Vol. 2, No. 4, 2022
The Objectivity of EFL Teachers Assessment of Students in Online Based Learning
Objektivitas Penilaian Guru Bahasa Inggris Terhadap Siswa dalam Pembelajaran Berbasis Daring
Arifudin S. DM*, Syarifuddin Dollah, Haryanto Atmowardoyo English Education Department, Universitas Negeri Makassar, Makassar, Indonesia
*Corresponding authors: [email protected]
ABSTRACT
This research was conducted to find out the objectivity of EFL teachers’ assessment of students in the online-based learning process. This research used a qualitative approach with descriptive methods to describe the phenomena that were become the focus in this research. Data collection techniques in this research used interview and documentation techniques. The participants involved in this research as a resource person were six participants consisting of three English teachers and three students at SMA Negeri 10 Gowa were selected based on certain predetermined criteria. The results of this study state that in conducting e-assessment, teachers have tried to provide an assessment that is as objective as possible by paying attention to several aspects such as: (a) having clear goals to achieve, (b) referring to roles and regulations (c) have desire to improve student achievement, and (d) harmonization between the process and results of student assessments. From the findings that show the existence of aspects regarding to the objectivity of e-assessment that EFL teachers at SMA Negeri 10 Gowa are trying to fulfill, it can be concluded that teachers in conducting online assessments in the context of online-based learning have done it as objectively as possible;
Keywords: Online-Based Learning, E-assessment, Objectivity, EFL teacher
ABSTRAK
Penelitian ini dilakukan untuk mengetahui objektivitas penilaian guru bahasa inggris terhadap siswa dalam proses pembelajaran berbasis daring. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif untuk menggambarkan fenomena yang menjadi fokus dalam penelitian ini. Teknik pengumpulan data dalam penelitian ini menggunakan teknik wawancara dan dokumentasi. Partisipan yang terlibat dalam penelitian ini sebagai nara sumber sebanyak enam partisipan yang terdiri dari tiga guru bahasa Inggris dan tiga siswa di SMA Negeri 10 Gowa yang dipilih berdasarkan kriteria tertentu yang telah ditentukan.
Hasil penelitian ini menyatakan bahwa dalam melakukan e-assessment, guru telah berusaha memberikan penilaian yang seobjektif mungkin dengan memperhatikan beberapa aspek seperti: (a) memiliki tujuan yang jelas untuk dicapai, (b) mengacu pada peran dan peraturan (c) memiliki keinginan untuk meningkatkan prestasi siswa, dan (d) harmonisasi antara proses dan hasil penilaian siswa. Dari temuan yang menunjukkan adanya aspek objektivitas e-assessment yang ingin dipenuhi oleh guru EFL di SMA Negeri 10 Gowa, dapat disimpulkan bahwa guru dalam melakukan e-asesmen dalam konteks pembelajaran berbasis online telah dilakukan seobjektif mungkin;
Kata kunci: Pembelajaran Berbasis Daring, E-assessment, Objektivitas, Guru Bahasa Inggris
1. INTRODUCTION
In recent years, online-based schools or in Indonesian called “Sekolah Dalam Jaringan” have become the government's choice to keep the learning process going in amidst of the Coronavirus Disease (Covid-19) pandemic. This refers to a circular letter from the Minister of Education and Culture, in the context of preventing the spread of the Covid-19 virus Disease, in which the government calls for all learning and working processes to be carried out from home. It is emphasized in paragraph (4) sections (a) and (b) that learning is carried out online from home for students, and both teachers and lecturers carry out teaching activities from home through video conferencing, digital documents, and other online means. It was also emphasized that learning activities that were originally carried out face-to-face (offline) have now turned into online (Kemendikbud, 2020).
Because the learning process is carried out online, this properly has mandatory consequences that the assessment process must also be carried out in online.
This situation then makes teachers must carry out all stages of the learning process in online ways, included student assessment process. It is because in the learning process carried out by both teachers and educational units, the assessment process of students needs to be carried out to determine students' abilities both offline or online. Considering the importance of assessment as a process to collecting and processing information to obtain, analyze, and interpret data about student learning processes and outcomes, which are carried out systematically and continuously, then become meaningful information in decision making (BSNP, 2007).
