a w t i t a h t e t o r w t n e m s s e s s
a the
. g n i h c a e t f o t r a p s a w t i e c n i s t n e m s s e s s a m o o r s s a l
c The research which wa s
f o s e c it c a r P d n a s n o it p e c n o C ’ s r o t a c u d E d e lt it n e , a c ir f A h t u o S n i d e t c u d n o c t n e m s s e s s A m o o r s s a l
C in post-apa trheidSouth Af irca ,wrotet hat t heeducator swere
t g n il li w n u d n a e l b a n
u o adapt t he assessmen tpracitces t o t he changing demand so f
, i s e w a l u S h t u o S n i h c r a e s e r a d e t c u d n o c , ) 2 1 0 2 ( s i z A . n o it a c u d e l o o h c s a c ir f A h t u o S h c i h w , g n i n r a e L s t n e d u t S n i t n e m s s e s s A e h t e s U d n a s n o it p e c n o C ’ s r e h c a e T d e lt it n e e h c a e t e h t g n i y d u t s t a h t e t o r
w rs ’concepiton swere i mpo tran tsince i trelated t o t he
o s l a r e h c r a e s e r e h T . t n e m s s e s s a g n i d u l c n i , e c it c a r p g n i h c a e t d e c n e u lf n i h c i h w f e il e b n o n o it p e c n o c ’ s r e h c a e t e c it c a r p t u o b a ) 4 0 0 2 ( l a n r u o j s ’ n w o r B e h t d a e
r theclassroom
r u o j s ’ n w o r B e h t n I . t n e m s s e s s
a na l wa s w irtten tha t there were fou r teache r
, g n i n r a e l d n a g n i h c a e t t n e m e v o r p m i ) 1 ( ;t n e m s s e s s a m o o r s s a l c n o s e p y t ’ s n o it p e c n o c e rt ) 4 ( , y ti li b a t n u o c c a t n e d u t s ) 3 ( , y ti li b a t n u o c c a l o o h c s ) 2
( aitng assessmen t a s
l l A . t n a v e l e r
ri three related journal sand aritcle sabove concluded tha tteacher s
d l u o c y e h t t a h t o s , t n e m s s e s s a m o o r s s a l c e h t n o g n i d n a t s r e d n u d o o g a e v a h o t d e d e e n . g n i n r a e l ’ s t n e d u t s ri e h t g n i s s e s s a n i ll e w e g d e l w o n k r i e h t t n e m e l p m i t s i h c r a e s e r s i h t f o r e h c r a e s e r e h t e c n i
S he ninth semeste rELESP studen to f
y ti s r e v i n U a m r a h D a t a n a
S ,so t her esearche rhadt aken t heSchool PracitceProgram .
o t b o j a n e v e , l o o h c s a n i b o j s ’ r e h c a e t e h t o d o t d e c n e ir e p x e d a h r e h c r a e s e r e h T t s s e s s
a he students l earning .Du irngSchool Pracitce Program, t he researche rdid no t
. s s e c o r p g n i n r a e l d n a g n i h c a e t n i e l o r g i b a d e y a l p t n e m s s e s s a t a h t e z il a e
d n a s t n e m n g i s s a n e tt ir w , e c n a m r o f r e p n e k o p s , s e z z i u q t a h t e z il a e r t o n d i d r e h c r a e s e r
e r e w n e v i g s t s e t l a m r o
f calleda stheassessment insrtuments T . heonlyt hingt hat t he
d n a , ti e r o c s o t ,t s e t a e v i g o t , h c a e t o t d a h r e h c a e t a s a e h s t a h t s a w w e n k r e h c r a e s e r
k r o w ’ s t n e d u t s e h t e t a u l a v e o
t s resutl ,wtihou tknowing tha tthose processe swere
w o h s e c n e ir e p x e s ’ r e h c r a e s e r e h T . s s e c o r p t n e m s s e s s a s a d e ll a
c edt hats hedidno tha s
o t d e t a l e r g n i d n a t s r e d n u c i s a b h g u o n e d o o g
a et h classroomassessment .
