ASSESSMENT AND EVALUATION

PROGRAM
DESIGNING ASSESSMENT AND EVALUATION
PROGRAM
In this report, I would like to analyze a test as an instrument of assessment and
evaluation that I made. The test was made for the third grade students in the second semester.
The test should be given to the students by the teacher in the end of a lesson unit themed
Good Hygiene. The test covers reading skill and writing skill. I give the test to twelve third
grade students from S! S"#$$!$" %&. The unit has main ob'ectives, they are(
). *omprehend simple +nglish te,t in school conte,t
-. .roduce and simple sentences in school conte,t
The unit also has support ob'ectives, they are(
). Students will comprehend sentences, e,plicit message, and descriptive te,t
with picture provided themed health.
-. Students will recognize and produce health vocabulary area
/. Students can produce simple instruction correctly.
The test I made consist of two sections(
). 0eading section ( In this section, I use multiple choice methods and matching method.
The students are given some te,ts and some pictures. In part $ the
students are asked to circle the correct answers based on the te,t and
picture provided. In part 1 the students are asked to answer the
2uestions by matching the picture with the word in the bo,.
-. 3riting section ( In this section, there are five 2uestions which should be completed by
making five simple instructions. The verbs in the bo, and the
e,amples are given to help the students in making the instructions
correctly. They may use verbs in the bo, or their own words.
0eferences used by S! Sukadanau %& conform to prevailing academic rules for this
lesson is a book titled Grow with +nglish, an +nglish course for elementary school students.
The author, 4ukarto, created this book based on curriculum of #TS. -%%5 in 6akarta in year
-%%7. The book was set and layout by production division of +rlangga. The book has si,
ma'or themes and the themed I picked is the fourth theme. The book is the fifth series of si,
books designed for elementary school. The book contains the materials which can help
students to master beginning level +nglish. 1esides that, the school also use another book for
references. It is 8#S. It is a kind of a study guide named 0$4$ 90a'in dan 4andiri: for
1ahasa Inggris produced by *;. Thursina. It is dedicated to fifth graders in the second
semester. The teacher adds more supported materials and information by surfing in the
internet.
$ll of the references above are conform to prevailing academic rules. Hopefully, they
represent #TS. .0<G0$4 .+41+8$6$0$! S+#<8$H $S$0 #+8$S & 1$H$S$
I!GG0IS.
The test was made for the third grade students in the second semester. I gave the test
to ten fifth graders of S! Sukadanau %&, they are(
). .utra $bdul =attah Hakim 9 > years old:
-. $nitatun 6amilah 9)% years old:
/. =iki 4usfi2 $mrullah 9)% years old:
?. Handika +ca .ratama 9)% years old:
&. essy ian .ratiwi 9)% years old:
5. .utri !ur Hidayah 9)% yeras old:
7. 0idwan maulana
@. Aogi .ratama
>. $rif Imam =auzi
)%. 0ianto 3iliansyah
The test was done on(
ate ( )
st
of 6une -%%>
Time ( %@(/% B %@(&%
.lace ( in S! Sukadanau %& 6l. Imam 1on'ol II s. Sukadanau
*ikarang 1arat, 1ekasi
I gave the test to ten fifth graders of S! Sukadanau %& in a classroom with bright
light, fresh air, and without e,traneous noises from outside classroom. 1efore I gave the test,
the ten students have already sat in the classroom which has twenty separate seats arranged
for only ten students. I gave the test to the students at %@(/% a.m. there are some students who
can finish the test before the time is over but there are another students who canCt complete
the test until the time is over.
Scoring System
Here are my decisions about scoring my test instrument(
Total point (reading session + writing session)
=fnal score
-
Session .ercent of total Score Total point .ossible correct
0eading ) -&D & items E ) point each &
0eading II -&D & items E ) point each &
3riting &%D & items E - points each )%
Total )%%D Total possible correct ( - F )%
Scoring writing session(
$ 2uestion can be categorized as correct one if it can meet all of the characteristics. The
characteristics are( can demonstrate the mastery of spelling, punctuations, capitalization,
correct tense and word order, the idea or the meaning is not obscured, appropriate
mechanism.
The score of the twelve students(
). .utra $bdul =attah Hakim
His answer for writing session (
). 0ead the bookG
-. onHt eat chocolateG
/. *lose the door G
?. <pen the windowG
&. *lean the whitebroadG I 9+rror spelling:
-. $nitatun 6amilah
$ctually her all of answer for reading part) are correct but she answered them by
wrong way. She didnCt circle them but crossed them.
