RESEARCH PROPOSAL

Test, Assessment, And Evaluation for Young Learners

Arranged By : Group 1

Insan Aulia 180101030015

Laili Noor Ainillah 180101030612

Muhammad Rezky Maulana 180101031137

Muhammad Riyadh Anshori 180101030223

Nurul Husna 180101030091

ENGLISH EDUCATION DEPARTMENT

FAKULTY TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF ANTASARI
BANJARMASIN
2020
 PREFACE

Praise to almighty God for the belssing of his grace, and that we are given the
opportunity to draw up a work paper entitled “Test, Assessment, and Evaluation For
Young Learners” on time.

It is arranged in such a way that the reader may know the insignificance of
English appacation in everyday life. The paper was complied with the help of the
various party. Both parties came from outside as well as from the party themselves.
And because of God‟s help and almighty, these letters can clearly be converted.

It is paper on “Test, Assessment, And Evaluation For Young Learners” and was
deliberately chosen because today and the age of English use need to have the support
of all who care about the world of education.

The compilers also thanked my English Lecturer, who had a lot of professor
heb‟s compilation to complete the paper.

Hopefully this paper will give the reader a greather insight. The paper may have
many flaws and imperfections and therefore, the writer is desperate for constructive
criticism and advice. Thank you.

14 November 2020

Group 1
 CHAPTER I

INTRODUCTION

A. Background of The Paper

Test, assessment and evaluation are very important for young learners,
especially for those who have just learned the basics in education.
The test is carried out in order to see the abilities and see the extent of
understanding possessed by young students. The test can be done orally or in
writing. the oral test aims to find out the communication methods used by them.
While the written test aims to find out the insights that students have explored.
Apart from testing, assessment also plays an important role in the
progress of a young student. Criticism to constructive suggestions will be very
helpful and affect the development of the abilities of a student. for example, if a
student makes a mistake in learning, give him a little criticism and also provide
suggestions to be better than before. If given suggestions, students will make it a
motivation to add insight and knowledge.
The existence of tests and assessments, also complete with evaluation,
because if tests and assessments are given without education, students will not
be able to understand what they have to do when they make mistakes.
Evaluation is a systematic determination of a subject's merit, worth and
significance, using criteria governed by a set of standards. It can assist an
organization, program, design, project or any other intervention or initiative to
assess any aim, realisable concept/proposal, or any alternative, to help in
decision-making; or to ascertain the degree of achievement or value in regard to
the aim and objectives and results of any such action that has been completed.
The primary purpose of evaluation, in addition to gaining insight into
prior or existing initiatives, is to enable reflection and assist in the identification
of future change.
Evaluation is often used to characterize and appraise subjects of interest
in a wide range of human enterprises, including the arts, criminal justice,
foundations, non-profit organizations, government, health care, and other human
services. It is long term and done at the end of a period of time.
B. Problem Formulation
1. What is Test?
2. What is Assessment?
3. What is Evaluation?
4. How to execute Test, Assessment and Evaluation?
5. What is difference between Test, Assessment and Evaluation?

C. Purpose Of The Paper

1. To be able to explain about Test
2. To be able to explain about Assessment
3. To be able to explain about Evaluation
4. Understanding how to execute Test, Assessment and Evaluation
5. Knowing difference between Test, Assessment and Evaluation
 CHAPTER II

THEORY AND DISCUSSION

A. Test for Young Learners

The Young Learners Tests of English (YLTE) are a set of English
language tests for learners in primary and middle grades. The tests are developed
by CaMLA, a not-for-profit collaboration between the University of Michigan
and the University of Cambridge.
The YLTE are designed to be fun and motivating tests that have a
positive impact on young learners and their subsequent language learning. They
can be taken by any learner, regardless of the school they attend. The tests cover
all four language skills: listening, reading, writing and speaking. They focus on
American English and are available at three levels: Bronze (beginner), Silver
and Gold (early intermediate).
Background research and work on developing the Cambridge ESOL
Young Learners English (YLE) Tests has shown how tests can be a useful focus
of classroom activity, help shape and support the work done by teachers, and
provide a genuinely positive experience that helps smooth the way forward for
learning.
If tests and other assessment procedures for younger learners are to be
useful, then they should, for example:
1) Take account of children's and young people's cognitive and social
development
2) Be consistent with good practice in primary and secondary school teaching;
3) Support language use with clear contexts and accessible tasks
4) Reward children for what they do know, not penalise them for what they
don't
5) Be relevant and look interesting (by making use of colour, graphics,
technology)
6) Report meaningful results in order to encourage further learning.
 Making tests relevant
 Children relate to the world quite differently from adults. The first language
skills to develop are normally in speaking and listening, and that is where the
emphasis in testing children should be. Topic areas should be chosen which are
relevant to children's lives - such as school, food, sports and animals - and all
language should be used in an everyday context, matching the way in which
young learners process language.
 Any writing activity in testing is probably best limited to the word /
phrase (enabling skills) level since young children have generally not yet
developed the imaginative and organisational skills needed to produce
extended writing. Older children and young teenagers will still benefit
from a focus on listening and speaking skills, but they will also need to
develop their literacy skills in the second language, so a focus on
reading, and to a lesser degree writing, will be important. But whether
the focus is on spoken or written language, it is still the emphasis on
meaning in context rather than on language form which is preferable at
any age. This means designing assessment tasks which test the
meaningful use of language in clear, relevant, accessible contexts.

