MEASUREMENT, EXAMINATION, ASSESSMENT, EVALUATION

Lecturer:
Dr. Masrukan, M.Si.

Arranged by:
Atika Sholikhati (4101418027)
Mugi Febriyanto (4101418052)
Febriyanti Ervi M. (4101418117)

MATHEMATICS DEPARTMENT
MATHEMATICS AND NATURAL SCIENCES FACULTY
UNIVERSITAS NEGERI SEMARANG
2020
 TABLE OF CONTENT

COVER ................................................................................................. i
TABLE OF CONTENT ......................................................................... ii
CHAPTER I INTRODUCTION ............................................................ 1
A. Background ........................................................................... 1
B. Problems................................................................................ 1
CHAPTER II DISCUSSION ................................................................. 2
A. Measurement ......................................................................... 2
B. Examination .......................................................................... 3
C. Assessment .......................................................................... 5
D. Evaluation ........................................................................... 10
CHAPTER III CONCLUSION .............................................................. 15
BIBLIOGRAPHY ................................................................................. 16

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 CHAPTER I
INTRODUCTION

A. Background
In addition to the term evaluation and assessment, there are also several other
terms of measurement, test (test) and testing. Among the three terms, test is the term
most familiar to teachers. This is because the presentation test (Achievement test) is
used as the only tool to assess student learning outcomes. Even though the actual test
is only one tool to measure student learning outcomes. Learning presentation tests
(achievement tests) are often exchanged by teachers with the concept of measuring
learning outcomes. Thus, it is necessary to introduce an understanding of the
understanding and essence of the actual concept of evaluation, testing and
measurement. Among these terms, assessment is a term that has not been generally
recognized. The teachers misinterpret the meaning as true assessment. The term
assessment needs to be introduced to the teacher. This is because assessment has
become a treasure trove of terminology in our world of education. In addition, an
understanding of understanding of assessment can also support teachers in teaching
assessment training in class.

B. Problems
1. What is Measurement ?
2. What is Examination ?
3. What is Assessment ?
4. What is Evaluation ?

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 CHAPTER II
DISCUSSION

A. Measurement
a. Definition
Measurement beyond its general definition, refer to a set of procedures and the
principles for how to use the procedures in educational tests and assessments.
Educational measurement is that process by which the usefulness of various
factors of educational process, the usefulness of various activities of persons
concerned, and the intelligence, interest, attitude, aptitude, personality and
educational achievements of the students are measured on the basis of definite
standards and are expressed in definite words, symbols or units. Some of the
basic principles of measurement in educational evaluations would be raw scores,
percentile, ranks, derived scores, standard scores, etc. Measurement refers to the
process by which the attributes or dimensions of some physical object are
determined.

Educational measurement is not a new concept. The teacher has been testing
students since times immemorial in order to know their progress in studies, and to
see what type of behavioural changes have occurred in students, if they are
optimal and what direction these behavioural changes have taken. A teacher
wants to know the shortcomings of the method of teaching he uses, for which
these tests have been found to be very important. These tests have become all the
more important in the present age, and it is expected from the future teacher or
pupil-teacher that he would gain skill in constructing several types of tools of
measurement and evaluation.

b. Types of Measurement are:

1. Qualitative Measurement: Perceiving the characteristics of an object,
person or activity in the form of a quality is called qualitative measurement;
for example, describing a student as very intelligent or dull is qualitative
measurement.

2. Quantitative Measurement: Measuring the characteristics of an object,

person or activity in the form of quantity is called quantitative

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 measurement; for example, to measure the I.Q (Intelligence Quotient) of a
student as 140, 120 or 110 is quantitative measurement.

c. Functions of Measurement
The needs of measurement are as follows:
(1) For Measure the ability of students, finding out their interest sand aptitude at
the time of admission, and admit than on itsbasis.
(2) For measure their intelligence and personality after admission and
accordingly divide them into specific classes, and to assist in their
personalitydevelopment.
(3) For find out from time to time the effect of teaching on the students
(educational achievements or change of behaviour), and to guide the
students on its basis and to inspire them tolearn.
(4) For measure and evaluate the educational achievements of students from
time to time and to provide themfeedback.
(5) For find out the hindrances in the educational progress of the students and
remedy them.