s u c o f e h
T oft hisr esearchi sto ifndt heELESPpracitcet eachers ’concepiton no
e h
t classroom assessmentinSchool Pracitce Program. Thi sresearch i sconducted to
n o n o it p e c n o c ’ s r e h c a e t e c it c a r p P S E L E e h t r e h t e h w n i a
g theclassroom assessmenti s
a good o rpoor .Dfiferent i ntuiiton ,opinion ,view o rbeile fwhich bulid t he persona l
e r e f fi d y l p p a s r e h c a e t e c it c a r p e h t e k a m l li w n o it p e c n o
c n t assessmen t
n o it a t n e m e l p m
i s (Vandeya r&Killen ,2007) .
.
B ResearchProblem
a c i p o t e h t f o n o i s s u c s i d e h t n o d e s a
B bove,t he problemof t hisr esearch can be
s w o ll o f s a d e t a t
s :
.
1 W shat i the Engilsh Language Educaiton Study Program (ELESP ) pracitce
.
C ProblemLimtia iton
e h t n o e b l li w h c r a e s e r s i h t f o s u c o f e h
T Engilsh Language Educaiton Study
) P S E L E ( m a r g o r
P prac itce teachers ’ concepiton onthe classroom assessmenti n
l o o h c
S PracitceProgram .
.
D ResearchObjec itve
l a r e n e g s i h c r a e s e r s i h
T lyaimedt oanswert hequesitontha thavebeenstatedi n
h c r a e s e r s i h t f o e v it c e j b o e h T . m e l b o r p h c r a e s e r e h
t i : s
.
1 Toknowt heELESPprac itcet eachers ’concepiton no eth classroomassessment ni
l o o h c
S PracitceProgram.
.
E ResearchBeneftis
t a h t d l e if g n i h c a e t e g a u g n a l h s il g n E e h t o t s ti f e n e b l a r e v e s s e v i g h c r a e s e r s i h T
: s w o ll o f s a d e t a t s e b n a c
.
1 PracitceTeachers
g n i d n if e h
T s in thi sresearch are beileved to be bene ifcia lfo rthe ELESP
e h t w o n k o t s r e h c a e t e c it c a r
p thei rconcepiton no et h classroom assessmen .tThe
e v i g o s l a t n e m s s e s s a f o e l o r t n a tr o p m i e h t f o n o it a n a l p x
e s beneftii nt eachingproces s
m o o r s s a l c e h t t u o b a y l p e e d n r a e l o t s s e n g n il li w a e v a h s r e h c a e t e c it c a r p e h t e k a m o t
e h t t u o b a n o it a n a l p x e e h t ,r e v o e r o M .t n e m s s e s s
a ELESPpracitceteachers ’concepiton
t p e c n o c e h t f o n o it a t n e m e l p m i e h t d n
a ionwli lmake t hem more creaitve i n designing
s t n e m u rt s n i e h
f o n o it a t n e m e l p m i e h t f o n o it p ir c s e
d the assessmen twli lshow t he pracitce t eachers ,
r o s e l p i c n ir p t n e m s s e s s a e h t d e w o ll o f y d a e rl a e v a h y e h t r e h t e h
w n o.t
.
2 Lecturers
r o f s ti f e n e b e v i g o s l a h c r a e s e r s i h
T the lecturers ,especially thosel ecturer swho
o t d e t a l e r e s r u o c e h t h c a e
t the classroom assessment .By reading thi sresearch the
e h t w o n k l li w s r e r u t c e
l pracitcet eachers ’concepitonon theclassroomassessmen tand
t p e c n o c r i e h t t n e m e l p m i y e h t ll e w w o
h i ono fassessment .Throught hi sresearch, t he
e h t p o l e v e d d n a e c n a m r o f r e p g n i h c a e t e v o r p m i o t e l b a e b o t d e t c e p x e e r a s r e r u t c e l
o t d e t a l e r e s r u o
c et h classroomassessmen.t
.
