CHAPTER I
INTRODUCTION
A.
Description of The Topic
Assessment is important in learning progress. It can monitor the
progression of the students whether they get increased after the lesson or not.
Assessment also influence to teachers. They can see whether their lesson are successful
accepted by their students or not. They can see the result of their effort to
teach the students and also they can diagnosed their student’s weaknesses and
the strengthness after give the students evaluation.
B.
The Purpose of The Writing Paper
The goal of this paper is to give some information about
planning assessment that really important for the teacher. This paper containt: (1) Authentic Assessment, (2), Alternative Assessment (3) Characteristics of Alternative assessment, (4) Principles of Authentic Assessment
/ Procedure of Alternative Assessment, (5) Forms of Alternative Assessment. (6) Validity, Reliability, Objectivity, Practicality
CHAPTER II
PLANNING
ASSESSMENT
A.
Authentic Assessment
Authentic Assessment is a form
of assessment in which students are asked to perform task that demonstrate that
they have an understanding of essential knowledge and are able to apply it in
real-world situation.
Authentic Assessment such as research
projects, group projects, scientic experiments, oral presentation, exhibits,
and portfolios for various subject areas enable teachers to monitor and assess
what students know.
B.
Alternative Assessment
Brown (2001:402) says
that assessment is an angoing proccess that encompasses a much wider domain.
The teacher subconsciously assess the students’ performance when the students
respon to question offer comments try a new word or structure.
In another
word, an assessment is the process of documenting, commonly in measurable
terms, knowledge, skill, attitudes and beliefs. Assessment can focus on the
individuaal learner, the learning community (cass, workshop, or other organized
group of learner), the institution, or educational system as a whole.
Alternative Assessment, a form
of Authentic Assessment, is the utilization of nontraditional approaches in
judging students performance. Robert Rothman asserts that these form of assessment
cause student to demonstrated complex thinking, not just isolated skill; they
challange the view (implicit in multiple-choice tests) that there is only one
right answer to every question and that the goal is to find it and to find it
quickly.
C.
Characteristics of Alternative Assessment
According to Brown and Hudson
(1998), there are some positive characteristic of Alternative Assessment as
follows:
·
Require students to perform, create, produce, or do something
·
Use real-world contexts or simulations
·
Are nonintrusive in that they extend the day-to-day classroom activities
·
Allow students to be assessed on what they normally do in class every day
·
Use tasks that represent meaningful instructional activities
·
Focus on processes as well as products
·
Tap into higher level thinking and problem-solving skills
·
Provide information about both the strengths and weaknesses of students
·
Are multiculturally sensitive when properly administered
·
Ensure that people, not machines, do the scoring, using human judgment
·
Encourage open disclosure of standard and rating criteria
·
Call upon teachers to perform new instructional an assessment roles
D.
Principles of Authentic Assessment
/ Procedure of Alternative
Assessment
1.
Principles of Authentic Assessment
a.
Focuses on Meaningful Goals.
Developing goals is at just the right level on continuum requires teaching
to think about meaningful, authentic outcomes that observable and useful to
those who use the information gained from the assessment.
b.
Enhances Learning rather than simply serving
the purpose of accountabilty
One of the most importance lessons to learn about assessment is that it
can and should serve different purposes (Winograd, Paris, and Bridge 1991). We
find it useful to think about the various purposes of assessment in terms of
different audiences.
c.
Empower Teachers by helping them build the
expertise necessary to trust their own professional judgment about learners.
Teacher can use their professional judgment to consider what types of
evidence can form the basis for assessment.
d.
Provides Teachers with richer opportunities
to engage in linguistically and culturally appropriate evaluation and
instruction.
2.
Procedure of Alternative Assessment
Aternative assessment procedures
are non instrusive to the classroom,because they do not require a separate
block of time to implement them,as the traditional test
There are some procedure:
·
Reflects the curriculum
·
Incongruent with classroom police,
provide information on the strength as well as the weaknesses of a student
·
Include the use of checklist
E.
Forms of Alternative Assessment
1.
Selected / Alternatives-Response Assessment
a.
Matching
Matching assessments present students with two lists of words or phrases
from which they must select the words or phrases in one list that match the
ones in the other list.
Advantages
a.
Low guessing factor
b.
Takes up little space
Disadvantage
a. Restrictive in measuring ability
b.
Multiple Choice
Multiple-choice assessments require students to examine a sample of
language material and select the answer that best completes a sentence or best
fills in a blank in the sentence from among a set of three, four, or five
options.
Advantages
a.
Low guessing factor
b.
Measures wide variety of learning
points
c.
Can provide useful information
about student’s ability
Disadvantage
a.
Real life language is not multiple choice
c.
True-False
True-false assessments present a sample of language and require
thestudents to respond to that language by selecting one of two choices, true
or false. The primary strength of true-false assessments is that they focus on
the students’ abilities to select the correct answer from two alternatives.
Advantages
a.
Focus on students’ abilities to
select from two alternatives
b.
Simple and direct indication if a
particular point is understood
Disadvantages
b.
Writers may write tricky answer
choices
c.
High guessing factor
d.
Emphasis on details and
unimportant facts
e.
Difficult for listening and
reading passages
2.
Constructed-Response Assessment
a. Fill-in
Fill-in assessments give a
language context with part of the context removed and replaced with a blank. To
answer, students are required to fill in the blanks. Fill-in assessment comes
in many shapes and forms, from single-word fill-in items in single sentences to
cloze passages with many blanks embedded in a longer stretch of text.
Advantages
a.
Easy to make and administer
b.
Measures ability to produce small
amount of language
c.
