KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET,

DAN TEKNOLOGI

ASSESSING ENGLISH LANGUAGE

LEARNING:
TIPS AND TRICKS
Dr. Ida Siti Hodijah, S.Pd., M.Pd.
Widyaprada Ahli Madya

BALAI BESAR PENJAMINAN MUTU PENDIDIKAN

PROVINSI JAWA BARAT 1
2023
ASSESSING LANGUAGE LEARNING: TIPS AND TRICKS

Objectives of Meeting:
A. To review the interconnectedness ofTeaching,
Learning, and Asessment
B. To discuss the
approaches/techniques/methods/strategies of
assessment (including in K-13 and Kurikulum Merdeka)
C. To review the importance of Assessment and how to
conduct it in the classroom to enhance students’
learning
D. To encourage English teachers to implement a variety
Let’s explore ...
5W 1H – CLASSROOM
ASSESSMENT
“6 Serving Men of Creativity”

a poem that appeared in Rudyard

Kipling’s 1902 “Just So Stories.”

I keep six honest serving-men

(They taught me all I knew);
Their names are What and Why and
When
And How and Where and Who.
A. Who is teaching for?
B. What does learning
success look like?
C. What is the focus of
teaching/learning/assessm
ent?
D. Why do we assess our
students’ learning?
E. What is student
assessment and why is it
 Learni
ng
Assessment
Classroo of learning
m Assessment
Assess for learning
Teaching
ment
Assessm
ent Assessment
as learning

Interconnectedness
of Teaching,
 Interconnectedness of Teaching, Learning
and Assessment
Teaching can be defined as engagement with learners
to enable their understanding and application of
knowledge, concepts and processes. It includes design,
content selection, delivery, assessment and reflection
To teach is to engage students in learning; thus
teaching consists of getting students involved in the
active construction of knowledge
The aim of teaching is not only to transmit information,
but also to transform students from passive recipients
of other people's knowledge into active constructors of
their own and others' knowledge.
The teacher cannot transform without the student's
active participation,
Teaching is fundamentally about creating the
pedagogical, social, and ethical conditions under which
students agree to take charge of their own learning,
individually and collectively.
(Christensen, R., Garvin, D.A., and Sweet, A., 1991)
Interconnectedness of Teaching, Learning
and Assessment (Con’d)
Learning can be defined as the activity or process of
gaining knowledge or skill by studying, practicing, being
taught, or experiencing something (Merriam-Webster
dictionary). Learning is about what students do, not
about what we as teachers do.

Assessment is defined as the act of judging the amount

of learning that took place as a result of learning and
teaching.
 The Importance of Assessment:
Martha L. A. Stassen et al. define assessment as “the
systematic collection and analysis of information to
improve student learning” (2001).
Assessment provides useful feedback to both instructors
and students about the extent to which students are
successfully meeting learning objectives (Martha L. A.
Stassen et al., 2001)
Assessment enables instructors to determine the metrics
of measurement for student understanding of and
proficiency in course goals (Wiggins and McTighe, 2005)
Assessment provides the evidence needed to document
and validate that meaningful learning has occurred
(Wiggins and McTighe, 2005)
Assessment enables teachers to reflect their teaching.
This reflection allows teachers to determine where their
teaching has been effective in meeting learning goals
and where it has not and it enables teachers to measure
the effectiveness of their teaching (Brookfield, 1995)
Assessment Plans
Defining learning goals
An assessment plan usually begins with a clearly articulated set of learning goals.

Defining assessment methods

Once goals are clear, an instructor must decide on what evidence – assignment(s) – will best reveal
whether students are meeting the goals. We discuss several common methods below, but these
need not be limited by anything but the learning goals and the teaching context.

Developing the assessment

The next step would be to formulate clear formats, prompts, and performance criteria that ensure
students can prepare effectively and provide valid, reliable evidence of their learning.

Integrating assessment with other course elements

Then the remainder of the course design process can be completed. In both integrated (Fink 2013)
and backward course design models (Wiggins & McTighe 2005), the primary assessment methods,
once chosen, become the basis for other smaller reading and skill-building assignments as well as
daily learning experiences such as lectures, discussions, and other activities that will prepare
students for their best effort in the assessments.
Assessment Plans
Communicate about the assessment
Once the course has begun, it is possible and necessary to communicate the assignment and
its performance criteria to students.
This communication may take many and preferably multiple forms to ensure student clarity
and preparation, including assignment overviews in the syllabus, handouts with prompts and
assessment criteria, rubrics with learning goals, model assignments (e.g., papers), in-class
discussions, and collaborative decision-making about prompts or criteria, among others.

Administer the assessment

Instructors then can implement the assessment at the appropriate time, collecting evidence of
student learning – e.g., receiving papers or administering tests.

Analyze the results

Analysis of the results can take various forms – from reading essays to computer-assisted test
scoring – but always involves comparing student work to the performance criteria and the
relevant scholarly research from the field(s).
Assessment Plans
Communicate the results
Instructors then compose an assessment complete with areas of strength and improvement,
and communicate it to students along with grades (if the assignment is graded), hopefully
within a reasonable time frame. This also is the time to determine whether the assessment was
valid and reliable, and if not, how to communicate this to students and adjust feedback and
grades fairly. For instance, were the test or essay questions confusing, yielding invalid and
unreliable assessments of student knowledge.

Reflect and revise

Once the assessment is complete, instructors and students can develop learning plans for the
remainder of the course so as to ensure improvements, and the assignment may be changed
for future courses, as necessary.
 Effective Assessment Strategies for Teachers to Use
1. Quizzes and polls 11. Concept maps
2. Interviews 12. Graffiti wall (Cover one of your classroom walls with
3. Entry and exit questions a large piece of paper, and invite students to write or
4. Reflective writing draw on it to show what they learned about a topic)
5. Choral responses/Hand Signals (1 finger up to 5 fingers) 13. Inside-outside circle
6. Presentations 14. Separate what you do and don’t understand”
7. Four corners (Strongly agree, agree, disagree, strongly
disagree)
8. Lists (Ss lists things certain numbers of things they
have learned)
9. ABC brainstorming (Ss create a list of all the letters in
the alphabet and write down something that begins
with each letter that relates to the unit – individual or
groups)
10. 3-2-1 (Ss write 3 things they have learned, 2: they
want to learn more, 1 question they have about)
Asesmen Formatif
Penilaian atau asesmen formatif bertujuan
untuk memantau dan memperbaiki proses
pembelajaran, serta mengevaluasi pencapaian
tujuan pembelajaran. Asesmen ini dilakukan
untuk mengidentifikasi kebutuhan belajar
peserta didik, hambatan atau kesulitan yang
mereka hadapi, dan juga untuk mendapatkan
informasi perkembangan peserta didik.
Informasi tersebut merupakan umpan balik bagi
peserta didik dan juga pendidik
Asesmen Sumatif
Penilaian atau asesmen sumatif pada jenjang
pendidikan dasar dan menengah bertujuan
untuk menilai pencapaian tujuan pembelajaran
dan/atau CP peserta didik sebagai dasar
penentuan kenaikan kelas dan/atau kelulusan
dari satuan pendidikan. Penilaian pencapaian
hasil belajar peserta didik dilakukan dengan
membandingkan pencapaian hasil belajar
peserta didik dengan kriteria ketercapaian
tujuan pembelajaran
 Assignments

A. Let’s check our

students’s learning and
understanding of our
lessons by writing up
questions using
Assessment of
Learning, Assessment
for Learning, and
Assessment as
Terima kasih