3 Othe rResearchers
e b s i h c r a e s e r s i h
T ne ifcia lfor t he othe rresearcher swho may have na idea t o
o t d e t a l e r h c r a e s e r e h t t c u d n o
c the classroom assessmen.t The researche rhopes t ha t
o t d e t a l e r n o i s s u c s i d r e h tr u f a d n if o t s r e h c r a e s e r r e h t o e h t e ri p s n i d l u o c h c r a e s e r s i h t
e h
t classroom assessment t ha tmaybene ifcial t o student ,s l ecturers ,and other t arge t
f
o theresearch.
.
F De ifni itono fTerms
e s o h T . h c r a e s e r e h t o t d e t a l e r s m r e t e v if e r a e r e h t s m r e t f o n o it i n if e d e h t n I
, t n e m s s e s s a m o o r s s a l c , t n e m s s e s s a , n o it p e c n o c e r a s m r e
t Schoo lPracitce Program ,
. m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E d n a
.
r e d n
A son (2004 )states tha tpersona lconcepiton refer sto ce train p irnciples ,
. d l o h n o s r e p a t a h t e g d e l w o n k r o s w e i v , t h g u o h t ,t n e m e g d u j , n o i n i p o , s e u l a v , s f e il e b
o t g n i d r o c c
A OXFORD Advanced Learner’ sDicitonary (1995) ,concepiton i sthe
c i s a b f o m r o
f ideao rabasicunderstandingo fas tiuaitono rap irnciple ,aplan.I nt hi s
y d u t S n o it a c u d E e g a u g n a L h s il g n E e h t s i n o it p e c n o c f o n o it i n if e d e h t , h c r a e s e r
r p m a r g o r
P acitce teachers ’ though t and basic understanding on the classroom
. g n i n r a e l s t n e d u t s e h t e v o r p m i o t t n e m s s e s s a
.
2 Assessment
e i k s u S o t g n i d r o c c
A (2004) ,assessment i sanongoing proces sof :estabilshing
s t n e d u t s f o s e m o c t u o d e t c e p x e e l b a r u s a e m , r a e l
c learning ;ensu irngt hats tudent shave
, g n ir e h t a g y ll a c it a m e t s y s ; s e m o c t u o e s o h t e v i h c a o t s e it i n u tr o p p o t n e i c if f u s
s e h c t a m g n i n r a e l s t n e d u t s ll e w w o h e n i m r e t e d o t e c n e d i v e g n it e r p r e t n i d n a , g n i z y l a n a
o t n o it a m r o f n i g n it l u s e r e h t g n i s u d n a ; n o it a t c e p x e r u
o understand and improve
g n i n r a e l s t n e d u t
s .
.
3 ClassroomAssessment
o t g n i d r o c c
A Ariasian( 1991) ,classroomassessmenti st heproces so fgathe irng ,
e h t n i g n i k a m n o i s i c e d d i a o t n o it a m r o f n i g n i z i s e h t n y s d n a , g n it e r p r e t n i
. m o o r s s a l
c The assessmen t proces s emphasiz nes o data colleciton o f studen t
r o f k c a b d e e f e v i g d n a , s s e r g o r p r o ti n o m , s m e l b o r p g n i n r a e l e s o n g a i d o t e c n a m r o f r e p
s a m o o r s s a l c e h T . t n e m e v o r p m
i sessmen tprocess i nvolvesmulitple methods i n orde r
n i a t b o o
t thestudents ’informaitont hroughava iretyo fassessments rtategie .s
.