 Task-based testing

If a task- or project-based approach is already used for language learning in the

classroom, then this can be relatively easily reflected in approaches to
assessment.

 The communicative task-based approach is especially valuable since

young people are motivated by and tend to perform best on tasks which
directly reflect their own experiences of teaching/learning. For younger
children it could be a simple listening task matching pictures to what
they hear; or a simple oral task which involves choosing a present for a
friend's birthday from a number of different possibilities. For young
teenagers it might be a writing task in which they write a short review of
their favourite TV programme for a school newsletter.
  Tasks must also be appropriate to young learners' level of cognitive
development, as some cognitive and linguistic strategies tend to be
acquired later than others. For example, children only demonstrate
'search and stop' strategies around age 11; this means that scanning tasks
are probably best used with older children (they are not included in the
Cambridge YLE tests for 7-12-year-olds). In reading/listening
comprehension, younger children sometimes have difficulty
understanding who is the agent in a passive construction; and even young
teenagers are not always confident at following reference chains through
a text so this has implications for text selection and the comprehension
questions that are devised. Task instructions also need to be easily
understood and should not require extensive processing or memory
abilities.

B. Assessment for Young Learners

Effective language assessment provides chances for children to use their
abilities to demonstrate what they can do at their appropriate level. It requires
acknowledgement of the principles we have already discussed last month and
also of the curriculum goals as well as children‟s cognitive developmental,
emotional and psychological stages [as I have briefly discussed even before].
In order to suit young learners‟ reality best, assessment should concentrate on
the development of language use, in performance assessments so to „give the
children opportunities to use the language for real purposes, and in real or
realistic situations, and assess their attempts to do so successfully‟ as explains
McKay(2006:99).
Shin and Crandall (2014:257) describe „performance assessments as
formative and integrative in nature; they may occur over an extended period of
time and involve the use of several language skills‟. These types of assessment
can be adapted or transformed into daily classroom activities or have daily
classes activities used to such purpose, with the appropriate procedures in place.
They should cater for the principles of validity, reliability and
authenticity, not forgetting they need to be practical – doable within the situation
and environment – and, as much as possible, have a positive washback effect.
There is also the need to keep records of students‟ performance results so to be
able to analyse their progress, obviously.
The closer it gets to real life, to the experience children have in
classroom, the easier it may be for them to relate to the assessment and to
participate in it without being insecure. As children, full of energy, the use of
authentic assessment can be done, having learners „become active participants in
assessment activities that are designed to reveal what they can do instead of
highlighting their weaknesses‟ mentioned by Hart (1994:11).
Relating this to YL characteristics already discussed in the past, this
would come in agreement with first, providing tasks that commensurate their
stage of development; then be very similar to what they live in class, thus real
and relevant for them; third, promote that feeling of success and security they
need so much at this age.
Looking back at their characteristics, it can be said that young learners‟
assessment should focus on social interaction, should have scaffolded support,
should be interesting in content and relevant to the children‟s lives, fun and still
quite concrete. This sort of assessment is also called alternative or assessment
for learning according to Shin and Crandall (2014:257).
In contrast, there is also assessment of learning which is about „grading
and reporting‟, „measuring learning after the fact and used for categorising
students and reporting these judgements to others‟ Earl (2013:31). The latter
about the result or product, not necessarily on improvements to be made on
teaching and learning.
Poehler (2008) recommends analysing dynamic assessment as well,
describing it as „in educational context, understanding learners‟ abilities – and
instruction – supporting learner development‟, being all integrated. By wishing
to improve learners abilities, overcoming difficulties and supporting their
development, there is the need to have active collaboration of individuals
simultaneously so to reveal the full range of their abilities and development –
interaction. He says that ‟the observation of individual‟s independent
performance reveals the result of past development‟ and is insufficient for
supporting ongoing development, Poehler (2008:1).
McKay(2006:100-105) suggests language use tasks for assessment as
young learners are still in their concrete and meaningful phase, learning
evidence is likely to be present in language tasks that bear the characteristics of
the ones they do in the lessons, which are their real world. „Language use tasks
therefore give teachers opportunities in the classroom to assess children‟s ability
to use the language‟, McKay(2006:105).
These tasks are not discrete point tests, or items in isolation, they are
tasks that can actually even involve a certain degree of spontaneity and creativity
in using the language. Tasks can be selected to suit young learners‟
characteristics, their most relevant abilities, to give them chances to
demonstrate their performance. Reliability and validity must be present, and one
way to guarantee accurate assessment and results – being trusted as assessing
what should be assessed – is by giving learners „plenty of chances to show what
they can do, and that their language learning is assessed through multiple
methods‟ as suggests Cameron (2001: 226).
This means that it would be useful to provide a lot of tasks to give
learners plenty of opportunities to use the language. Children must always
experience a feeling of success, so it is extremely important that there are tasks
that all children will manage to perform.
By the end of the term, or module, when the semester is over, an overall
picture of students‟ language ability may be wanted to be made for students,
parents, teachers and the school. This sort of assessment, proficiency
assessment, is almost always summative, and an example of that are the
Cambridge English Language Assessment exams for young learners – Starters,
Movers and Flyers – criterion-referenced tests.
In conclusion, there are many ways one can assess young learners and
they should be assessed, always regarding their characteristics, reality,
