COMPONENT OF CURRICULUM:

ASSESSMENT AND TESTING

By:

MUHAMMAD SYAHID USMAN

NIM: 2120203879102009

PROGRAM STUDI TADRIS BAHASA INGGRIS

PASCASARJANA
INSTITUT AGAMA ISLAM NEGERI (IAIN)
PAREPARE

2022
 ACKNOWLEDGEMENT

Praise and gratitude we pray to the presence of God Almighty because with

His mercy, grace, as well as taufik and guidance, we were able to complete the

paper on Curriculum and Material Development in this case will describe

Component of Curriculum: Assessment and Testing. Shalawat and greetings may

always be poured out to the Prophet Muhammad SAW who has saved us from the

abyss of destruction from the dirt of the dust of the currents as we hope for his

intercession to reduce tomorrow's anxiety on the Day of Judgment, amen.

We express our gratitude to H. Ambo Dalle, S. Ag, M.Pd. as the lecture,

thanks to his guidance and assistance from various parties, either directly or

indirectly.

We are fully aware that in this assignment there are shortcomings, for that we

expect criticism, suggestions and suggestions for improvement in the future,

considering that nothing is perfect without constructive suggestions. We apologize in

advance if there are errors and words that are less pleasing.

Parepare, 26th July 2022

Author

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 LIST OF CONTENT

ACKNOWLEDGEMENT

LIST OF CONTENT

CHAPTER I INTRODUCTION

A. Background................................................................................................1

B. Problem Statement.....................................................................................2

CHAPTER II DISCUSSION

A. Making Decision in Testing......................................................................3

B. Matching Test to Purpose..........................................................................4

C. Test Designs..............................................................................................6

D. Student’s Knowledge of The Questions ....................................................6

E. Matching Test to Decision Purposes.........................................................8

F. Adopt, Develop, and Adapt Languange Test............................................9

G. Organizing and Using Test Result.............................................................10

CHAPTER III CONCLUSION

A. Conclusion ...............................................................................................12

REFERENCES

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 CHAPTER 1
INTRODUCTION
A. Background

Education has a strategic role in educating the younger generation as the hope of

the nation's future, but education in our country is very concerning when compared to

other countries that have experienced very rapid progress in the field of education. In

education, a planned program and learning process is needed in order to achieve the

expected goals. A process, implementation, until the assessment is known as the

curriculum. Judging from the origin of the word, the curriculum comes from the

Greek language which was originally used in the field of sports, namely the word

curir which means runner. In running activities, of course there is a distance that must

be covered from start to finish. The distance between the start and finish is called

curere which means a place to race. On this basis the notion of curriculum is applied

in the field of education. Curriculum can also be interpreted as a planning document

that contains the objectives to be achieved, the content of the material and learning

experiences, strategies and methods that can be developed, evaluations designed to

collect information about the achievement of goals, as well as the implementation of

documents designed in a tangible form.

The curriculum has a very important role in the world of education because the

curriculum is one of the main components in education itself, even education will not

be possible to run well or will not achieve its goals if it is not carried out in

accordance with the curriculum. The curriculum has components that are interrelated

with one another, namely objectives, materials, methods, and evaluation. These

components, either individually or collectively, become the main basis in efforts to

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develop a learning system. each component must be related to each other, if one

component is not related, then the curriculum system will be disrupted. Given the

importance of the curriculum in both education and human life, curriculum

preparation cannot be done and will not be able to achieve perfection if the

curriculum compilers do not understand the components of the curriculum. Therefore,

in this paper the author tries to discuss the components of the curriculum related to

assessment and testing.

B. Problem Statement

1. How is making decision in testing?

2. How to match test to purpose?

3. What is test design?

4. How is student’s knowledge of the questions?

5. How to match tests to decision purposes?

6. How to adopt, develop and adapt language test?

7. How to organize and use test results?

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 CHAPTER II

DISCUSSION

1. Making Decision in Testing

a. Proficiencies Decision

Proficiencies decision applied to comparing the effectiveness of

different language program since proficiencies test by definition are general in

natural rather than geared to any particular program, they can be used to

compare regional branches of particular language program in short,

proficiencies decision in volt test that general in natural.

b. Placement decision

Placement decision should be based on instrument with specific

program in mine or aid list seriously examine for their appropriateness to

specific program the test upon which placement decision are should aider be

specifically designed for a given program are aid list carefully examined and

selected to reflex the goal and ability lever in the program. This test usually

given to a student entering an educational institution to determine specific

knowledge or proficiency in various subjects for the purpose of assignment to

appropriate courses or classes.

c. Diagnostic decision

Are focused on the strength and weaknesses of each individual vis-a-

vis the instructional objectives for purpose of correcting deficiencies before it

is to late. Hence diagnosis decision are aimed add fostering achievement by

promoting strength and eliminating weaknesses

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 d. Achievement decisions

Are central to any language curriculum we are in the business a

posturing achievement in the form of language learning. In other word, we

can say that achievement test is a standardized test for measuring the skill or

knowledge attained by an individual in one or more fields of work or stud

2. Matching Test to Purpose

Language teaching professionals make proficiency, placement, achievement, and

diagnostic decisions about their students all the time. To help in developing sound

tests for making important decision, it will begin by explaining a clear cut distinction

between two major families of tests. It is known that the result of language tests can

be interpreted in two different ways, depending on the frame of reference adopted.