o t g n i d r o c c
A Panduan Akademik Book o fSanata Dharma Universtiy (2007) ,
m a r g o r P e c it c a r P l o o h c
S i sone o fthe obilgatory course sunde rthe facutly o f
c u d E d n a g n i n i a r T s r e h c a e
T aiton which i sconducted i n semeste rsix and seven .On
e h t d n a t s r e d n u o t d e e n s t n e d u t s e h t , e s r u o c e h t g n it e l p m o
c ideaand procedureof et h
m o o r s s a l c l a e r a n i m e h t y l p p a o t e l b a e r a d n a g n i h c a e t e g a u g n a l h s il g n
E inaschool .
n i t h g u a t e r a t a h t s c i p o t e h
T thi scoursearedoingt eachers’j ob sa tschool ,educaitona l
t a a n e m o n e h
p hsc ool ,knowing and understand et h school i n realtiy ,and also doing
e h
t schoo lasminisrtaitvej ob .s
.
5 EngilshLanguageEduca itonStudyProgramPracitceTeacher
a L h s il g n
E nguage Educaiton Study Program pracitce teachers in t hi sresearch
s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E e h t o t s r e f e
r in the academic
r a e
0 1
I I R E T P A H C F O W E I V E
R RELATEDLITERATURE
s i h t tr o p p u s o t l u f e s u e r a h c i h w s e ir o e h t l a t n e m a d n u f e h t s t n e s e r p r e t p a h c s i h T
e s s u c s i d s tr a p n i a m o w t e r a e r e h T . h c r a e s e
r d in thi schapter ,namely theoreitca l
t a h t n o it p ir c s e
d discusses some theo ire stha tare relevan tto the pracitce teachers ’
n o n o it p e c n o
c the classroomassessmen tand t heoreitcal f ramework ,which i s related
. h c r a e s e r e h t n i y r o e h t e h t o t
.
A Theore itca lDescrip iton
e r a e r e h
T two impo tran t pa tr sin the theoreitca l descirption .Frist p sa tr i
d n o c e s d n a t n e m s s e s s
a p a tr i s concepiton . The assessmen t par t consist s o f
n e v e
s elements ,namely the meaning o fassessment ,the type so fassessment ,the
n e m s s e s s a f o s e l p i c n ir
p t ,assessmen tand t eaching ,the relaitonship among t eaching ,
n o it a u l a v e d n a t n e m e r u s a e m , t s e t ,t n e m s s e s s
a ,andt hei mplementaitono fassessment .
o w t f o s t s i s n o c t r a p n o it p e c n o c e h
T elements ,namelythemeaningo fthe concep iton
n o n o it p e c n o c ’ s r e h c a e t e h t d n
a theclassroomassessmen.t
.
1 Assessment
u c s i d l li w t r a p s i h
T s sthe assessmen tspeci ifcally .There are six main pa tr s
t a h t t n e m s s e s s a e h t o t d e t a l e
r ea r really impo tran tfo rthe asseso rto know and to
n r a e
l .Those seven main pa tr s arethe de ifniiton o fassessment ,the purpose o f
t n e m s s e s s a f o s e p y t e h t , t n e m s s e s s a f o s e l p i c n ir p e h t , t n e m s s e s s
, g n i h c a e
t the relaitonship among teaching , assessment , test , measuremen t and
n o it a u l a v
e ,andt hei mplementaitono fassessment.
.