classroom and need to success and most importantly, the impact these
assessments will have on their learning and lives. The closer to real life and less
stressing, the better.
 Assessing Young Learners in English Context
As has been stated above that assessment is a continuing process
encircled a wide range of methodological techniques. Knowing how to assess
young learners is fundamental for the teachers of EYL yet before executing the
assessment they have to know several types of assessment as follows (Brown,
2010):
a) Informal and Formal Assessment
Informal assessment can take numbers of forms such as
incidental, unplanned comments and responses, coaching and other
impromptu feedbacks. For example, saying “Very Good, Cindy!”; “Great
Work!”; “Did you say can or can’t”; “I think you meant to say broke the
glass, not brake the glass”; or just simply putting a smiley face on some
homework. Not only responding tasks, when the teachers do the informal
assessment, offering advices, suggesting strategies, and showing them
how to fix their work are becoming concerns for EYL teachers.
Formal assessment is exercise or procedure specifically designed
to knowing skills and knowledge of the students. We can say that any
tests are formal assessments yet not all formal assessment is testing. For
instance, students‟ journal or portofolio of material. It is certainly a
formal assessment, but it is hardly that anyone would call it as test.
b) Formative and Summative Assessment
Formative assessment is activity where the teacher evaluates
students in the process of “forming” their competencies and skills with
goals of assisting them to continue the gtowth process. The key of such
formation is delivery (by the teacher) and internalization (by the student)
of appropriate feedback or performance, with an eye toward the future
continuation (formation) of learning.
On the other hand, summative assessment aims to measure, or
summarize what a student has grasped and typically occurs at the end of
a course or unit of instruction. Final exams and general proficiency
exams are examples of summative assessment. It often, but not always,
involves evaluation (decision making).
 In asssessing young learners we need to provide various ways of
assessment which always been considering by many EYL teachers. Here, we
suggest using the following techniques of assessment that can be used for
effective and practical measurements of students' abilities, progress, and
achievement in a variety of educational settings.
a. Nonverbal Responses: At the early stages of learning, before the
emergence of speech, children should be instructed and assessed largely
through the use of physical performance responses and pictorial products
(Tannenbaum 1996). These tasks require simple directions to carry out.
As an assessment technique, this type of response may help lower the
level of anxiety normally associated with evaluation, as students see it as
a natural extension of learning activities. At a later stage, students may
perform hands-on tasks. For example, they may be asked to "produce and
manipulate drawings, dioramas, models, graphs, and charts"
(Tannenbaum 1996:1). This technique fits very well within the Total
Physical Response methodology for early language development (Asher
1988).
b. Oral Interview: Pierce and O'Malley (1992) suggest using visual cues in
oral interviews at the early stages of acquisition. Thus a student may be
asked to choose pictures to talk about, and the teacher's role is to guide
the student by asking questions that require the use of related vocabulary.
This technique works well during the early speech and speech emergence
stages.
c. Role-play: This informal assessment technique combines oral
performance and physical activity. Children of all ages, when assessed
through this technique, feel comfortable and motivated, especially when
the activity lends itself to cooperative learning and is seen as a fun way
of learning.
Kelner (1993) believes that roleplay can be an enjoyable way of informal
assessment that could be used effectively within a content-based
curriculum. For example, he recommends the use of role play to express
mathematical concepts such as fractions, to demonstrate basic concepts
 in science such as the life cycle, and to represent historical events or
literary characters.
d. Written Narratives: Assessment of the written communicative abilities
of children could be achieved through purposeful, authentic tasks, such
as writing letters to friends, writing letters to favorite television program
characters, and writing and responding to invitations. Young learners
enjoy story telling and are usually motivated to listen to stories as well as
to tell them. Teachers can take advantage of this interest in stories and
have their students write narratives that relate to personal experiences,
retell or modify nursery stories and fairy tales, or retell historical events
from different perspectives.
Oller (1987) suggests the use of a narrative development technique in an
integrated process of teaching and assessment. The first step in the
process is to check on how well learners are following the story line. To
establish the basic facts, the teachers asks yes-no questions, then the
teacher moves on to information questions.
e. Presentations: Presentations are important for assessment because they
can provide a comprehensive record of students' abilities in both oral and
written performance. Furthermore, presentations give the teacher some
insights into student's interests, work habits, and organizational abilities.
Presentations cover a wide range of meaningful activities, including
poetry readings, plays, role-plays, dramatizations, and interviews.
Classroom presentations are nowadays becoming more sophisticated as a
result of increasing access to educational technology. In many parts of
the world, students are becoming more aware of the power of multimedia
for communicating information, and they enjoy keeping audio, video,
and electronic records of their involvement in class presentations.
f. Student-Teacher Conferences: Student-teacher conferences, including
structured interviews, can be an effective informal way of assessing a
student's progress in language learning. Conferences and interviews
provide opportunities for one-on-one interactions where the teacher can
learn about a student's communicative abilities, emotional and social
 well-being, attention span, attitudes, pace of learning, and strengths and
weaknesses (Smith 1996; Allerson and Grabe 1986).
Conferences can be most effective when they follow focused
observations. Observations could be done in class, for example, in
cooperative learning groups, or out of class, for example, on the
playground. Gomez, Parker, Lara-Alecio, Ochoa, and Gomez, Jr. (1996)
have developed an observational instrument for assessing learners' oral
performance in naturalistic language settings, which focuses on these
seven language abilities: understanding by others, providing information
