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t P irmarySchoo lTeache rEducaitonstudent so fSanataDharmaUniverstiy.
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y ti s r e v i n U a m r a h D
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a d a m a t r e p n a a y n a t r e
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a g a b e s n a k a n u g i
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t .Pertama-tama ,pendistribusian kuesione rdan wawancara dliakukan untuk a
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g n a c n a r i d
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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
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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
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m ,MasJoko, rf o helping me many itmesand many ways . Ialso t hank g
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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 earningfor t 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 canbeusefuli 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 Pirmary 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
, e s r u o c h s il g n E e h t g n ir u
D PGSDstudent shaveEngilsh assessments . tI si .t
n e m e v o r p m i ’ s t n e d u t s e r u s a e m o t d e d e e
n Theassessmentconsist soft ests ;mid
, t s e t l a n if d n a t s e
t ora l test , group project ,group presentaiton , and weekly
t n e m n g i s s
a .Mos toft het est sarei n the f orm o fw irtten t es tbecausethef ocusi s
.s ll i k s g n it ir w d n a g n i d a e r n o l li t
s In the ora ltest ,the lecture rusually give s
o s l a e r a s t n e d u t s e h T . d a e r e v a h s t n e d u t s h c i h w e l c it r a r o k o o b e h t t u o b a s n o it s e u q
n a d a e r o t d e k s a e r a s t n e d u t s e h t ,t c e j o r p p u o r g e h t r o F . n o it c e lf e r a e ti r w o t d e k s a
t n e d u t s e h T . ti e z y l a n a o t e v a h y e h t n e h t , e l c it r a r o k o o b g n it s e r e t n
i sno tonly
y l k e e w , n e h T . s s a l c e h t f o t n o r f n i ti t n e s e r p o s l a t u b t r o p e r n e tt ir w e h t e d i v o r p
o t s t n e d u t s s p l e h t I . s s e r g o r p ’ s t n e d u t s r o ti n o m o t r e d r o n i n e v i g s i t n e m n g i s s a
. y lr a l u g e r h s il g n E n r a e
l In addiiton ,students ’abiilite sin ilstening and speaking
y ll a u s u s i t n e m s s e s s a e h T . n i o j y e h t b u l C h s il g n E e h t m o r f d e r u s a e m e b n a c s ll i k s
. y a l p e l o r r o e u g o l a i d f o m r o f n i
, e v o b a d e t a t s n e e b s a h t i s
A PGSD student sneed to be equipped wtih e
r u s a e m o t t n a tr o p m i y l h g i h s i t i , s u h T . y c n e i c if o r p h s il g n
E students ’ab litiy in
il g n E d e n r a e l e v a h y e h t r e tf a h s il g n
E sh f orf ou rsemesters .Ther esearcher’sf ocu s
r e t s e m e s h tr u o f r o f t n e m s s e s s a g n i n g i s e d n o s
i PGSD student sbased on the s il g n E e h t , y ll u f e p o H . e e r h t o t p u e n o r e t s e m e s n i d e n r a e l e v a h y e h t s l a ir e t a
m h
h s il g n E g n i p o l e v e d n i m a r g o r p y d u t s e h t o t n o it u b ir t n o c e v i g n a c t n e m s s e s s a
.
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 .
s i t n e m s s e s s a , t n e m s s e s s a n i d e s u e b o t e r u d e c o r p e h t n o d e s a b , n e h T
T . s e p y t o w t o t n i d e d i v i
d heyaref ormaitveassessmen tands ummaitveassessmen.t )
1 Formaitveassessment
t n e m s s e s s a m o o r s s a l c f o t s o
M s are formaitve assessments , tha t are h ti w s ll i k s d n a s e i c n e t e p m o c r i e h t ” g n i m r o f “ f o s s e c o r p e h t n i s t n e d u t s g n it a u l a v e
e h T . ) 6 : 4 0 0 2 , n w o r B ( s s e c o r p h t w o r g t a h t e u n it n o c o t m e h t g n i p l e h f o l a o g e h t
l l a c r o , n o it s e g g u s r o t n e m m o c g n i v i g y b e r a t n e m s s e s s a e v it a m r o f f o s e l p m a x e
n a o t n o it n e tt
a erro .r
)
2 Summaitveassessment a
m m u
S itve assessmen taimst o measure o rsummairzewha tastuden tha s , n w o r B ( n o it c u rt s n i f o t i n u r o e s r u o c a f o d n e e h t t a s r u c c o y ll a c i p y t d n a , d e p s a r g
4 0 0
2 ,p .6) . tIi sdesigned t odeterminet heextentt owhich t hei nsrtucitona lgoal s r o f r o e d a r g e s r u o c g n i n g i s s a r o f y li r a m ir p d e s u s i d n a d e v e i h c a n e e b e v a h
li M ( s e m o c t u o g n i n r a e l d e d n e t n i e h t f o y r e t s a m t n e d u t s g n i y fi tr e
c ler ,2009 ,p .39) .