a D iefni itono fAssessment
l l a m s a n i d e s u y l n o t o n s i tI . s s e c o r p n o it a c u d e n i e l o r l a i c u r c a s a h t n e m s s e s s A
e l a c
s bu tti i salsousedi n al argescaleo feducaitona lscope.I tdetermine showmuch
l a ir e t a m e h t n r a e l s t n e d u t
s s tha ta re given by t he t eacher .I talso determineswhether
e v i h c a s t n e d u t s e h
t the approache stha thave been s et by the teache ro rnot .Ntiko
d n
a Brookha tr (2011) state t ha tassessment i sa broad t erm de ifned a sa proces sfo r
r o f d e s u s i t a h t n o it a m r o f n i g n i n i a t b
o making decision sabou tstudents: cur ircula ,
g n it c e ll o c e r a s r e h c a e t t a h t s n a e m t I . y c il o p l a n o it a c u d e d n a ; s l o o h c s d n a , s m a r g o r p
i h c a e v a h s t n e d u t s e h t h c i h w o t e e r g e d e h t e d i c e d m e h t p l e h o t n o it a m r o f n
i eved t he
. s t e g r a t g n i n r a e
l Ariasian (1991)state stha tassessmen ti sthe proces so fgathe irng ,
. m o o r s s a l c e h t n i g n i k a m n o i s i c e d d i a o t n o it a m r o f n i g n i z i s e h t n y s d n a , g n it e r p r e t n i
t u o b a n o it a m r o f n i f o e s u d n a , w e i v e r , n o it c e ll o c c it a m e t s y s e h t s i t n e m s s e s s
A an
a tr e d n u m a r g o r p l a n o it a c u d
e ken fo r the purpose to improve learning and
v e
d elopmen t(Palomba & Banta,1999) .The Highe rLearning Commission (2003 )
g n i n r a e l s t n e d u t s f o t n e m s s e s s a s e n if e
d a s tieraitve proces s tha t provides et h
e z y l a n a , g n i n r a e l s t n e d u t s e h t t u o b a n o it a m r o f n
i s theinformaitont oimprovet eaching
e c u d o r p , g n i n r a e l d n
a sevidence abou tstudents l earningt heoutcomes ,and evaluates
s r e h c a e t e h t d n a g n i n r a e l s t n e d u t s t c a p m i r o e v o r p m i e d a m s e g n a h c r e h t e h
w ’ effor.t
n o g e r O f o y ti s r e v i n
U de ifne s assessmen t a s the proces s o f gathe irng and
s i
r i e h t h ti w o d n a c d n a , d n a t s r e d n u , w o n k s t n e d u t s t a h w t u o b a g n i d n a t s r e d n u
n e h w s e t a n i m l u c s s e c o r p e h t ; s e c n e ir e p x e l a n o it a c u d e r i e h t f o t l u s e r a s a e d g e l w o n k
s tl u s e r t n e m s s e s s
a areusedt oi mprovesubsequentl earning .Suskie (2004) formulate s
f e d e h
t iniitono fassessmen tasf ollow s i Fn igure2 1. :
f o s e m o c t u o d e t c e p x e e l b a r u s a e m , r a e l c g n i h s il b a t s e : f o s s e c o r p g n i o g n o s i t n e m s s e s s A “
e v a h s t n e d u t s t a h t g n ir u s n e ; g n i n r a e l s t n e d u t
s sufifcien toppo truniitest oachivet hose e n i m r e t e d o t e c n e d i v e g n it e r p r e t n i d n a , g n i z y l a n a , g n ir e h t a g y ll a c it a m e t s y s ; s e m o c t u o
o t n o it a m r o f n i g n it l u s e r e h t g n i s u d n a ; n o it a t c e p x e r u o s e h c t a m g n i n r a e l s t n e d u t s ll e w w o h
i n r a e l s t n e d u t s e v o r p m i d n a d n a t s r e d n
u n g.”
e r u g i
F 2.1 Assessmen ta sa Four-Step Con itnuou sCycle According To e
i k s u
S (2004)
m r e t e h t f o n o it i n if e d e h t n o d e s a
B fo assessmen tfrom t he expe tr sand some
f o s s e c o r p e h t s i t n e m s s e s s a t a h t e d u l c n o c d l u o c r e c r a e s e r e h t , e v o b a s n o it u ti t s n i
t g n ir e h t a
g he data ro informaiton t ha tstudent sknow ,analyzing t he data o fstudent s
g n it a u l a v e d n a g n i n r a e
l ro resulitng the resul t data in orde r to improve and
g n i h s il b a t s E
s l a o g g n i n r a e l
e d i v o r P
g n i n r a e l
s e it i n u t r o p p o
e h t s s e s s A
' s t n e d u t s
e n o d e b o t t n a tr o p m i s i s s e c o r p t n e m s s e s s a e h T . g n i n r a e l s t n e d u t s e h t t n e m p o l a v e d t y fi t n e d i o t ,t n e m e g d u j a e k a m o t d e s u s i ti e c n i
s he weaknes sand t he srtength, t he
e h t d n a d o o
g poor ,andalsot hewrongandt he irgh tofs omecase soft hes tudent .s
.