needed by the listener, absence of hesitations, willingness to participate
in conversations, self-initiated utterances, accuracy (in grammar, usage,
and vocabulary), and topic development.
Tambini (1999) also recommends the use of conferences to assess the
oral and written abilities of children. He, too, favors conferences that
follow observations and concentrate directly on the learning processes
and strategies employed by the student. For assessing oral skills, he
suggests
that children be evaluated primarily on their ability to understand and
communicate with teachers and classmates. In assessment of writing
tasks, conferences could be used to discuss drafts of essays and evaluate
progress.
g. Self-Assessment: Young learners may also participate in self-assessment.
Although self assessment may seem inappropriate at first, it can yield
accurate judgments of students' linguistic abilities, weaknesses and
strengths, and improvement (McNamara and Deane 1995). Self-
assessment could be done using one of the following two techniques:
 K-W-L charts: With this type of chart, individual students provide
examples of what they know, what they wonder, what they have
learned. K-W-L charts are especially effective when used at the
beginning and at the end of a period of study. At the start of a
course, the completed charts can help the teacher learn about
students' background knowledge and interests. At the end of a
 course, the charts can help the students reflect on what they have
learned as well as gain awareness of their improvements
(Tannenbaum 1996).
 Learning logs: A learning log is a record of the students'
experiences with the use of the English language outside the
classroom, including the when and the where of language use and
why certain experiences were successful and others weren't.
Students may also use logs to comment on what they have studied
in class and to record what they have understood and what they
haven't (Brown 1998). An advantage of learning logs is that they
can contribute to the teacher's understanding of the students' use
of metacognitive learning strategies.
h. Dialogue Journals: These journals are interactive in nature; they take the
form of an ongoing written dialogue between teacher and student.
Dialogue journals have proven effective and enjoyable for students
regardless of their level of proficiency. They are informal and provide a
means of free, uncensored expression, enabling students to write without
worrying about being corrected (Peyton and Reed 1990). Teachers can
also use journals "to collect information on students' views, beliefs,
attitudes, and motivation related to a class or program or to the process
involved in learning various language skills" (Brown 1998:4). As an
assessment technique, dialogue journals can help the teacher assess
students' writing ability and improvement over time.
i. Peer and Group Assessment: Recent trends in EFL/ESL teaching
methodology have stressed the need to develop students' ability to work
cooperatively with others in groups. For assessment, for example,
students can write evaluative, encouraging notes for each member of
their team emphasizing their positive contribution to team work. The role
of the teacher would be to provide guidance, to explain to the students
what they have to evaluate in one another's work, and to help them
identify and apply properly the evaluation criteria. At the end of group
tasks, if necessary, the teacher can give each student a test to check their
 individual performance. Proponents of cooperative learning suggest the
teacher should give a group grade to help reinforce the merits of group
work.
j. Student Portfolios: The concept of portfolio was borrowed from the field
of fine arts where portfolios are used to display the best samples of an
artist's work (Brown 1998). The purpose of a portfolio in the context of
language teaching is to demonstrate the extent of a student's
communicative competence in the target language through samples of
oral and written work (Wolf 1989). Student portfolios may be defined as
"the use of records of a student's work over time and in a variety of
modes to show the depth, breadth, and development of the student's
abilities" (Pierce and O'Malley 1992:2). Arter and Spandel argue that
portfolios must include "student participation in selection of portfolio
content; the guidelines for selection; the criteria for judging merit; and
evidence of student reflection" (1992:36).
As a systematic collection of a student's work, which may be shown
to parents, peers, other teachers, and outside observers, a portfolio
requires close cooperation between the teacher and the student in
identifying the samples of that student's work to be included. Since
portfolios trace a student's progress over time, it is imperative that
revisions and drafts be included and that all samples be dated.
As for the contents of portfolios, they should be multi-sourced and
include a variety of the written and oral work that illustrates students'
efforts, progress, achievements, and even concerns. Therefore, the
portfolio of a young EFL/ESL learner might include the following:
audiotaped or videotaped recordings, writing samples (such as entries
made in journals, logs, and book reports), conference or observation
notes, and artwork (such as drawings, charts, and graphs). The portfolio
could also include self-assessment checklists (such as K-W-L charts) and
anecdotal records.
Finally, the portfolio could include samples of the tests and quizzes
that are periodically used by teachers as part of assessing the
 achievement and overall performance of their students in relation to
others or to standards.
If portfolios are implemented clearly and systematically as an
alternative means of assessment, they have several advantages over
traditional forms of assessment (Pierce and O'Malley 1992; Brown and
Hudson 1998; Moya and O'Malley 1994). First, they provide the teacher
with a detailed picture of a student's language performance in a variety of
different tasks. Second, they can enhance students' self image as they
participate in the decisions about content and can help them identify their
strengths and weakness in the target language. Finally, they integrate
teaching and assessment in a continuous process.
Tests are not the only form of assessment. There are various types of
assessment that can be used by teachers. In order to create assessments that are
reliable and valid, we need to use multiple sources of assessment. The same
principle needs to be implemented when assessing young language learners.
Assessment for young learners should not only document the learners‟ progress
and level of proficiency, but also involve the students and maintain their
motivation. Forms of assessment that can document those areas, such as self-
assessment and portfolios, can be used by teachers of young learners in their
assessments. More studies that explore the use of such assessments in language
classes for young learners need to be conducted in order to provide insights and
references for practicing teachers.