Her answer for writing session(
). <pen the window
-. *lose the doorG
/. I want to have some drinkG I 9not instruction:
?. She eats ice creamG I 9not instruction:
&. 8etCs go to the libraryG
/. =iki 4usfi2 $mrullah
His answer for writing session(
). <pen the doorG
Session correct
0eading ) &
0eading II &
3riting ? , - F @
Total )@(- F >
Session correct
0eading ) %
0eading II &
3riting / , - F 5
Total ))( - F &,&
Session correct
0eading ) ?
0eading II &
3riting / , - F 5
Total )?( - F 7.&
-. *lose the doorG
/. Sit downG
?. +at burger I 9error punctuation:
&. Go to school I 9not instruction:
?. Handika +ca .ratama
His answer for writing session(
). <pen the door I 9error punctuation:
-. rink a glass of water I 9error punctuation:
/. +at the fried rice I 9error punctuation:
?. Sit the chair I 9error punctuation:
&. 4itta have rabbit white I 9error punctuation
and it is not instruction:
&. essy ian .ratiwi
Her answer for writing session(
). *lose the doorG
-. <pen the windowG
/. Go to the marketG
?. 0ead the bookG
&. *lean the floorG
5. .utri !ur Hidayah
His answer for writing session(
). 0ead the bookG
-. *lose the doorG
/. <pen the doorG
?. rink oren 'us G I 9error spelling:
&. Go to school I 9error punctuation:
7. 0idwan 4aulana
Session correct
0eading ) &
0eading II &
3riting %
Total )% ( - F &
Session correct
0eading ) ?
0eading II /
3riting & , - F )%
Total )7( - F @.&
Session correct
0eading ) &
0eading II &
3riting / , - F 5
Total )5( - F @
His answer for writing session(
). 0ead the bookG
-. *lose the doorG
/. <pen the windowG
?. +at fried chikenG
&. Go to schoolG
@. Aogi .ratama
His answer for writing session(
). 0ead your bookG
-. *lose the doorG
/. <pen the doorG
?. !ot answered
&. JJ
>. $rif Imam =auzi
His answer for writing session(
). <pen the doorG
-. *lose the doorG
/. Sit downG *lose the doorG
?. not answered
&. JJ
)%. 0ianto 3iliansyah
His answer for writing session(
). <pen the doorG
-. *lose the doorG
/. !ot answered
?. JJ
&. B
4ean of students score above is
9 + 5.5 + 7.5 + 5 + 8.5 + 8 + 9 +7.5 +7.5 + 7
Session correct
0eading ) &
0eading II /
3riting & , - F )%
Total )@( - F >
Session .ossible correct
0eading ) ?
0eading II &
3riting / , - F 5
Total )&( - F 7.&
Session .ossible correct
0eading ) ?
0eading II &
3riting / , - F 5
Total )&( - F 7.&
Session .ossible correct
0eading ) &
0eading II &
3riting - , - F ?
Total )?( - F 7
= 7.45
10
Analysis of the test instrument
Practicality
.racticality is determined by me and the studentsH time constraints, costs, and
administrative details, and to some e,tent by what occurs before and after the test. The test
should be practical with respect to financial considerations, time, space, administration,
scoring, and special materials or e2uipment. In my opinion, this instrument test is enough
practical because the instruments test above is affordable. $ll of the materials and e2uipments
do not spend much money. I 'ust need to prepare clear photocopied test sheets, a clean
classroom which arranged match with the number of the students. The test is also proper with
my and the studentsH time constraint. The student can complete the test reasonably within the
set time frame. The duration of the test is appropriate with the grade of difficulty of the test,
so it does not cause students panic and canCt penalize students who do not work well under
pressure. $nd for processing result, I only needs several hours to evaluate so that the test is fit
my time.
Reliability
0eliability refers to the consistency of test scores for the same individuals. It mens
that if we give the same test to the same student or matched students on two different
occasions, the test should yield similar result. There are some sources related to the
unreliability, they are(
The test itself
1ased on the formulation of the 2uestions and the instructions, the studentsH
test result, I think the practicality of test is fair. The instructions are clear, consistent
and easy to interpret. The instruction of the test is translated to 1ahasa Indonesia
because the test is given for foreign language learners in beginning level. $ll of the
2uestions provided pictures that should be available. 1esides that, I gave e,amples for
two of three part of the test. Hopefully, it can make students easier to interpret the
instructions and answer the 2uestion. In fact, there is one student who got low score
because she answered the 2uestion in 0eading part $ in wrong way. The instruction is
circle the correct answer, but she answered it by crossing the right answer. I think I
should change the instruction into *ross the right answer because students in this
school accustomed to answer the multiple choice 2uestions by crossing the right
answer. $nita didnCt read the instruction carefully so that she got low score. It also
happen in the last session, there are some student who canCt make correct instructions
and made many mistakes in punctuation even I gave two e,amples there. I think it is
because they arenCt comprehend in making instructions correctly.