In the assessment process, whether it is done by offline or online, a professional teacher has an obligation to act objectively. This can be seen in UU No. 14 of 2005 concerning teachers and lecturers, where in Article 20 paragraph 3, it is stated that teachers in carrying out their professional duties must act objectively and not discriminately. Then it is explained more broadly in PERMENDIKNAS No. 16 of 2007, that teachers must be inclusive, act objectively, and not discriminate because of considerations of gender, religion, descendants, physical condition, family background, and socioeconomic status.
But in reality, in this online learning process, there are phenomenon appears where teachers have difficulty in
providing objective assessments to students, there are many news and reports regarding the difficulty of teachers providing an objective assessment in online learning process, one of them can be seen from the news page of Antaranews.com, Ayu Khaniah (2020) in her investigation found that teachers during the implementation of distance learning (online) had difficulty in providing an objective assessment of students, the teacher said that every time they took the assessment on students using online media, students tended to get very high scores even though previously these students were students with low grades.
The topic of research on teacher objectivity is also an interesting issue to study, where according to Eva et al., (2020) In the specification of the criteria for assessing teaching professional literature, an objective and holistic assessment is very important to prioritize in the scope of education; and is still become a current issue.
From the research background described above, regarding the urgency of implementing online learning, the importance of e-assessment as a mandatory consequence that cannot be separated in the online learning process; and the emergence of phenomena and real cases regarding the difficulty of teachers providing or providing objective assessments of students in the online learning process. Therefore, researchers conducted a study on the objectivity of teachers to students in e-assessment with the title The Objectivity of EFL Teachers Assessment of Students in Online-Based Learning.
2. LITERATURE REVIEW
2.1. Theory of Objectivity 2.1.1. Definition of Objectivity
According to English Cambridge dictionary (2021), objective (as an adjective) based on real facts and not influenced by personal belief or feeling. Whereas according to Thomas Kuhn in Daston (2007) Objectivity means an effort to capture the (empirical) nature of an object being studied in a way that does not depend on any facilities from the subject who investigates it. Objectivity is basically impartial, where something is ideally acceptable to all parties, because the statements given to it are not the result of assumptions (more or less), prejudices, or values held by a particular subject.
2.1.2. Teacher Objectivity
In the world of education, objectivity must be owned by a teacher, this is explained in the regulation of the minister of national education (Permendiknas) Number 16 of 2007, it is saying that teachers must be inclusive, objective, and not discriminatory because of considerations of gender, religion, descendants, physical condition, family background, and Socioeconomic status (Ramayulis, 2013). The principle above is in accordance with the explanation by Widoyoko (2014), about teacher objectivity in assessment, where he says that the assessment is carried out fairly and objectively, meaning that the assessment is not beneficial or detrimental to students because of special needs and differences in religious background, ethnicity, cultural customs, socioeconomic status, and gender.
Teacher objectivity means that the teacher as a central figure in the learning process must always treat students proportionally and will not choose, sort, and act unfairly towards students (Janawi, 2012). Further explained by Surviani in Janawi (2012) state that in behaving and acting objectively towards students is a transformation effort that is shown in the form of accepting, responding, appreciating, and interpreting objects or moral values.
The principle of objectivity implies that an assessment or evaluation can be said to be good if it is separated from subjective factors. Therefore, in practice, a teacher must always think and act naturally according to the actual reality and not be interfered with by subjective interests. Because if the implementation has mixed subjective elements, then the purity of the assessment or evaluation will be flawed (Sudijono, 2010). In carrying out the assessment, the teacher must act fairly without favoritism, the teacher should also act objectively, what is according to the abilities of the students. assessment or evaluation must be based on the actual reality (data and facts), not the result of manipulation or engineering, (Arifin, 2009).
2.1.3. Objectivity in Assessment
There are principles that must be possessed by a professional teacher in carried out the learning process.
One of the principles that must exist in every teacher is an attitude of objectivity, which must always be attached to the teacher both in the learning process and in the student assessment process. This is clearly
explained in UU No. 14 of 2005 concerning Teachers and Lecturers, where in Article 20 paragraph 3 it is stated that teachers in carrying out their professional duties must act objectively and not discriminately.
According to Mardia Hayati (2009) objectivity is one of the important principles in designing and conducting an assessment or evaluation process, which means assessing or judging based on the actual situation, not being influenced by other things that are emotional and irrational.