C. Evaluation for Young Learners

The main purpose of a evaluation can be to "determine the quality by
formulating a judgment" Marthe Hurteau, Sylvain Houle, Stéphanie Mongiat
(2009). An alternative view is that "projects, evaluators, and other stakeholders
(including funders) will all have potentially different ideas about how best to
evaluate a project since each may have a different definition of 'merit'. The core
of the problem is thus about defining what is of value."
From this perspective, evaluation "is a contested term", as "evaluators"
use the term evaluation to describe an assessment, or investigation of a program
whilst others simply understand evaluation as being synonymous with applied
research.
There are two function considering to the evaluation purpose Formative
Evaluations provide the information on the improving a product or a process
Summative Evaluations provide information of short-term effectiveness or long-
term impact to deciding the adoption of a product or process.
Not all evaluations serve the same purpose some evaluations serve a
monitoring function rather than focusing solely on measurable program
outcomes or evaluation findings and a full list of types of evaluations would be
difficult to compile. This is because evaluation is not part of a unified theoretical
framework, drawing on a number of disciplines, which include management and
organisational theory, policy analysis, education, sociology, social anthropology,
and social change.
The word "evaluation" has various connotations for different people,
raising issues related to this process that include; what type of evaluation should
be conducted; why there should be an evaluation process and how the evaluation
is integrated into a program, for the purpose of gaining greater knowledge and
awareness?
There are also various factors inherent in the evaluation process, for
example; to critically examine influences within a program that involve the
gathering and analyzing of relative information about a program. Michael Quinn
Patton motivated the concept that the evaluation procedure should be directed
towards:
a) Activities
b) Characteristics
c) Outcomes
d) The making of judgments on a program
e) Improving its effectiveness,
f) Informed programming decisions
Founded on another perspective of evaluation by Thomson and Hoffman
in 2003, it is possible for a situation to be encountered, in which the process
could not be considered advisable; for instance, in the event of a program being
unpredictable, or unsound. This would include it lacking a consistent routine; or
the concerned parties unable to reach an agreement regarding the purpose of the
program. In addition, an influencer, or manager, refusing to incorporate relevant,
important central issues within the evaluation.
A well-planned and carefully executed evaluation will reap more benefits
for all stakeholders than an evaluation that is thrown together hastily and
retrospectively. Though you may feel that you lack the time, resources, and
expertise to carry out an evaluation, learning about evaluation early-on and
planning carefully will help you navigate the process.
MEERA provides suggestions for all phases of an evaluation. But before
you start, it will help to review the following characteristics of a good evaluation
(list adapted from resource formerly available through the University of Sussex,
Teaching and Learning Development Unit Evaluation Guidelines and John W.
Evans' Short Course on Evaluation Basics):
Good evaluation is tailored to your program and builds on existing
evaluation knowledge and resources.
Your evaluation should be crafted to address the specific goals and
objectives of your EE program. However, it is likely that other environmental
educators have created and field-tested similar evaluation designs and
instruments. Rather than starting from scratch, looking at what others have done
can help you conduct a better evaluation. See MEERA‟s searchable database of
evaluations to get started.
1. Good evaluation is inclusive.
It ensures that diverse viewpoints are taken into account and that
results are as complete and unbiased as possible. Input should be sought
from all of those involved and affected by the evaluation such as students,
parents, teachers, program staff, or community members. One way to ensure
your evaluation is inclusive is by following the practice of participatory
evaluation.
2. Good evaluation is honest.
Evaluation results are likely to suggest that your program has
strengths as well as limitations. Your evaluation should not be a simple
 declaration of program success or failure. Evidence that your EE program is
not achieving all of its ambitious objectives can be hard to swallow, but it
can also help you learn where to best put your limited resources.
3. Good evaluation is replicable and its methods are as rigorous as
circumstances allow.
A good evaluation is one that is likely to be replicable, meaning that
someone else should be able to conduct the same evaluation and get the same
results. The higher the quality of your evaluation design, its data collection
methods and its data analysis, the more accurate its conclusions and the more
confident others will be in its findings.
Making evaluation an integral part of your program means evaluation
is a part of everything you do. You design your program with evaluation in
mind, collect data on an on-going basis, and use these data to continuously
improve your program. Developing and implementing such an evaluation
system has many benefits including helping you to:
1) Better understand your target audiences' needs and how to meet these
needs
2) Design objectives that are more achievable and measurable
3) Monitor progress toward objectives more effectively and efficiently
4) Learn more from evaluation
5) Increase your program's productivity and effectiveness

