BAB I
INTRODUCTION
A. Background
Education is a necessity that can not be separated from everyday life. each person must have tried to get a good education in the formal and non-formal institutions. success or failure of a school is often measured by the results of the assessment at the end of the learning process, although it is not the sole determinant tool an education, but it is still used in the world of education.
In education there are a variety of disciplines, including lessons learned. lessons include the four skills namely listening, speaking, writing and reading. all it should also be tested to determine the ability of the already gained during the study through a test or exam.
Someone language skills to determine whether or not he is in communication with the people around him. Mastery of language is not only the mother tongue or regional language but more important is the mastery of a foreign language, in this case English as a second language. Language skills a person can be tested with a so called tests of language or language testing, well testing or language or language assessment.
Questions about the tests to be tested can be made by teachers themselves or others. not all teachers understand about the creation of good, quality matter made or things that need to be tested. many do not know how to test the quality of questions that tested or will be tested. it is also not free from their ignorance of what is language testing or language tests. language testing needs to be known because it would provide the basis for language testing.
Language testing is the practice and study of Evaluating the proficiency of an individual in a particular language using Effectively. this evaluation to measure whether students can use the language they have learned to fluently both in speaking, listening, writing, and reading. This is also used as a gauge whether students can receive lessons or material submitted by the teachers well.
For this time, we as the first group will only discuss the outline of a test, evaluation, measurement, and assessment.
B. Problem Statement
1. What is Assesment ?
2. What is Measurement ?
3. What is Evaluation ?
4. What is Test ?
BAB II
BODY
A. ASSESMENT
1. Definition of Assesment
Assessment of achievement is what a student has learned inrelation to a particular course content or course objectives. Formative assessment is carried out by teachers during thelearning process with the aim of using the results to improveinstruction. Summative assessment is done at the end of a courseto provide information on programme to educational authorities.
Assesment is the process of gathering information to monitor progress and make educational decisions if necessary. As noted in my definition of test, an assessment may include a test, but also includes methods such as observations, interviews, behavior monitoring, etc.
Assessment has a different meaning to the evaluation. The Task Group on Assessment and Testing (TGAT) described the assessment as all the methods used to assess the performance of the individual or group (Griffin & Nix, 1991: 3). Popham (1995: 3) defines assessment in the context of education as a formal attempt to determine the status of the student regard to the interests of education. Boyer & Ewel define assessment as a process that provides information about individual students, about curriculum or program, the institution or everything related to institutional system. "Processes that provide information about individual students, about curricula or programs, about institutions, or about entire systems of institutions "(Stark & Thomas, 1994: 46). Based on the various descriptions of the above can concluded that the assessment or assessment can be defined as activities interpreting the data presented
2. Types of Assesment
The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress.Though the notion of assessment is generally more complicated than the following categories suggest, assessment is often divided for the sake of convenience using the following distinctions:
ü Formative and Summative
Assessment is often divided into formative and summative categories for the purpose of considering different objectives for assessment practices.
· Summative assessment - Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are evaluative.
· Formative assessment - Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as "educative assessment," is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests.
ü Objective and Subjective
· Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false answers, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays.
· Objective assessment is well suited to the increasingly popular computerized or online assessment format. Some have argued that the distinction between objective and subjective assessments is neither useful nor accurate because, in reality, there is no such thing as "objective" assessment. In fact, all assessments are created with inherent biases built into decisions about relevant subject matter and content, as well as cultural (class, ethnic, and gender) biases.
ü Informal and Formal.
Assessment can be either formal or informal. Formal assessment usually implies a written document, such as a test, quiz, or paper. A formal assessment is given a numerical score or grade based on student performance, whereas an informal assessment does not contribute to a student's final grade such as this copy and pasted discussion question. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self-evaluation, and discussion.
B. MEASUREMENT
1. Definition of Measurement
Measurement is the process of scoring or attempt to obtain a numerical description of the extent to which a student has reached a certain characteristic. Measurement results relating to the search process or the elucidation of quantitative values. Measurement (measurement) is the process of scoring or attempt to obtain a numerical description of the extent to which a learner has achieved certain characteristics.
Measurement, beyond its general definition, refers to the set of procedures and the principles for how to use the procedures in educational tests and assessments. Some of the basic principles of measurement in educational evaluations would be raw scores, percentile ranks, derived scores, standard scores, etc.