Whereas, According to Rafika et., al. (2014), objective assessment is an assessment whose results are more certain, can be trusted for validity, and do not involve estimates and assumptions about the subject. She further said that someone's judgment could be wrong in judging something or being too subjective in judging something. Then, sometimes negative conclusions and results are given to someone who is an assest.
Furthermore, Rafika also explained the indicators of objective assessment according to Endang Suryana, namely:
1) An assessment is said to be objective if it always has a clear goal to be achieved.
2) An objective assessment always refers to the rules and regularities.
3) An objective assessment must be sourced from the desire to create/improve performance.
4) An objective assessment must be able to create harmony and balance (harmonization) in the process and result.
2.2. Theory of Assessment 2.2.1. Definition of Assessment
According to Benson (2003), assessment is an important component in the implementation of education. Assessment is used to determine the results of the learning process as a measure of the success of students. One of the processes in the assessment is an assess. Assessment is a very important aspect of the learning system.
Furthermore, Assessment can be defined as the process by which information is obtained relative to some known goal or target. Assessment is a broad term that includes testing. A test is a special form of assessment, a test is an assessment that is made under contrived circumstances especially so that it can be carried out. In other words, all tests are assessments, but not all assessments are tests (Kizlik, 2012). And, Kizlik stated
that Assessment is a process of gathering information to monitor progress and make educational decisions if needed. Assessment not only includes tests, but also includes methods such as observation, interviews, behavior monitoring, etc. Assessment activities are intended to collect various information about processes, products, and attitudes towards learning. In the educational process, assessment serves to determine the value of an object based on certain criteria.
2.2.2. Principles of Assessment
To obtain accurate assessment results, assessment activities should be based on integral or comprehensive principles, sustainability principles, and objective principles (Resmini, 2012).
1) Integral or comprehensive principle, namely the assessment is carried out thoroughly and intact, which includes issues of behavior, attitude, and creativity.
2) The principle of continuity, namely the assessment is carried out in a planned, continuous, and gradual manner to obtain an overview of the development of student behavior because of learning activities.
3) The objective principle, namely the assessment is carried out using reliable measuring instruments and carried out objectively, so that it can accurately describe the abilities being measured.
Meanwhile, according to Arifin in Sahidu (2020), explaining that learning assessment should be developed based on several principles as follows:
1) Comprehensive, meaning that mastery of abilities in subjects should be comprehensive both regarding competency standards, basic abilities, as well as overall indicators of achievement, both concerning the cognitive domain (knowledge), affective (attitudes, behavior, and values), psychomotor (skills), as well as regarding the evaluation of learning processes and outcomes.
2) Sustainable, meaning that the assessment is carried out continuously (planned and carried out continuously) to get a complete picture of the development of student learning outcomes as a direct impact (instructional/learning impact) and indirect impact (accompaniment effect/nurturant effect) from the process. learning.
3) Oriented to Achievement Indicators, meaning that the assessment system in learning must refer to achievement indicators that have been
determined based on basic abilities/minimum abilities and competency standards.
4) In accordance with the Learning Experience, it means that the assessment system in learning must be adjusted to the learning experience. For example, if learning uses a problem-solving task approach, evaluation must be given both to the process and to the product (the result of doing problem solving).
2.2.3. Function and Aim of Assessment
The function of assessment in the educational process according to Supriyadi (2005), namely assessment is used as a selector and to obtain information about the success or failure of students in the learning process.
Assessment as a very important process carried out in learning has a specific function. The functions of the assessment itself, according to Arikunto (2021), are as follows:
1) Selective Function, by carrying out the assessment the teacher has a way to conduct selection and assessment of his students.
2) Diagnostic function, if the tools used in the assessment meet the requirements, by looking at the results the teacher will know the student's weaknesses, student strengths, and the causes.
3) Placement function, assessment can function to be able to determine with certainty which group students should be placed in.
4) Success Measuring Function, to determine the extent to which a program has been successfully implemented, it can be seen from the results of student assessments.
Meanwhile, according to Cross in Resmini (2012) assessment is an assessment program that is carried out continuously to determine the success of the learning that has been carried out, which has two general Aims, namely: 1) to assess learning in the classroom, and 2) to improve learning and the quality of student learning and not just to score.