I didnCt find any errors typewriting in the test sheets and the test represent the
ob'ectives of the test. =or implementing first ob'ective 9Students will comprehend
sentences, e,plicit message, and descriptive te,t with picture provided themed
health:. I gave some short te,t with picture provided. =or the second one 9Students
will recognize and produce health vocabulary area:, I assess how well students
recognize the name of illnesses. =or the last one 9Students can produce simple
instruction correctly:, I ask the student to write simple instruction.
The testing conditions, including the testers
The conditions in which a test is given also can affect result. So, I choose the
most suitable class for implementing the test. I choose the class which located far
from the sport field and garden for keep away from e,traneous noise and the
classroom also has bright light. The classroom has twenty separate seats arranged for
only ten students. So, it is easy for me to look after the students in doing the tests.
The person being assessed.
The result of the test can also be affected by how the test takers feel at the
time of the test, the physical and the psychological factors. I gave the test to the
students at @./% am. They must not go to school early and miss her breakfast so that
they didnCt feel hungry and easy to concentrate. 1ecause the condition of the
classroom is rela,ing with bright lighting and without e,traneous noise, the students
didnCt feel angry or tired in doing the test.
1ut because the teacher told the student that their score of the test will not
affect the result of their final score in this semester, they completed the test without
fully concentrated. Some times, they looked outside the classroom, chatted with their
friends, or looked at their friendsC test sheets.
1ased on the e,planation above and considering the factors related to the reliability of
the test, I think the test is 2uite reliable. The test, the testing condition, and the person being
assessed are carrying out the reliability of a test.
Validity
;alidity is the e,tent to which a test actually measures what is supposed to measure.
There are four points related to the validity, they are(
*ontent ;alidity( it deals with how well data represents the course content that is
intended to measure. 1ased on the ob'ectives which are created by the teacher, the
content of the data fairly represent the e,pectation of the teacher. To illustrate, in
implementing first ob'ective 9Students will comprehend sentences, e,plicit message,
and descriptive te,t with picture provided themed health:. I gave some short te,t with
picture provided. =or the second one 9Students will recognize and produce health
vocabulary area:, I assess how well students recognize the name of illnesses. =or the
last one 9Students can produce simple instruction correctly:, I ask the student to write
simple instruction.
*onstruct ;alidity( it deals with how well data represents the ability and the form that
is intended to measure. 0elated to evidence of construct validity, the validity of the
test is fair. The test offers students a variety of item types and the type of the te,t is
appropriate with the ob'ectives. To illustrate, the test give 2uestions for measuring
studentsH writing skill by asking the students to make simple instructions.
+,ternal ;alidity( it deals with how well data corresponds with general criteria for the
intended ability. If we compare the 2uality of this test with another instrument, for
instance, any standardized tests like T<+=8, we may know that this test can not
publish the validity wellK the 2uality of the test is very different with the 2uality of
T<+=8.
=ace ;alidity( by looking a glance at the overview and the outline of the test, we
know that the test reflects the intended. It is easy to recognize that it is a test by seeing
the instructions, 2uestions 9kind of the test, multiple choices, matching or essay: and
spaces for answers.
$s we see from the e,planation above, the test tries to provide all of the points for
gathering evidence of validity. So, I think the test is 2uite valid.
Authenticity
$uthenticity as the degree of correspondence of the characteristics of a given
language test task to the features of a target language task 91achman and .almer, )>>5:. I
measure the authenticity of the test by looking at the degree of the correspondence of the
characteristics of a given language test to the features of the target language task and how the
test is enacted in the real world.
In my opinion, this instrument test is 2uite authentic. The language in this test is as
natural as possible so that the children can understand it. The items are conte,tualized rather
than isolated. The theme is meaningful, natural, and interesting for the students because it is
related with daily life. The theme of the test has been discussed in the classroom and it is
relevant with the syllabus. So, I think the test is 2uite authentic.
Washback
3ashback refers to the effect the test have on instruction in terms of how students
prepare for the test. It means that whether the students got some positive feedback from the
test inculdes numerical score and additional knowledge and information from the test or not.
It should be clear for the students that the test reflect what they are doing in class,
thus, hopefully causing a positive washback effect on learning. Since the test is 2uite effective,
it impacts beneficial wash back for both students and me. =or that reason, I hope me and the
students can get many advantages from the te,t. I think it is better for the students if I return
the test sheet and discussed with them and their teacher so that I and the teacher can make
some improvements in the future for designing test instruments and the students may get
feedback from the teacher and know their strengths and weaknesses in learning +nglish as
foreign language.
REFERENCES
Genesee, =red and 6ohn $. "pshur.)>>&.*lassroomJ1ased +valuation in second 8anguage
+duaction.*ambridge(*ambridge "niversity .ress
1rown, H..-%%?.