b Type so fAssessment
4 0 0 2 ( n w o r B o t g n i d r o c c
A ,p.5) ,there are three type so fassessmen ttha tare
s w o ll o f s a d e b ir c s e d : .
1 Informa landForma lAssessment
, l a t n e d i c n i h ti w g n it r a t s t a h t t n e m s s e s s a f o e p y t s i t n e m s s e s s a l a m r o f n I d e n n a l p n
u commen tandr esponset hati susedt oeilci tperformancewtihoutr ecording
. e c n e t e p m o c s ’t n e d u t s a t u o b a s t n e m e g d u j d e x if g n i k a m d n a t l u s e r a o t n i p a t o t d e n g i s e d y ll a c if i c e p s e r u d e c o r p r o e s i c r e x e s i t n e m s s e s s a l a m r o F I . e g d e l w o n k d n a s ll i k s f o e s u o h e r o t
s ti ssystemaitc planned sampilng tehnique s
.t n e m e v e i h c a t n e d u t s f o l a s i a r p p a n a t n e d u t s d n a r e h c a e t e v i g o t d e t c u rt s n o c .
2 FormaitveandSummaitveAssessment
g n i d i v o r p y b s s e c o r p g n i n r a e l e h t t s i s s a o t d e n g i s e d s i t n e m s s e s s a e v it a m r o F ,r e n r a e l e h t o t k c a b d e e
f which can be used to identfiy srtength sand weaknes sand
e r e h w e t a ir p o r p p a t s o m s i t n e m s s e s s a e v it a m r o F . e c n a m r o f r e p e r u t u f e v o r p m i e c n e h s s e c o r p g n i n r a e l e h t n i d e v l o v n i e s o h t y b y ll a n r e t n i d e s u e b o t e r a s tl u s e r e h t , s r e h c a e t ,s t n e d u t s
( andcur irculumdevelopers .)
r o g n i d a r g r o f s n o i s i c e d e k a m o t y li r a m ir p d e s u s i t n e m s s e s s a e v it a m m u S r o f s s e n i d a e r e n i m r e t e
l l a r e v o s ’ r e n r a e l e h t e g d u j o t d e n g i s e d s i d n a y ti v it c a l a n o it a c u d e n a f o d n e e h t o f r e
p rmance . In addiiton to provide the basi sfo rgrade assignment ,summaitve
o t s e it il i b a ’ s t n e d u t s e t a c i n u m m o c o t d e s u s i t n e m s s e s s
a et h externals takeholder .s
.
3 Tradiitona landAtlernaitveAssessment
k n i h t n e tf o t s o m e l p o e p t a h t t n e m s s e s s a f o e p y t e h t s i t n e m s s e s s a l a n o it i d a r T s a h y ll a r e n e g t n e m s s e s s a l a n o it i d a r T . ” m a x e “ r o ” t s e t “ f o d r o w e h t r a e h y e h t n e h w n o n o it s e u q e h T . e r o c s d n a r e t s i n i m d a o t e m it e lt ti l s e k a t ti e s u a c e b y ti l a c it c a r p h g i h d a rt e h
t iitona lassessment f ocuse sonly t o t he “irght”answer .Thet ype o f rtadiitona l
d e z i d r a d n a t s , t s e t e s l a f/ e u rt , k n a l b e h t n i ll if , m a x e e c i o h c e l p it l u m e r a s t n e m s s e s s a . t s e t g n i h c t a m d n a m a x e l a n if , t s e t n i t n e m s s e s s a f o e p y t e h t s i t n e m s s e s s a e v it a n r e tl
A which the student screate
e v i g n o it s e u q r o k s a t e h t o t e s n o p s e
r n by t he t eacher .Dfiferen tfrom t he rtadiitona l
n i ,r e w s n a t h g ir e h t n o y l n o s u c o f h c i h w s t n e m s s e s s
a et h atlernaitve assessmen ,tt he
t g n i s u y b n o it s e u q e h t r e w s n a o t y ti n u tr o p p o e v a h s t n e d u t
s hei rcreaitve answer .The
t s e t y a s s e e r a s t n e m s s e s s a e v it a n r e tl a f o s e p y
t s ,ora lpresentaiton ,andporftoilo .