2.2.4. Types of Assessment
Assessment in learning activities needs to be carried out by teachers with planned, systematic, and sustainable principles as a strategy to guarantee the quality of the assessment system in learning, both in continuous assessment and final assessment, Jihad &
Haris (2013). In general, in terms of function, the assessment is divided into three parts. These sections
are formative, summative, and diagnostic assessments (Gunawan, 2015).
1) Formative Assessments, this assessment aims to determine the extent to which students have been
"formed" (according to predetermined teaching objectives) after they have participated in the learning process within a certain period.
Formative assessments are much more informal than summative assessments. According to Daşkın and Hatipoğlu (2019), formative assessment highlights the unique dynamics in test taking that acquire students' knowledge through informal structures. Evidence of student knowledge can be obtained through various activities such as group discussions, dialogue with teachers, reflective questions, and student monitoring through classroom activities. Since it is mostly based on observable analysis, feedback is also provided informally.
2) Summative Assessment, this assessment is a process in which a result is obtained through certain predetermined criteria and standards.
According to Sahidu (2020) summative assessment is an assessment carried out on program units carried out in the middle of the semester, end of semester or end of year. The purpose of this assessment is to determine the results achieved by students, namely how far students have achieved the competencies set out in the curriculum. In addition, this assessment also aims to obtain results based on the expected skills.
3) Diagnostic Assessments, this is an assessment that aims to see students' weaknesses and their causal factors. This assessment is carried out in the context of tutoring, remedial teaching, case finding, and so on. According to Samani (2007), diagnostic assessment is an assessment used to find out weaknesses or misconceptions on certain topics in learning; From the results of this assessment can be seen the response of students to improve their weaknesses. If the tools used in the assessment meet the requirements, then by looking at the results, the teacher will know the weaknesses of the students. In addition, the cause of this weakness is also known. So, by doing an assessment, the teacher diagnoses students about the strengths and weaknesses of students.
2.3. Concept of E-Assessment
Every professional educator is currently required to master developing technology and develop insight into its use for teaching in general and assessment for learning (Raposo-Rivas & de la Serna, 2019). And, according to Bennett (2002), technology has become central to learning, and as a result will prove to be central to the assessment process. Bennett added that the technology will not only facilitate testing but also support authentic assessments. He refers to e-learning as part of the learning tools of the 21st century.
Ridgway et. al., (2004) defines e-assessment as the use of technology to encourage teacher assessment of student learning to be better. They say that e- assessment encourages curriculum, e-learning, and a rethinking of technology; and explained that e- assessments are flexible in supporting the assessment of higher order thinking, social skills, and group work through tools such as digital portfolios.
Therefore, E-assessment is an end-to-end electronic assessment process in which technology is used to present assessment activities, and record responses.
This includes an end-to-end assessment process from the perspectives of learners, tutors, learning sites, granting and regulatory bodies, and the public (Joint Information Systems Committee (JISC), 2007).
It is can conclude that e-assessment is an assessment process that uses technology that is connected to the internet. Assessments such as the internet are very practical to use if between educators and students are separated by distance and time. In addition, e- assessment can help facilitate the work of educators in terms of learning, assessment, and evaluation. Of course, that is one of the benefits that can be obtained with the e-assessment.
3. RESEARCH METHOD
3.1. Research Design
the researcher used a qualitative research approach.
According to Bogdan and Taylor in Moleong (2007) Qualitative research is a research procedure that produces descriptive data in the form of written, spoken words, and the behavior of the people observed by the researcher, where this research must be carried out in natural conditions.
The research method used in this research is a descriptive qualitative design. This type of research is conducted to observe and analyze a certain phenomenon. According to Sukmadinata (2017), descriptive research is a form of research aimed at describing existing phenomena, both natural phenomena and man-made phenomena which can include activities, characteristics, changes, relationships, similarities, and differences between one phenomenon and another. In this case, the researcher wants to see how the phenomenon of EFL teachers’
objectivity in assessing students based on the online learning process.
3.2. Research Participants
In this research there are six participants who become a reliable source for researcher in taking the necessary data, those participants consist of three EFL teachers, and three students at SMA Negeri 10 gowa.