B. Examination
a. Definition
A test or examination (informally, exam or evaluation) is
an assessment intended to measure a test-
taker's knowledge, skill, aptitude, physical fitness, or classification in many other
topics (e.g., beliefs). A test may be administered verbally, on paper, on
a computer, or in a predetermined area that requires a test taker to demonstrate or
perform a set of skills. Tests vary in style, rigor and requirements. For example,
in a closed book test, a test taker is usually required to rely upon memory to
respond to specific items whereas in an open book test, a test taker may use one
or more supplementary tools such as a reference book or calculator when
responding. A test may be administered formally or informally. An example of an
informal test is a reading test administered by a parent to a child. A formal test
might be a final examination administered by a teacher in a classroom or an I.Q.
test administered by a psychologist in a clinic. Formal testing often results in
a grade or a test score.A test score may be interpreted with regards to

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a norm or criterion, or occasionally both. The norm may be established
independently, or by statistical analysis of a large number of participants. An
exam is meant to test a persons knowledge or willingness to give time to
manipulate that subject.
A standardized test is any test that is administered and scored in a consistent
manner to ensure legal defensibility. Standardized tests are often used
in education, professional certification, psychology (e.g., MMPI), the military,
and many other fields.
A non-standardized test is usually flexible in scope and format, variable in
difficulty and significance. Since these tests are usually developed by individual
instructors, the format and difficulty of these tests may not be widely adopted or
used by other instructors or institutions. A non-standardized test may be used to
determine the proficiency level of students, to motivate students to study, and to
provide feedback to students. In some instances, a teacher may develop non-
standardized tests that resemble standardized tests in scope, format, and difficulty
for the purpose of preparing their students for an upcoming standardized test.
Finally, the frequency and setting by which a non-standardized tests are
administered are highly variable and are usually constrained by the duration of
the class period. A class instructor may for example, administer a test on a weekly
basis or just twice a semester. Depending on the policy of the instructor or
institution, the duration of each test itself may last for only five minutes to an
entire class period.
In contrasts to non-standardized tests, standardized tests are widely used,
fixed in terms of scope, difficulty and format, and are usually significant in
consequences. Standardized tests are usually held on fixed dates as determined by
the test developer, educational institution, or governing body, which may or may
not be administered by the instructor, held within the classroom, or constrained
by the classroom period. Although there is little variability between different
copies of the same type of standardized test (e.g., SAT or GRE), there is
variability between different types of standardized tests.
Any test with important consequences for the individual test taker is
referred to as a high-stakes test. A test may be developed and administered by an
instructor, a clinician, a governing body, or a test provider. In some instances, the
developer of the test may not be directly responsible for its administration. For

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 example, Educational Testing Service (ETS), a nonprofit educational testing and
assessment organization, develops standardized tests such as the SAT but may not
directly be involved in the administration or proctoring of these tests. As with the
development and administration of educational tests, the format and level of
difficulty of the tests themselves are highly variable and there is no general
consensus or invariable standard for test formats and difficulty. Often, the format
and difficulty of the test is dependent upon the educational philosophy of the
instructor, subject matter, class size, policy of the educational institution, and
requirements of accreditation or governing bodies. In general, tests developed and
administered by individual instructors are non-standardized whereas tests
developed by testing organizations are standardized.

C. Assessment
a. Definition of Assessment
One of the primary measurement tools in education is the assessment.
Teachers gather information by giving tests, conducting interviews and
monitoring behavior. The assessment should be carefully prepared and
administered to ensure its reliability and validity. In other words, an assessment
must provide consistent results and it must measure what it claims to measure.
Assessment is the process of collecting information / evidence through
measurement, interpret, describe, and interpret the evidence of measurement.
(Regulation Minister of Education and Culture Republic of Indonesia2014).

b. Purpose of Assessment
The purpose of assessment is to gather relevant information about student
performance or progress, or to determine student interests to make judgments
about their learning process.

c. Assessment Principle
Based on theRegulation Minister of Education and Culture Republic of
Indonesia No. 104 Year 2014, the principle of the assessment consists of:
1. General Principle
a. Valid
b. Objective