 Evaluating Young Learners

English teachers must be able to assess and evaluate the learning
achievement of their students. Evaluation has a broader meaning and function
than assessments and tests. Assessments and tests are part of the evaluation.
Evaluation is a procedure or method to determine whether or not the teaching
and learning process is carried out by the teacher effectively and correctly by
knowing whether indicators, materials, strategies and learning media, assessment
procedures, and test questions are appropriate or not. with competencies,
learners, and learning situations. Evaluation of the quality of the teaching and
learning process can be obtained from observations, interviews, tests, and
assessments in class.
 The evaluation of young learners is different from the evaluation model
at the primary and secondary education levels. Evaluation of young learners is
carried out by conducting an observation, recording and documenting children's
activities. Evaluation is not only used to measure the success of a program, but
to monitor children's progress and development. The evaluation of young
learners is carried out gradually and continuously so that learning progress and
development can be identified. Evaluation is also the process of documenting
children's skills and development. Evaluation measures the child's level of
development and sees the extent of the child's next developmental stage. And
evaluation is not just measuring, sorting ranks, or classifying children into
certain categories.
1. Principles of Learning Evaluation to Young Learners
Principles of evaluation are stated in all learning programs. These
principles can be briefly explained below:
a) Overall
In the context of teaching, the overarching principle means
that evaluation is carried out on all aspects of language, namely
vocabulary, structure, spelling, and prosody elements. Evaluation
also includes all areas of language skills, both receptive and
productive. More than that, the evaluation is carried out on all areas
of ability, namely cognitive, psychomotor, and affective.
b) Continuity
Continuity means, evaluation is carried out continuously and
continuously. The results of the evaluation that have been carried
out are taken into consideration in carrying out the next learning
activity, then evaluated again for the implementation of the next
activity. Thus, the evaluation is not carried out once at the
beginning or at the end of the program, but is carried out during the
teaching and learning process and during the learning program.
c) Goal-oriented
Evaluation is an activity carried out to find out whether the
learning objectives that have been set have been achieved or not.
Therefore, the evaluation should be carried out with reference to its
objectives. Goal-oriented evaluation can be reflected in the
 suitability of the evaluation tool with the formulation of targeted
behavior in the goal.
d) Objective
Objective means that the information from the value obtained,
as well as the decisions determined are in accordance with the
actual situation of the students. Thus, the subjective view of the
evaluator was not involved in the evaluation.
e) Available to all parties
The process and results of the evaluation can be known by all
parties, namely schools, students, and parents. This means that the
results of evaluations carried out in short-term programs, for
example formative evaluations or daily evaluations, can be known
by students. Even if students ask the teacher for information about
the objectives to be evaluated, the teacher should explain to a
certain extent that does not negate the evaluation function itself.
f) Meaningful
The evaluation that is carried out should have meaning for the
parties involved, namely students and teachers. Students as learners
have an interest in evaluation, namely to find out their learning
outcomes and development. The results of the evaluation, for
students, can be a barometer of their abilities as well as a tool for
self-reflection. For teachers, evaluation can provide input about the
learning activities they carry out. Based on the results of an
evaluation that has just been carried out, the teacher may feel the
need to review the program plan that he has made and look back on
the implementation of a program. More than that, evaluation should
also give meaning to the learning program as a whole.
g) Educate
Evaluation is carried out to encourage students to study harder
and achieve good results. The results obtained in the evaluation are
used as an award for learning success or vice versa as a warning for
the lack of learning success. Thus, students who get good results
are more eager to learn independently, while those who have not
been successful can be encouraged to learn better.
 h) In accordance with the curriculum
The suitability meant here is the suitability of the evaluation
with the other three components of the learning program, namely
objectives, materials, and methods. Principles are nothing but
statements which contain the truth of most, if not true, for all cases.
This is in accordance with the opinion of Cross who says that "a
principle is a statement that holds in most, if not all cases". The
existence of principles for a teacher has an important meaning,