) 2 0 0 2 ( e n i p l A c M o t g n i d r o c c
A a sctiedi n Brown ( 2004),t here are t hree t ype s
s w o ll o f s a d e b ir c s e d e r a t a h t t n e m s s e s s a f o : .
1 Conitnuou sandFina lAssessment
s u o u n it n o C . e c n e ir e p x e g n i n r a e l a t u o h g u o r h t s r u c c o t n e m s s e s s a s u o u n it n o C s s e r g o r p f o e g d e l w o n k r o t c u rt s n i r o / d n a t n e d u t s n e h w e t a ir p o r p p a t s o m s i t n e m s s e s s a f o e c n e u q e s r o n o i s s e r g o r p t n e u q e s b u s e h t e n i m r e t e d o t d e d e e n s i t n e m e v e i h c a r o e it i v it c
t n e m s s e s s a l a n i
F take splaceonlyatt heendo fal earningacitvtiy . tIi sthemos t
s a n a h t r e h t a r e l o h w e t e l p m o c a s a d e s s e s s a e b y l n o n a c g n i n r a e l n e h w e t a ir p o r p p a
.s tr a p t n e u ti t s n o c
.
2 Proces sandProduc tAssessment
a e h
T ssessmen t proces s focuse s on the step s o r procedure s unde lrying a
it r a
p cula rablitiy o rtask .The assessmen tproces si smos tusefu lwhen a studen ti s
. ll i k s w e n a g n i n r a e l
a e h
T ssessmen tproduc tfocuse son evaluaitng the resul tor outcome o fa
. s s e c o r
p Assessmen tproduc ti smos tapprop irate fo rdocumenitng pro ifciency o r
.l li k s n e v i g a n i y c n e t e p m o c
.
3 Divergen tandConvergen tAssessment
s t n e m s s e s s a t n e g r e v i
D i sused fo rwhich ar ange o fanswer so rsoluiton smigh t
.t c e r r o c d e r e d i s n o c e b
t c e r r o c e n o y l n o s a h t n e m s s e s s a t n e g r e v n o c
A response .Objecitve tes t tiem s
g n i s s e s s a n i h c a o r p p a s i h t f o e u l a v e h t e t a rt s n o m e d d n a e l p m a x e t s e b e h t e r a
O . e g d e l w o n
k bviously ,convergen tassessmen ti seasiert obeevaluated ors cored than
e s s a t n e g r e v i
d ssment.
.
c Principle so fAssessment
o s e l p i c n ir p e h
T fassessmen tha smanyf unciton .sI nt he classroomassessment ,
e l p i c n ir p e h
t scan be used to design a good test .By applying the p irnciple so f
s t n e d u t
s o rno tand whether t he tes taccurately measures what t he t eache rwants t o
. t o n r o e r u s a e m w o r B o t g n i d r o c c
A n ( 2004 ,p.19 ,)t here are ifve crite ira f or t esitnga t es,t t hey
. 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 il a e r , y ti l a c it c a r p e r a .
