Name: Siti Fauziah (1813042037)

Ahmad Faisal Karim (1813042037)

Amanda Putri P. (1813042041)

MONITORING AND ASSESSMENT

In designing curriculum, the outer-circle of curriculum design model (environment, needs and principles)
provide data to guide the planning of the processes in the inner circle and must be taken into account.
Thus, monitoring and assessment must take account of the environment in which the course will be used,
the needs of the learners, and principles of teaching and learning.
Guidelines of Monitoring and Assessment

Environment Learners The learners should feel good

about their progress.
Teachers  The teacher should be
able to assess and
correct the outcomes to
the activities.
 The teacher should have
time to assess and
correct the outcomes to
the activities.
Situation  The assessment should
be economical.
 The assessment may
need to match with the
external testing set by
the education
department, a
government ministry or
testing agency.
Needs Lacks The course should show that the
learners are increasing their
knowledge of the language
Wants The course should show the
learners that they are learning to
do what they want to do
Necessities The course should show that the
learners are getting better at
tasks they will need to do after
the course.
Principles As much as possible, the learners should be interested and excited
about learning the language and they should come to value this
learning.
Learners should receive helpful feedback which will allow them to
 improve the quality of their language use

By using these guidelines, monitoring and assessment can provide both the teacher and the learners with
latest knowledge and progress of the study for evaluation, this also can be an encouragement for
involvement and participations.

Types of Monitoring and Assessment

1. Placement assessment. The learners are assessed at the beginning of a course to see what level
of the course they should be In.
2. Observation of learning. While the course is running, the activities that the learners do are
carefully monitored to see if each particular activity is likely to achieve its learning goal.
3. Short-term achievement assessment. At regular intervals during the course, the learners may be
monitored to see what they are learning from the course. This type of assessment can occur on
daily or weekly basis.
4. Diagnostic assessment. Diagnostic assessment tries to diagnose or locate areas of need. The aim
of diagnostic assessment is to find the gaps and weaknesses and provide a remedy for them. it is
useful to know where learners’ strengths and weaknesses lie and where there are gaps in their
knowledge
5. Achievement assessment. This assessment is to both examine the progress of the learners and
the effectiveness of the course. This assessment can occur during or at the end of the course.
6. Proficiency assessment. Proficiency assessment is based on items drawn from the language as a
whole rather than from the content of a particular course. Proficiency assessment has the goal of
seeing where learners have reached in their knowledge of the language. Example of Proficiency
test is TOEFL and IELTS, Vocabulary Test can also be classified as Proficiency Test.

Reliability, Validity, and Practicality

Reliability
A reliable test gives results that are not greatly upset by conditions that the test is not intended to measure
statistically, reliability is measured by having the learners sit the test twice, or more commonly, by
splitting the scores on the individual test items into two equal groups and seeing if the learners get the
same score on both groups.
A test is more reliable if
 1. it is always given under the same conditions. The conditions include the duration, instructions of
the test, the numbers of points being assessed, and whether all learners receive equal quality
accessibility wise.
2. it is consistently marked. A reliable mark is consistent, and consistency in marking can be
assisted with answer key or guide.
3. it has a large number of points of assessment, that is, many questions or as in a dictation many
items that are marked. Large number of items makes one wrong or two not greatly influences the
result, thus making it good for discriminating. 20 or 30 assessment items are generally desirable,
but not always possible, so the value of the items should be in scale with the number of items.
4. its questions and instructions are clear and unambiguous.

Validity

Validity and reliability of assessment methods are considered the two most important characteristics of a well-
designed assessment procedure.
Validity refers to the degree to which a method assesses what it claims or intends to assess. The different types
of validity include:

Validity Definition
content the assessment method matches the content of the work

relates to whether the assessment method is explicit in

criterion
terms of procedures correlating with particular behaviours

construct relates to whether scores reflect the items being tested.5,13

Performance based assessments are typically viewed as providing more valid data than traditional
examinations because they focus more directly on the tasks or skills of practice.

Practicality

Not only must a test be reliable and valid, it must also be practical. Practicality is examined by
looking at:
(1) The cost involved in administering and scoring the test,
(2) The time taken to administer and sit the test,
(3) The time taken to mark the test,
(4) The number of people needed to administer and mark the test, and
(5) The ease in interpreting and applying the results of the test.
Tests can be made more practical by having reusable test papers, by being carefully formatted for
easy marking, by being not too long, and by using objectively scored items such as true/false or
multiple choices. The requirements of practicality and reliability and validity do not always agree
with each other, for example short tests are practical but not very reliable or valid. Where
possible, reliability and validity should be preferred over practicality, but usually compromise is
necessary. Improvements in practicality can often be found by giving careful thought to the test
format and by doing a little pilot testing.
Assessment is a major source of information for the evaluation of a course and thus its gradual
improvement. Assessment also contributes significantly to the teacher’s and learners’ sense of
achievement in a course and thus is important for motivation. It is often neglected in curriculum
design and courses are less effective as a result. Curriculum design should include the planning of
a well-thought-out program of assessment of various kinds.