because understanding the principles of evaluation can be a guide
or belief for himself or other teachers in order to realize the correct
evaluation.
Evaluation can be done based on daily, weekly, monthly,
semester and others. In order to determine the extent to which the
child's ability to learn, apart from that the results of an evaluation
can be used as a guide for teachers, institutions and parents. Parents
who know the results of the evaluation will take the necessary
actions for their children by introspecting from their children in
order to help the learning process run smoothly.
2. How to evaluate young learners
a) Observation
Observation is a tool or technique to obtain information,
besides observation is a direct observation, where an educator must
be involved directly in the field of the learning process. And with
direct observation a teacher will know more about changes and
developments that occur in children in the learning process. At the
time of observation, the teacher can use the check list as an aid in
smoothing and making it easier to classify student process results.
b) Anecdotal Notes
This kind of evaluation is very interesting and more effective
and efficient. Basically, this anecdote note focuses more on the
attitudes and behaviors that occur in the events that the children go
through. The way children express events can be through tables
that have been prepared by the teacher, the teacher can help
children write about what events the children have experienced.
 However, it would be even more effective if this evaluation used an
image. So the children were asked to describe what they had
experienced on a sheet of paper, that way the child will describe it
according to what he experienced, whether it's a child who is good
at drawing or not. This will develop creativity and help children
develop their writing skills.
c) Conversation
The evaluation of this conversation can also be called an
interview, which is a way to produce information face to face, a
way so that students do not have fear of what to ask, the teacher
must be clever in arranging a relaxed atmosphere, and can be fun,
so that children will be easy to answer. And the questions used
must be simple, clear to the point and tailored to the characteristics
of students. This will help teachers assess the extent to which
children understand learning, build closeness between teachers and
children, and it can also be used as a way to assess speaking skills.
d) Assignment
This evaluation uses assignments that are commonly used by
teachers. However, in this assignment a teacher should not be
overwhelmed with subject assignments that students need thinking
patterns to answer. So the evaluation of this kind of assignment can
be done through daily activities such as working together to clean
the classroom, helping with how to plant tomatoes, beans and
others, and interspersed with providing vocabulary related to the
activities carried out.
e) Masterpiece
That is a work from the results of students that can be used as
an assessment. For example in artwork, drawings and prints made
of color paints, as well as other works that can be appreciated in
order to foster or motivate the creativity that students already have.
f) Development of Self-Assessment Tools.
That is, in this case the teacher must have its own creativity.
Where he must have a picture in developing an evaluation process,
 what is definitely fun, and in accordance with the learning
objectives.
g) Use of standard instruments.
Namely, apart from creativity in evaluation, a teacher must
also be able to develop an assessment instrument to help the
process run smoothly. The instrument must be carefully and
systematically arranged. For example, to find out how much
students are motivated in the learning process.
h) Portfolio
This portfolio evaluation can be done in one semester. The
teacher will collect data about students in the learning process in
one semester which is recorded in tabular form. The records in this
portfolio must be routine and continuous from beginning to end.
This portfolio assessment was held in order to obtain a final picture
of children's development in the teaching and learning process.
And can be used as a guide or reference in the next learning
process.
D. Difference Test, Assessment and Evaluation
 Test
A test or examination (informally, exam or evaluation) is an educational
assessment intended to measure a test-taker's knowledge, skill, aptitude, physical
fitness, or classification in many other topics. 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.
 Assessment
Assessment is the process of gathering and discussing information from multiple
and diverse sources in order to develop a deep understanding of what students
know, understand, and can do with their knowledge as a result of their
educational experiences; the process culminates when assessment results are
used to improve subsequent learning.
 Evaluation
Evaluation is a process that critically examines a program. It involves collecting
and analyzing information about a program's activities, characteristics, and
outcomes. Its purpose is to make judgments about a program, to improve its
effectiveness, and/or to inform programming decisions.
 CHAPTER III