Possibility of assessing
interaction between receptive and productive skills
Disadvantages
a.
Narrow focus
b. Blank may have multiple possibilities
b. Short-Answer
Short-answer assessments
require the students to scrutinize a question or statement and respond with a
one or more phrases or sentences.
Advantage
a.
Easy to make and administer
Disadvantages
b.
Assesses only a few phrases or
sentences
c.
Multiple answers are possible
c. Performance
Performance assessments require students
to accomplish approximations of real-life, authentic tasks, usually using the
productive skills of speaking or writing but also using reading or writing or
combining skills. In short, by definition, the performance assessment has three
requirements:
(a) Examinees are
required to perform some sort of task,
(b) the tasks must
be as authentic as possible,
(c) the performances are typically scored by qualified raters.
Advantages
a.
Comes close to getting authentic
communication
b.
Measures students’ abilities to
respond to real-life language tasks
c.
Counteracts negative washback effects in standardized testing , like bias
Disadvantages
f.
Difficult to make and
time-consuming to administer
g.
Various costs are involved
c. Reliability, validity, and test security may
be problematic
3.
Personal Response Assessment
a. Conference
Conference assessments
typically involve the student visiting the teacher’s office, usually by
appointment, to discuss a particular piece of work or learning process, or
both. More importantly, conferences are different from other forms of
assessment in that they focus directly on learning processes and strategies.
Advantages
a.
Foster students reflection of their own learning process
b.
Develop better self-image
c.
Elicit answers
d.
Gather information
Disadvantages
h.
Time consuming
i.
Subjective to grade
j.
Typically not scored
b.
Portfolios
Portfolio assessments define as purposeful collections of any aspects of
students’ work that tell the story of their achievements, skills, efforts,
abilities, and contributions to a particular class.
Advantages
a.
Strengthen students’ learning
b.
Enhance teacher role
c.
Improve testing processes
Disadvantages
k.
Variety in design can be difficult to assess
l.
Issues with logistics
c. Subject to interpretation
d. Limited reliability
e.
Questionable validity
4.
Observations
Observation is one of the way to observe the students’ ability and
students’ performance to be the good student. Its cause by one of the
characteristics of an effective teacher isthe ability to observe the students
as they perform. Teachers are constantly engaged in a process of taking
students’ performance and intuitively assessing it and using those evaluations
to offer feedback.
5.
Self and peer assessment
Self-assessments require students to rate their own language, whether
through performance self-assessments, comprehension self-assessments, or
observation self-assessments. Performance self-assessments require students to
read a situation and decide how well they would respond in it.
Advantages
a.
Quickly administered
b.
Students are directly involved
in assessment
c.
Help students understanding
of the language process
d.
Increase motivation to learn
Disadvantages
a.
Students’ self-estimates are not
always accurate
b.
May be affected by subjective
errors
6.
Journals
The assessment qualities of journal writing had have an important role in
teaching learning process, because journal writing is dialogue between student
and teacher, journals afford a unique opportunity for teacher to offer various
kinds of feedback to learners.
F.
Practicality, Objectivity, Reliability,
Validity
Practicality,
objectivity, reliability, and Validity are the criteria that used to know
whether a test is good or not before the teacher give it to the student.
1.
Practicality
Practicality refers to the economy of time, effort
and money in testing. In other words, a test should be easy to design, easy to
administer, easy to mark, and easy to interpret (the results).
2.
Objectivity
As human, we all
have biases, whether we are aware of them or not. A standardized test merely
represents agreement among a number of people on scoring procedures, format,
and/or content for that specific test. In other words, these individuals are
not really objective; they just collectively share the same biases. Therefore,
in this sense, a standardized test is no more objective than an alternative
assessment instrument. One might argue, moreover, that qualitative data-as from
standardized tests-can be more subjective because the numbers or statistics can
be manipulated to reflect certain biases on the part of the researcher. There
is no reason, then, to consider alternative assessment as being any less
objective than traditional testing.
3.
Reliability
According to Brown (2001:386) Reliability test is
consistent and dependable. Sources of
unreliability may lie in the test itself or in the scoring of the test, known
respectively as test reliability and rater (or scorer) reliability. If you give the same test to the same subject
or matched subjects on two different occasions, the test itself should yield
similar result; it should have test reliability.
According to Brown (2001:387) Scorer Reliability
is the consistency of scoring by two or more scorer. If very subjective
techniques are employed in the scoring of a test, one would not expect to find
high scorer reliability. A test of authenticity of pronunciation in which the
scorer is to assign a number between one and five might be unreliable if the
scoring directions are not clear. If scoring directions are clear and specific
as to the exact details the judge shoulependd attend to, then such scoring can
become reasonably consistent and dable.
4.
Validity
The most complex
criterion of a good test is validity, the degree to which the test actually
measures what it is intended to measure.How does one establish the validity of
a test? Statistical correlation with other related measures is a standard
method. But ultimately, validity can be established only by observation and
theoretical justification. There is no final, absolute, and objective measure
of validity. We have to ask question that give us convincing evidence that a
test accurately and sufficiently measures the test-taker for the particular
objective, or criterion, of the test. If that evidence is there, then the test
maybe said to have criterion validity.
REFERENCES
Brown, H.
Douglas. 2001. Teaching
by Principles: An Interactive Approach to Language Pedagogy. Englewood
Cliffs, NJ: Prentice Regents, page 384-415
Brown, James D. and Hudson, Thom. 1998. The Alternatives in Language Assessment.TESOL
QUARTERLY Vol. 32 No. 4.
Winograd, P.S.
Paris, and C. Bridge. 1991. Improving the assessment of Literacy. “the
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