Measurement (measurement) can be defined as the process by roommates information about the attributes or characteristics of thing are determinied and differentiated (Oriondo, 1998: 2). Guilford defines measurement "Assigning numbers to, or quantifying, Things According to a set of rules" (Griffin & Nix, 1991: 3). The measurement is expressed as a process of determining the number of individuals or characteristics according to certain rules (Ebel & Frisbie. 1986: 14).
Allen & Yen defines measurement as imposing figure in a way that systematic way to declare an individual (Djemari Mardapi, 2000: 1). Thus, the essence of the measurement is the quantification or determination of the number of characteristics or circumstances of the individual according to certain rules. State This could be an individual's cognitive, affective and psychomotor. Measurement have a broader concept of the test. We can measure karakateristik an object without using tests, such as observation, rating scales or Another way to obtain information in the form of quantitative.
2. The function of Measurement
a. Instructional
1) Principal (basic purpose)
- To determine what knowledge, skills, abilities, habits and attitudes have been acquired.
- To determine what progress or extent of learning attained.
- To determine strengths, weaknesses, difficulties and needs of students.
2) Secondary (auxiliary functions for effective teaching and learning)
- To help in study habits formation
- To develop the effort-making capacity of students
- To serve as aid for guidance, counselling, and prognosis
b. Administrative/supervisory
- To maintain standards
- To classify or select for special purposes
- To determine teachers efficiency, effectiveness of methods, strategies used (strengths, weaknesses, needs); standards of instruction
- To serve as basis or guide for curriculum making and developing
C. EVALUATION
1. Definition of Evaluation
Evaluation is the process of providing information to made as consideration for determining the price and services (the worth and merit) of the objectives are achieved, the design, implementation and impact to help make decisions, to help improve accountability and understanding of the phenomenon. According to the formula, the core of the evaluation is providing information that can be used as consideration in decision.
Evaluation is the procedures used to determine whether the subject (i.e. student) meets a preset criteria, such as qualifying for special education services. This uses assessment (remember that an assessment may be a test) to make a determination of qualification in accordance with a predetermined criteria.
D. TEST
1. Definition of Test
A test is a method of measuring a person’s ability, knowledge, or performance in a given domain. A test is first a method. It is an instrument – a set of technique, procedures, or items that requires performance on the part of the test-taker. To qualify as attest, the method must be expelicit and structured. Second, a test must measure. Some tests measure general ability, while others focus on very specific competencies or objectives. A multi-skill proficiency test determines a general ability level; a quiz on recognizing correct use of definite articles measures specific knowledge. Particularly large-scale standardized test, provide a total numerical score, a percentile rank, and perhaps some subscorses. If an instrument does not specify a form of reporting measurement, a means for offering the test-taker some kind of result, then that technique cannot appropriately be defined as attest.
A test measures an individual’ ability , knowledge, or performance. Testers need to understand who the test-taker are. What is their previous experience and background ? is the test appropriately matched to their abilities ? how should test-takers interpret their scores ?
A test measures performance, but the results imply the test-takers ‘s ability or to use a concept common in the field of linguistic, competence.
Finally, a test measure a given domain in the cae of a proficiency tet, even though the actual performance on the test involves only a sampling of skills, that domain is overall proficiency in a language general competence in all skills of a language.
2. Types of Test
Types of tests (purposes)
ü Proficiency tests
- Measure general ability in a language
- Regardless of previous training
ü Diagnostic tests
- Identify students’ strengths and weaknesses
- To benefit future instruction
- Difficult to construct. Lack of good ones
ü Placement tests
- To assign students to classes/programs appropriate to their level of proficiency
- Define characteristics of each level of proficiency
ü Achievement tests
- Measure how successful students are in achieving objectives of a lesson/course/curriculum
ü Aptitude tests
- To predict a person’s future success in learning a (any) foreign language
- Taken before actual learning
ü Admission tests
- To provide information about whether a candidate is likely to succeed
ü Progress tests
- Tests—to assess students’ mastery of the course material (during the course)
ü Language dominance tests
- To assess bilingual learners’ relative strength of the 2 languages
BAB III
CONCLUSION
TABLE OF CONTENTS
Ø Black, Paul, & William, Dylan (October 1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Beta Kappan. Available at PDKintl.org. Retrieved January 28, 2009.
Ø Brown, H. Douglas. (2004). Language Assesment : principles and classroom practices. White Plains, NY:Pearson Education.
Ø Joint Information Systems Committee (JISC). What Do We Mean by e-Assessment? JISC InfoNet, available at [2]. Retrieved January 29, 2009
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