f o s e l p m a x e e r a s m a x e y c n e i c if o r p l a r e n e g d n a e s r u o c a n i s m a x e l a n i F
s s e s s a e v it a m m u
s men.t
h tr u o f r o f 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 n o s e s u c o f y d u t s s i h t e s u a c e B
f o s t n e d u t s r e t s e m e
s P irmary Schoo lTeache rEducaiton (PGSD)Study Program e h t , e e r h t o t p u e n o r e t s e m e s m o r f s l a ir e t a m h s il g n E e h t s e d u l c n i h c i h w
f o m r o f n i d e n g i s e d s i t n e m s s e s s
a ifnal t est .Final t est i sa kind o fachievemen t s
t s e t t n e m e v e i h c A . t s e
t playimpo trantr oles int heschoo lprogram .Theset est sare l a n o it c u rt s n i f o t e s d e ti m il a h c i h w o t t n e t x e e h t f o s n a e m y b d e t e r p r e t n i y ll a c i p y t
y e h t ,s u h T . d e r e t s a m n e e b s a h s e v it c e j b
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 lcur irculum(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
)
2 Reilablitiy
Tes tmus tber eilable.I tmeanst hatt het esti sconsisten tanddependable.I f o w t n o s t n e d u t s d e h c t a m r o s t n e d u t s e m a s e h t o t t s e t e m a s e h t s e v i g r e h c a e t e h t
o t n e r e f fi
d ccasion ,s t het es tshould yieldsimliarr esutl( Brown ,2004 ,p .2 0 .)The s r o t c a f f o r e b m u n a g n ir e d i s n o c y b d e s s e r d d a e b y a m t s e t a f o y ti li b a il e r f o e u s s i
.t s e t a f o y ti li b a il e r n u e h t o t e t u b ir t n o c y a m t a h t
)
a Student-RelatedReilablitiy n
i e u s s i e h
T reilab litiyi scausedbyt emporaryi llnes ,sf aitgue ,a“badday” , n a e k a m y a m h c i h w , s r o t c a f l a c i g o l o h c y s p r o l a c i s y h p r e h t o d n a , y t e i x n a
. e r o c s ” e u rt “ s ’ e n o m o r f e t a i v e d e r o c s ” d e v r e s b o “
)
b Rate rReilablitiy
e t n i , t s ri F . t x e t n o c s i h t n i s r o t c a f o w t e r a e r e h
T r-rate rreilab litiy occur s
r o f y l b i s s o p , t s e t e m a s e h t f o s e r o c s t n e t s i s n o c n i d l e i y s r e r o c s e r o m r o o w t n e h w
a rt n i , d n o c e S . n o it n e tt a n i r o , e c n e ir e p x e n i , a ir e ti r c g n ir o c s o t n o it n e tt a f o k c a
l
-a e l c n u e d i v o r p s r e h c a e t m o o r s s a l c n e h w s r u c c o y ti li b a il e r r e t a
r rsco irng crtieira ,
.s s e n s s e l e r a c e l p m i s r o , s t n e d u t s ” d a b “ d n a ” d o o g “ r a l u c it r a p d r a w o t s a i b , e u g it a f
)
c Tes tAdminisrtato rReilablitiy
s i t s e t e h t h c i h w n i s n o it i d n o c e h t m o r f t l u s e r o s l a y a m y ti li b a il e r n U
o t t x e n g n it ti s s t n e d u t s , e l p m a x e r o F . d e r e t s i n i m d
a window scould no thea rthe
f o s e c r u o s r e h t O . g n i d li u b e h t e d i s t u o e s i o n t e e rt s f o e s u a c e b y l e t a r u c c a e p a t
t n e r e f fi d n i t h g il f o t n u o m a e h t ,s n o it a ir a v g n i y p o c o t o h p n i d n u o f e r a y ti li b a il e r n u
n o it i d n o c e h t d n a , e r u t a r e p m e t n i s n o it a ir a v , m o o r e h t f o s tr a
)
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