The reasons for choosing these three EFL teachers as participants are: (1) They can use online learning and e-assessment in teaching; (2) Participants also considered to have sufficient and equal capacity in their field; (3) Deemed capable or sufficient to represent the larger society.
Whereas, the reasons for choosing these three students as a participant because: (1) These students already take a course in online assessment which is conducted by teachers; (2) Each of the students selected in classes that have been taught by each teacher; (3) Every student is able to represent the data needed.
3.3. Research Instruments
1) Interview, in this research, researcher has conducted in-depth interview techniques. namely the process of obtaining information for research purposes by means of question and answer while face to face between the interviewer and the respondent or the person being interviewed, with or without using an interview guide (Sutopo, 2006).
2) Documentation, according to Sugiyono (2018) documentation research is a method used to obtain data and information in the form of books, archives, documents, written numbers, and pictures in the form of reports and information that can support research. Documentation in this research focused on various documents obtained during the research process, in the form of
syllabus, assignment archives, assessment reports, books, journals, regulations, and all documents that related to this research issues.
3.4. Procedures of Data Collection
In collecting the research data, researcher used certain procedure using interviews, which are as follows:
• Determining to whom the interview is conducted
• Preparing the main issues that are the subject of discussion
• Asking permission and initiating or opening the interview
• Conducting interviews using the in-depth interview method
• Confirming the summary of the interview results and ending it
• Writing down the interview results into field notes
• Identifying the follow-up to the interview results that have been obtained.
Meanwhile, in carrying out data collection techniques in the form of documentation, researchers asked for the willingness of teachers as resource persons to obtain documents that could be used as data sources related to the research focus.
• Determining the documents that are important in the research
• Asking for permission, and the teacher's willingness to provide these documents, and
• Analyzing the documents that have been obtained.
The documents include: syllabus, lesson plans, model questions given by the teacher in the e-assessment, student assessment reports, and screenshots of the e- assessment process.
3.5. Technique of Data Analysis
The data were analyzed using several steps according to the theory of Miles, Huberman, and Saldana (2014), namely data collection, data condensation, data display, and drawing conclusions or verification.
Figure 1. Techniques of data analysis
4. FINDINGS AND DISCUSSION
4.1. Findings
The results of research findings related to the objectivity of EFL teachers in e-assessment, are described in several aspects, namely:
4.1.1 Application in Conducting E-Assessment As for the implementation of e-assessments by EFL teachers at SMA Negeri 10 Gowa, they have used digital applications or platforms to support all e- assessment activities. Applications or platforms used by teachers in conducting e-assessments are using such as Quizizz, Google Classroom, WhatsApp Group, Telegram, and Google Form. This information is in accordance with the explanation given by an EFL teacher at SMA Negeri 10 Gowa, namely Ms. AK, in an interview conducted on March 3, 2022,
Extract 1, Respondent Ms. AK
In conducting online assessments, I usually use several media/platforms such as quizzes, google form, and for speaking, usually in the form of videos sent via google classroom.
A similar statement was also stated by another resource person, an EFL teacher at SMA Negeri 10 Gowa, namely Ms. N in an interview conducted on February 28, 2022,
Extract 1, Respondent Ms. N
In learning I use the Zoom meeting application, while in e-assessment I only use WhatsApp Group.
From the results of several interviews above, it shows that in conducting e-assessments, teachers have used several applications or platforms according to their needs and the availability of applications which according to the teacher itself can be used to conduct e- assessments.
4.1.2 Teachers Sense of Goals
The online assessment process carried out by each teacher at SMA Negeri 10 Gowa has been based on the existing learning objectives and is stated in the lesson plan (RPP) of each teacher. Where it is known from the document analysis by the researcher that each lesson plan compiled by the teacher has contained certain learning goals in accordance with the basic competencies of the learning materials provided. This is in accordance with the explanation by the teacher
resource person Ms. N in an interview on February 28, 2022,
Extract 3, Respondent Ms. N
For the goals, in accordance with the RPP that we have compiled. But the important thing is that the students are enthusiastic about learning.