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 c. Fair
d. Integrated
e. Open
f. Holistic and Sustainable
g. Systematic
h. Accountable
i. educative
2. Specific Principle
a. The materials were developed from curriculum assessment
b. Cross-charge or subject
c. Relates to the ability of learners
d. Performance based learners
e. Motivating learners
f. Emphasizing on activities and learning experience of learners
g. Give learners the freedom to construct the response
h. Emphasizing the integration of attitudes, knowledge, and skills
i. Develop divergent thinking skills
j. Being an integral part of learning
k. Requires reversal immediately and continuously
l. Emphasizing that reflect real-world context
m. Associated with the world of work
n. Using data obtained directly from the real world
o. Using various methods and instruments

d. Function of Assessment
Assessment is used to determine the development of student learning, improve
student weaknesses, and consideration of teachers in improving teaching
methods.
Based on the Regulation Minister of Education and Culture Republicof Indonesia
No. 104 Year 2014, the function of assessment consists of:
1. Formative Function, is to correcting deficiencies of student’s learning
outcomes in their attitudes, knowledge, and skills at every assessment during
the learning process in one semester.

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 2. Summative Function, which determines the success of learners at the end of
the semester, one year of learning, or the future of education in the education
unit.
Based on SuharsimiArikunto, the function of assessment consists of:
1. Selective Function
The function of this research is a measurement to determine whether the
student passed or not in a particular educational program.
2. Diagnostic Function
To know the results achieves by students also know the weaknesses of
students.
3. Placement Function
To be able to determine exactly which group a student should be placed.
4. Measuring Success Function
To determine the extent to which a program successfully implemented.

Based on Nana Sudjana, the function of assessment consists of:

1. Tool to determine whether or not achieved instructional purposes.
2. Feedback for the improvement of teaching and learning process.
3. The basis in preparing the report student’s progress to parents.

Based on Cronbach, the function of assessment consists of:

1. Assessment helps students realize themselves to change or develop their
behavior.
2. Assessment helps students get the satisfaction of what they had done.
3. Assessment helps teachers to determine whether the teaching methods used are
adequate.
4. Assessment helps teachers create administrative considerations.

e. The Usability of Assessment

Assessment is used to determine the suitability of learning outcomes with the
expected learning objectives, estimates that efforts will be made to make
improvements in the learning process and obtain information about the process of
learning that will be taken into consideration in further learning.

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 Based on Stanley J. Ahmann and Marvin D. Glock, the usability of assessment
consists of:
1. Estimate the academic achievement in each learner.
2. Diagnose learning difficulties each learner and class.
3. Estimate the effectiveness of education in terms of curriculum, learning
procedures, tools and organizing learning material or setting a learning
organization.
4. Assess the progress of education in the broad population, such as helpfulness,
understanding educational issues and develop public policy in education.

Based on AnasSudijono, the usability of assessment consists of:

1. To obtain information about the results that have been achieved in the
implementation of educational programs.
2. To be able to know the relevance of educational programs that have been
formulated, the objectives to be achieved.
3. To attempt repairs, adjustments and improvements to education programs that
are seen as more efficient and effective, so that the aspired goal, to be achieved
with the best possible results.

f. Types of Assessment
Based on the Regulation Minister of Education and Culture Republic of Indonesia
No. 104 Year 2014, types of assessment consist of:
1. Attitude Competency Assessment
 Observation
 Self-Assessment
 Peer-Assessment
 Journal Assessment
2. Knowledge Competency Assessment
 Written Test
 Observation of Discussion, Question and Answer, and Conversation
 Assignment
3. Skills Competency Assessment
 Permormance / Practice

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  Project
 Products
 Portfolio
 Written

Based on Anas Sudijono, types of assessment consist of:

1. Formative Assessment
Assessment of learning outcomes after they followed the learning process in a
given time period.
2. Summative Assessment
Assessment conducted at each end of the unit of time within which covered
more than one subject.
3. Diagnostic Assessment
Assessment that aims to identify the weaknesses of students as well as
contributing factors.
4. Selective Assessment
Assessment carried out in order to select or filter.
5. Placing Assessment
Assessment intended to identify skills necessary prerequisite for a course of
study.