1 Pracitcaltiy
s i t s e t e v it c e f f e n
A pracitcal .Thi smeanst ha t tii sno texcessivelyexpensive .A
n i h ti w y a t s d l u o h s t s e t e h T . l a c it c a r p m i s i e v i s n e p x e y l e v it i b i h o r p s i t a h t t s e t e v if t n e d u t s a s e k a t t a h t y c n e i c if o r p e g n a u g n a l f o t s e t A . s t n i a rt s n o c e m it e t a i p o r p p a l p m o c o t s r u o h t h g i e o t p
u etei s i mpracitca,li tconsume smore itme and money t han
A . r e t s i n i m d a o t y s a e y l e v it a l e r d l u o h s t s e t e h T . e v it c e j b o s ti h s il p m o c c a o t y r a s s e c e n e m it d n a c if i c e p s s i t a h t e r u d e c o r p n o it a u l a v e d n a g n ir o c s a s a h o s l a t s e
t -ef ifcien.t
.
2 Reilabli tiy
t e l b a il e r
A esti sconsisten tanddependable .Ar eilable assessmen tconsistenlty
. s e c n a t s m u c ri c l a c it n e d i r e d n u t l u s e r e m a s e h t s e v i g .
3 Vaildtiy
Vaildtiy i sthe exten tto which inference smade from assessmen tresul tare
s m r e t e h 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 i p o r p p
a of t he purpose of t he assessment .A
e r u s a e m h c i h w e n o s i t n e m s s e s s a d il a
v s tha twhich tii ss upposedt omeasure .Thet es t
t n e m s s e s s a e h T . y ti li b a r o g n i d n a t s r e d n u ’ s t n e d u t s e h t e r u s a e m d l u o h s n g i s e d t a m o t e v a h s l a ir e t a m d n a s t n e m u rt s n i ,s d o h t e m , e r u d e c o r
p chwhat i sbeingassessed .
.
4 Authenitctiy
e h t n i h ti w y ll a i c e p s e , e n if e d o t y r e p p il s e lt ti l a s i t a h t t p e c n o c a s i y ti c it n e h t u A tr
a and science o fevaluaitng and designing tests .Authenitctiy i sthe degree o f
a e f e h t o t k s a t s e t e g n a u g n a l n e v i g 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 ture so f
k s a t e g a u g n a l t e g r a t a . e b d l u o h s t a h t t s e t e h t n i e g a u g n a l 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 e h t t a h t s n a e m t I . l u f g n i n a e m e b d l u o h s t s e t e h t f o c i p o t e h T . e l b i s s o p s a l a r u t a n s a . r e n r a e l e h t r o f g n it s e r e t n i d n a t n a v e l e r e b d l u o h s t s e t e h t f o c i p o t .
5 Washback
Washbackgenerallyr eferst ot heeffectst het est shaveoni nsrtucitoni nt erm so f
n i e r o m s r u c c o t a h t k c a b h s a w f o m r o f r e h t o n A . 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 w o h f o m r o f e h t n i s t n e d u t s o t ” k c a b s e h s a w “ t a h t n o it a m r o f n i e h t s i t n e m s s e s s a m o o r s s a l c s o n g a i d l u f e s
u e o fsrtenght sand weaknesses .Washback also i ncludes t he effect so f
n o , s i t a h t , fl e s ti t n e m s s e s s a e h t o t r o ir p g n i n r a e l d n a g n i h c a e t n o t n e m s s e s s a n a . t n e m s s e s s a e h t r o f n o it a r a p e r p .
d Assessmen t&Teaching
, g n it c u d n o c s i s s e c o r p e h t r e v e r e h w d n a r e v e n e h w , s s e c o r p g n i n r a e l a n I t u o h ti w m o o r s s a l c e h t n i e g a u g n a l e h t h ti w ’ y a l p ‘ o t s e it i n u tr o p p o e v a h t s u m s r e n r a e l , n e t s il o t s e it i n u tr o p p o e h t s r e n r a e l e h t s e