Then, to achieve the learning goals, the teacher argues that normatively the learning goals can be achieved, but realistically this achievement is not achieved optimally, due to several obstacles faced by teachers in conducting online assessments. This statement is based on the results of interviews with teacher resource persons Ms. AK on March 3, 2022,
Extract 3, Respondent Ms. AK
By conducting this online assessment, normatively the learning goals can be achieved, but realistically, these achievements may not be optimal. Which is caused by several obstacles.
Having a clear goal that the teacher wants to achieve with the online assessment, allows the teacher to stay on the focus of the learning objectives so that the value given can be more objective.
4.1.3 Instruments and Types of Assessment Given From the data of this research, it was found that teachers in conducting e-assessments did not have a special instrument in assessing, teachers assessed as usual by paying attention to the assessment indicators owned by each existing teacher. This is in accordance with the statement by Ms. AK in interview on March 3, 2022,
Extract 4, Respondent Ms. AK
There is no specific online assessment instrument, yes, the scoring is done as usual, namely giving a score directly from the results of student work.
Moreover, in the research data, it was found that the type of test used by EFL teachers at SMA Negeri 10 Gowa had used two types of tests, but in the application of e-assessment, teachers were more dominant in using the Objective test type, namely using multiple choice tests. This is in accordance with the information from resource person Ms. AK, in an interview conducted on March 3, 2022,
Extract 5, Respondent Ms. AK
The form of tests or questions that I give to students, if presented, about 80% are multiple choice questions, the rest are description questions.
The same opinion was also conveyed by Mr. HK, in an interview conducted on February 24, 2022, where he revealed that in conducting e-assessments it is more dominant to use objective tests, namely multiple- choice tests,
Extract 5, Respondents Mr. HK
In e-assessment, which I later checked, whether the assessment was in the form of an essay or multiple choice, but so far it was in the form of multiple choice.
4.1.4 Teachers Sense of Achievement
From the results of interviews conducted, in the application of the online assessment, the teacher has been oriented towards increasing students' abilities and knowledge. The teacher also believes that the assessment carried out online has been quite able to improve students' abilities and knowledge. This is in accordance with an interview with a teacher resource person Ms. N on February 28, 2022,
Extract 6, Respondents Ms. N
Of course, every teacher is oriented towards increasing student competence. I think the use of this assessment (online) can improve students' abilities.
This is seen after that online (face to face), students I think have a little improvement with what they learn.
The same thing was conveyed by the resource person, Ms. AK in an interview conducted on March 3, 2022,
Extract 6, Respondents Ms. AK
I think this online learning and assessment can improve students' abilities, but it is not optimal because of the obstacles I just mentioned
From the results of the interviews above, teachers have been oriented towards increasing student achievement, and the use of online assessments is considered capable of improving students' abilities and knowledge which can be seen from their achievements in the assessment results.
4.1.5 Harmonization Between Process and Result The suitability between the students’ outcomes and the student's learning process is one of the teacher's concerns, where the teacher can justify whether the
scores obtained by students are in accordance with the actual abilities of students. As for the data that has been collected by the researcher, through interviews with the teachers of SMA Negeri 10 Gowa, it was found that according to the teacher, some of the grades that have been obtained by the students are in accordance with the abilities of the students themselves, but some are considered not in accordance with the abilities of the students. This is in accordance with the statement by resource person Ms. AK, in an interview conducted on March 3, 2022,
Extract 7, Respondent Ms. AK
For the acquisition of assessment points which are then compared with the student's learning process, some are in accordance with their abilities, but some are also not in accordance with their abilities.
This was also conveyed by the resource person Mr. HK, in an interview conducted on February 24, 2022, Extract 7, Respondent Mr. HK
I think some are in accordance with their abilities but some are not according to their abilities, this is because some imitate the results of their friends' answers, and to prevent this it is very difficult to do, because it is very difficult to monitor them.