g. Examples of Assessment Activities

• End-of-term or midterm exams
• Cumulative work over an extended period such as a final project or creative
portfolio
• End-of-unit or chapter tests
• Standardised tests that demonstrate school accountability are used for pupil
admissions; SATs, GCSEs and A-Levels
• Impromptu quizzes or anonymous voting
• Short comparative assessments to see how pupils are performing against their
peers
• One-minute papers on a specific subject matter
• Lesson exit tickets to summarise what pupils have learnt
• Silent classroom polls
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 • Ask students to create a visualisation or doodle map of what they learnt

D. EVALUATION
a. Definition
In UU No.201/2003 about Sistem Pendidikan Nasional chapter I article I
section 21 it is explained that "educational evaluation is an activity of controlling,
guaranteeing and determining the quality of education for various components of
education at each track, level, and type of education as a form of accountability
for the provision of education. ". Based on Guba dan Lincoln (1985:35),
evaluation is “a process for describing an evaluand and judging its merit and
worth”. In book Measurement and Evaluation in Education and
Psychology written by William A. Mohrens (1984:10) said that “evaluation is the
process of describing and perfecting information that is useful for determining
alternatives. Evaluation can include the meaning of test and measurement and can
also mean beyond the two. Evaluation results can provide professional decisions.
One can evaluate both quantitative and qualitative data.” Meanwhile, according to
Zainal Arifin (2013: 5) argues that, “in essence evaluation is a systematic and
continuous process to determine the quality (value and meaning) of something,
based on certain considerations and criteria in order to make a decision”.

b. The Purpose of Evaluation

In general, the purpose of learning evaluation is to find out effectiveness and

efficiency of the learning system at large. The learning system referred to
includes: objectives, materials, methods, media, learning resources, environment
and the assessment system itself. In addition, learning evaluation is also aimed at
assessing the effectiveness of learning strategies, assessing and improving the
effectiveness of curriculum programs, assessing and increasing learning
effectiveness, helping students learn, identifying students' strengths and
weaknesses, and providing data that helps make decisions.

Chittenden (1994) simply classifies the objectives of the assessment (Assessment

purpose) is for (1). keeping track, (2). Checking up, (3). finding-out, and (4).
summing-up. The four goals by Arifin (2013: 15) are described as follows:

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 a. Keeping track, which is to trace and track the learning process learners
according to the learning implementation plan which have been set. For this
reason, teachers must collect data and information on students within a certain
period of time to obtain a picture of the achievement of student learning
progress.

b. Checking-up, which is to check the achievement of students' abilities in the

learning process and the deficiencies of students during the learning process.
The teacher needs to carry out an assessment to find out what material the
students have and have not understood.

c. Finding-out, namely to find and detect deficiencies, errors or weaknesses of

students in the learning process, so that teachers can quickly find alternative
solutions.

d. Summing-up, which is to conclude the level of mastery of students against

predetermined competencies. The results of this conclusion can be used by the
teacher to compile a progress report on learning to various interested parties.

c. The Functions of Evaluation

An evaluation activity provides benefits because this process has many functions
as follows:

1. Success Measurement Function

Measuring the success of an activity or program is the most important
evaluation function. Measurement of the level of success is carried out on
various components, including the methods used, the use of facilities, and the
achievement of goals.
2. Selection Function
Through the selective function, evaluation activities can be used to
select a person, method, or tool according to predetermined standards. An
example is in deciding whether someone is fit or not to be accepted for work,
promotion, and so on.
3. Diagnosis Function

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 Evaluation can also be used to find out the strengths and weaknesses of
a person or a tool in a certain competency area. An example of the diagnostic
function of an evaluation activity is to find out the strengths and weaknesses of
a student in the subject he is learning.
4. Placement Function
The evaluation process functions to find out the best position for a
person according to their capabilities and capacities. By evaluating, company
management can place each employee in the most appropriate position so as to
produce optimal performance

d. Evaluation Stage
1. Determining the Aspects to be Evaluated
An activity or program must be carried out by involving various
aspects or components that support each other. To be able to evaluate the
activity as a whole, it is necessary to evaluate every aspect. Therefore, before
conducting an evaluation, it is necessary to determine the aspects of an
activity that need to be evaluated. Choose the most important aspect or
component and become the key to determining the success or failure of the
activity or program.