CONCLUSION

Test, assessment and evaluation are very important for young learners,
especially for those who have just learned the basics in education. Apart from testing,
assessment also plays an important role in the progress of a young student.

Evaluation is a systematic determination of a subject's merit, worth and

significance, using criteria governed by a set of standards. It can assist an organization,
program, design, project or any other intervention or initiative to assess any aim,
realisable concept/proposal, or any alternative, to help in decision-making; or to
ascertain the degree of achievement or value in regard to the aim and objectives and
results of any such action that has been completed.

Background research and work on developing the Cambridge ESOL Young

Learners English (YLE) Tests has shown how tests can be a useful focus of classroom
activity, help shape and support the work done by teachers, and provide a genuinely
positive experience that helps smooth the way forward for learning.

This means that it would be useful to provide a lot of tasks to give learners
plenty of opportunities to use the language. Children must always experience a feeling
of success, so it is extremely important that there are tasks that all children will manage
to perform.

The main purpose of a evaluation can be to "determine the quality by

formulating a judgment" Marthe Hurteau, Sylvain Houle, Stéphanie Mongiat (2009). An
alternative view is that "projects, evaluators, and other stakeholders (including funders)
will all have potentially different ideas about how best to evaluate a project since each
may have a different definition of 'merit'. The core of the problem is thus about defining
what is of value."
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