4.2. Discussion
From the data findings described above, the researcher found that the teacher in providing the e-assessment process has been carried out as objectively as possible, where the teacher has paid attention to all existing objective assessment indicators, this is in accordance with the objective assessment indicators according to Endang Suryana in Rafika et., al. (2014), where in conducting e-assessment teachers must: (1) Have clear goals to be achieved; (2) Refers to rules and regulation;
(3) Have a desire to improve performance or ability; (4) have harmonization between the process and the results of the assessment. As for the interpretation of the indicators above, it is elaborated as follows:
In the first indicator namely, have a clear goal to be achieved; then according to the research findings above it is known that the teacher in conducting e- assessment has been carried out in accordance with the learning objectives as the goals to be achieved as stated in the Lesson Plan (RPP). Where the preparation of the e-assessment by the teacher is intended to achieve the learning objectives that have been previously set in the lesson plan. The learning objectives have an
inseparable relationship with assessment and evaluation, as stated by Ratnawulan and Rusdiana (2015), that the success or failure of education in achieving its goals can be seen after an assessment evaluation is carried out. If the results are in accordance with what has been outlined in the educational objectives, then the educational effort can be said to be successful. When the learning objectives or goals are clear and defined, then in providing an assessment, the teacher will only rely on the goals, so that the teacher can provide an objective assessment without paying attention to other things outside the learning objectives or goals to be achieved.
In the second indicator namely, refers to rules and regulation; from the research findings in implementing e-assessment, teachers do not have special instruments, but the assessment by teachers is based on assessment indicators compiled by each teacher in accordance with the provisions laid down and applicable to achieve the objectives of the assessment.
teachers have chosen and have their respective forms of tests in accordance with the learning materials provided, and based on the findings also it is found that teachers are more likely to use objective types assessment such as multiple choice in conducting e- assessments. The importance of rules and regulation in conducting student assessments, is also become a conclusion in a study conducted by Eva Mala at., al (2020), They concluded that because the tools and criteria for teacher assessment were not fully identified, reflection in the way teachers assessed was necessary. so that the assessment process becomes more standardized and objective. This shows that the existence of rules and regulation in an assessment process is very important in providing an objective assessment, as also stated by Setiadi (2016) The accuracy of the types of assessment choice will greatly affect the objectivity and validity of the assessment results which are ultimately objective and valid on the quality of education.
In the third indicator namely, have a desire to improve performance or ability; then based on the research findings it is explained that the application of e- assessment by teachers using applications or digital platforms that support e-assessment, for some students, has been able to improve their abilities. while some students feel they have not been able to improve their abilities. this is due to several obstacles that then arise in the online assessment process that can affect
the objectivity of teacher assessments. The importance of a teacher's sense of achievement on objective assessment is in accordance with the results of Brophy (1986) research which concluded that every effort to improve student achievement must be based on the development of effective education. Therefore, the teacher's desire to improve student achievement can make the assessment given more effective so that an objective assessment can be achieved.
In the fourth indicator namely, have harmonization between the process and the results of the assessment;
In the results of the research findings, it is known that the acquisition of student scores in the e-assessment process for some students is in accordance with the students' real abilities in the learning process.
However, some other students are considered not in accordance with the actual abilities of students in the learning process. Alignment between the results of student assessments with the learning process can be one of the benchmarks for the level of objectivity of an assessment. If the research results are in accordance with the actual abilities of students, it can be said that the assessment given is objective.
5. CONCLUSIONS
Based on the research findings and discussions that have been described regarding to the objectivity of teacher assessment of students in e-assessment, it can be concluded as follows:
In the e-assessment process, the teacher has tried to make the assessment as objective as possible. The objectivity of the teacher's e-assessment can be seen from how the teachers’ pay attention to all aspects related to the objectivity of the e-assessment.
First; in the aspect of using applications/platforms that support e-assessment, teachers use these applications/platforms according to the availability and needs of teacher assessments, such as WhatsApp, Telegram, and Quizizz. Functionally, the use of this online application/platform has been able to support the implementation of e-assessment, but not in practice.
Second; on the aspect of the goals to be achieved, the teacher in providing an objective assessment has been based on the objectives to be achieved which have been
previously determined in the lesson plan (RPP) of each teacher.
Third; in the aspect of rule and regulation, instruments, and types of assessment in the implementation of e- assessment, teachers use assessment instruments in the form of objective tests such as multiple choice which have been adapted to existing indicators and learning objectives, so that teachers can be more objective in assessing students.
Fourth; on the aspect of the desire to improve performance, the teacher in providing an objective assessment is based on the desire to improve student achievement, which shows that students have increased their achievements through e-assessment.
Fifth; harmonization of processes and results. The teacher in conducting e-assessment has paid attention to all students' abilities in the learning process with the results of the assessment obtained by students
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