2. Designing Evaluation Activities to Be Conducted

In order for the evaluation activity to be right on target and can
produce the desired output, you need to design the evaluation system that will
be carried out in advance. The evaluation design includes the required data, the
evaluation method, the desired results, and so on.
3. Collect Evaluation Data
Setelah desain evaluasi selesai dibuat, Anda bisa mulai mengumpulkan
data yang dibutuhkan sesuai dengan metode dan kaidah ilmiah yang dapat
dipertanggungjawabkan.
4. Analyzing and Processing Data
The data that has been collected is then analyzed and processed. To
simplify the process of data analysis and processing, you should classify these
data. Use appropriate analytical tools to make the facts reliable. Next, compare
it with the original plan.

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 5. Report the Evaluation Results
Evaluation activities can be carried out using a variety of methods,
depending on the area to be evaluated and the desired output.

e. Examples of Evaluation
In the Learning Evaluation book written by Elis Ratnawulan and Rusdiana (2015:
45-46) in general, the form of evaluation consists of two types, namely:

1. Objective

The objective test referred to here is a question item that contains

questions that are answered by selecting the answers given and Students
choose one of the most correct alternative answers. According to Muhibbin
Syah (2008: 146) the objective form is a test where the answer can be given a
straightforward score. While in the book Assessment of Learning Process
Results written by Nana Sudjana (2014: 5) this objective form evaluation is
usually a test evaluation. This test can be administered orally, in writing and in
action.

2. Subjective

In general, it is in the form of an essay (description). An essay test is a

type of learning progress test that requires an answer that is a explanaton or a
word description. According to Muhibbin Syah (2008: 146), the subjective
form is learning achievement whose answer is invaluable with a definite score
or numbers because there are many kinds of answer styles. While in the book
Assessment of Learning Process Results written by Nana Sudjana (2014: 5)
this subjective form evaluation is in the form of a non-test (not a test) but
includes observations, questionnaires, interviews, scales, sociometry, case
studies and so on.

f. Relationships Between Measurement, Examination, Assessment, And

Evaluation
Zainul (2001) states that evaluation of new learning can be carried out
properly and correctly when using information obtained through measurements
using tests and non-tests as measurement tools. The non-test measuring

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instrument in question is for example observation, rating scale, and others. The
teacher measures the various abilities of students, if the teacher goes further in
interpreting the scores as a result of these measurements by using certain
standards to determine grades on the basis of certain considerations, then the
teacher's activities have gone further into evaluations. To reveal the relationship
between assessment and evaluation, Gabel (1993) revealed that evaluation is a
process of assessing data or results obtained through assessment. Meanwhile,
according to Wilda (2010), the relationship between testing, measurement, and
evaluation is that students can measure their ability through tests that are in
accordance with the level of ability and the development of the learning process
that the student has experienced. After students' abilities are measured and
assessed, they can be evaluated based on data from these measurements and
assessments. Assessment can be done both formally and informally. All tests are
formal assessments, but not all formal assessments are tests.

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 CHAPTER III
CONCLUSION

Test, Measurement, Assessment and Evaluation are three different but

interrelated terms. Many people do not know clearly the differences and relationships
between the three, so the term is often not used properly. Evaluation, identification
activity to see whether a program that has been planned has been achieved or not,
valuable or not, and can also see the level of efficiency of its implementation.
Evaluation is related to value judgments. Measurement (measurement), the process of
giving numbers or trying to obtain a numerical description of a level at which a
student has achieved certain characteristics. Measurement results are related to the
process of finding or determining quantitative values. Tests, methods of assessment
that are designed and carried out to students at certain times and places and in
conditions that meet certain clear requirements. Assessment answers questions about
how good the results or learning achievements of a student. The results of the
assessment can be in the form of qualitative values (narrative statements in words)
and quantitative values (in the form of numbers). Assessment is the process of
gathering information and making decisions based on that information. Assessment is
an appropriate term for assessing student learning processes. However, even though
the student learning process is an important thing that is assessed in the assessment,
the learning outcome factor is also not ruled out. Therefore, assessment can not only
assess student learning outcomes and processes but also student learning progress.

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