Members of the group :

1. Maharani Khansa
2. Mellia Khristianawati
3. Yulia Rofiqoh

TEST

Definiton :
A method to determine a student's ability to complete certain tasks or demonstrate mastery of
a skill or knowledge of content. Some types would be multiple choice tests, or a weekly
spelling test. While it is commonly used interchangeably with assessment, or even evaluation,
it can be distinguished by the fact that a test is one form of an assessment.
Type of Testing
Testing may initially be divided into two types.
1. Norm Referenced Tests
Norm Referenced tests answer such questions as, how student A compares with student
B. Attainment or Achievement tests should be specifically designed to answer this
question.
2. Criterion Referenced Tests
Criterion Referenced tests answer such questions as, How much has student Y learnt?
Or, How much does student X know? Proficiency tests should be designed to answer
such questions.
In all the other test areas you should always bear in mind the purpose of your test. For
example;
Aptitude tests should be designed to provide information to assist prediction of future
learning success. Diagnostic tests should obviously provide information on areas of
difficulty. Performance tests should be designed to provide information for the
evaluation of a specific skill or task.

ASSESSMENT

Definition
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.

Principles for Good Assessment

Another important question on assessment is: what principles which provide the most
essential, fundamental "structure" of assessment knowledge and skills that result in effective
educational practices and improved student learning? McMillan (2000) tries to elaborate the
principles as follows.

1. Assessment is inherently a process of professional judgment.
2. Assessment is based on separate but related principles of measurement evidence and
evaluation.
3. Assessment decision-making is influenced by a series of tensions.
4. Assessment influences student motivation and learning.
5. Assessment contains error.
6. Good assessment enhances instruction.
7. Good assessment is valid.
8. Good assessment is fair and ethical.
9. Good assessments use multiple methods.
10. Good assessment is efficient and feasible.
11. Good assessment appropriately incorporates technology.
EVALUATION

Definition
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.
The objective of evaluation is not only to assess outcomes and performance, but also to
examine, improve and develop educational plans. Programme evaluation is carried out by
collecting data and providing evidence records to relevant personnel (including decision-
makers and teachers) with the aim of improving existing programmes and making appropriate
judgments about their value and effectiveness. Student assessment is a crucial part of
programme evaluation.
Evaluation supports the development of programmes in the following ways:
1. Diagnosis identifying problems and difficulties, and finding ways to handle them
appropriately.
2. Adaptation of programmes evaluation can serve as the basis for the adaptation of
programmes, so that the quality of education can be continuously improved.
3. Comparisons evaluation can be used to compare different plans, teaching methods and
other areas of school education.
4. Anticipation of educational needs evaluation can be used to assess educational needs and
build educational objectives. It can also be used as reference for determining the directions
of education reform.
5. To determine the degree to which educational objectives are being realised evaluation can
be used to determine the degree to which educational objectives are being realised, and help
decide whether such objectives or programmes require modification to make them better
suited to the needs of students.

MEASUREMENT

Definition
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.

THE RELATIONSHIP BETWEEN TEST, ASSESSMENT, EVALUATION, AND
MEASUREMENT.

Bachman (1990), quoting Weiss (1972) defines evaluation as the systematic
gathering of information for the purpose of making decisions. Lynch (2001) adds the fact
that this decision or judgment is to be about individuals. In this conceptualization, both
authors agree that evaluation is the superordinate term in relation to both measurement and
testing.
Assessment is sometimes used interchangeably for evaluation. The systematic
information can take many forms, but these forms are either quantitative or qualitative. This
is what distinguishes measures from qualitative descriptions.
Measurement is thus concerned with quantification. Language proficiency, like many
other constructs and characteristics of persons in social sciences, needs to be quantified
before any judgments can be made about it. This process of quantifying is called
operationalization in research by which we mean assigning numbers according to observable
operations and explicit procedures or rules to measure a construct (Bachman 1990) (Ary et al.
1996)
The third component in this model is testing, which consists of the use of actual tests
to elicit the desired behavior. Carroll (1968) defines a test as:
A psychological or educational test is a procedure designed to
elicit certain behavior from which one can make inferences
about certain characteristics of an individual.

Bachman (1990) observes that a test is one type of measurement instrument, and thus
necessarily quantifies characteristics of individuals according to explicit procedures.
Bachman (1990), then, concludes that there are other types of measurement than tests, and
the difference is that a test is designed to obtain a specific sample of behavior. For the
purpose of schematic representation, the three concepts of evaluation, measurement and
testing have traditionally been demonstrated in three concentric circles of varying sizes. This
is what Lynch (2001) has followed in depicting the relationship among these concepts.


REFERENCES :
http://www.enotes.com/ref/q-and-a/distinction-between-assessment-evaluation-201131
http://www3.telus.net/linguisticsissues/testing.htm
http://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/gifted/guidelines-on-
school-based-gifted-development-programmes/chapter-four.html
http://agustinadjihadi.blogspot.com/2010/07/assessment-in-english-language-teaching.html
http://www3.telus.net/linguisticsissues/alternatives