When test score are interpreted in relation to the performance of a particular group of

individuals, we call it a norm-referenced interpretation.

a. Norm-Referenced Test (NRT)

NRT is designed to measure global language abilities (for instance,

academic listening ability, reading comprehension, etc). The purpose of an

NRT to spread the students out along a continuum score (high to low). The

general format of the questions on an NRT is multiple choice, true-false,

dictation or essay.

b. Criterion-Referenced Test (CRT)

CRT is produced to measure well defined and fairly specific

objectives. These objectives are specific to a particular course, program,

school district, or state. The purpose of CRT is to measure the amount of

learning that the students has accomplished on each objective. The students

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 would know in advance what types of questions, tasks and content to expect

for each objective because the question content would be implied in the

objective of the course.

c. Comparing Norm-Referenced and Criterion-Referenced Approaches

NRT is a test which is designed to measure how the performance of a

particular student or group of students compares with the performance of

another student or group of students whose scores is given as the norm. a

student’s score is therefore interpreted with the reference to the criterion

score, rather than to the scores of other students. It is designed to enable the

test user to make normative interpretations of test results. Test results are

interpreted with reference to the performance of a given group, or norm.”

Then CRT is a test which measures a student’s performance according to a

particular standard or criterion which has been agreed upon. The student must

reach this level of performance to pass the test, and a student’ score is

therefore interpreted with the reference to the criterion scores of other

students. It is designed to enable the test user to interpret test score with

reference to a criterion level of ability or domain of content.

The essential difference between these definitions is that the performance of each

student on a CRT is compared to a particular standard called a criterion level. For

example: if the acceptable percent of correct answers were set at 70 percent for

passing, a student who answered 86 percent of the questions correctly would pass. On

NRT, a student’s performance is compared to the performance s of other students in

whatever group has been designated as the norm. For example: Regardless of the

actual number of items correctly answered, if a student scored in the 84th percentile,

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he or she performed better than 84 out of100 students in the group as a whole. The

key to understanding this difference is implicit in the terms percent and percentile. In

administering a CRT, the principal interest is in how much of the material on the test

is known by the students. Hence the focus is on the percent of material known, that is,

the percent of the questions that the student answered correctly in relation to the

material taught in the course and in relationship to a previously established criterion

level for passing. In administering an NRT, the concerns are entirely different. Here,

the focus is on how each student’s performance relates to the scores of all the other

students, not on the actual number (percent) of questions that the student answered

correctly.

3. Test Designs

Regardless on what facets of language are being tested, an NRT is likely to be

relatively long and to be made up of a wide variety of different item types. An NRT

usually consist of a view subtests on rather general language skills, for example,

reading and listening comprehension, grammar, writing and the other like. These

subtests will tend to be relatively long (30-50 items) and cover a wide variety of

different test items. In comparison, CRTs are much more likely to be made up of

numerous, but shorter subtests. Each of the subtests will usually represent a different

instructional objective for the given course-with one subtest for each objective. For

example, if a course has 12 instructional objective, the CRT associated with that

course might have 12 subtests (although sometime only a subsample of an objectives

will be tested).

4. Student’s Knowledge of the Questions

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 Because of the general nature of what NRTs are testing and usual wide variety of

items, students rarely know in any details what types of items to expect. The students

might know what item formats they will encounter, for example, multiple-choice

grammar items, but seldom will they be able to predict actual language points. On

CRTs, students should probably know what language points will be tested, as well as

what item types to expect. This table can illustrate those points:

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5. Matching Tests to Decision Purposes

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 The first column of that table indicates test qualities that very for the four types of
decisions. The decision/test types are labeled across the top of the table and range
from proficiency to placement to achievement to diagnosis. The table indicates:
 First, that there are differences in the degree to which the information
provided by the test is general or specific.
 Second, the focus of each of these types of tests differs from general skills
prerequisite for the program to very detailed analysis of student’s ability to
perform on instructional objectives.
 Third, these four types of decision/test differ in the purposes of the decisions
for which they were designed.
 Fourth, the types of comparison can range from comparison with other
institutions to direct comparisons of each student’s performance on each of
the course or program objectives.
 Fifth, indicates when the decision/test made.
 Sixth, indicates the interpretation of score of the test results.
6. Adopt, Develop, and Adapt Language Test
a. Adopting language test The tests that are used for program decision are very
often bought from commercial publishing houses. Tests are also sometimes
adopted from other language programs or taken straight from current textbook.
Selecting good tests that match the specific needs of a program is therefore
important. Test review can be found in the review sections of some language
teaching journal. Alternative ways to approach the task of selecting tests for a
program might include:
a. Taking a language testing course
b. Reading up on testing
c. Hiring a person who already know about testing
d. Giving one number of the staff release time to become informed on the topic

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b. Developing language test Sufficient resources and expertise will be available in a
program so that proficiency, placement, achievement, and diagnostic tests can be
developed and fitted to the specific goals of the program and to the specific
population studying in it. Decision must be made about which types of the tests
to develop first. It means that developing achievement and diagnostic tests,
temporarily adopting previously published proficiency and placement test.
c. Adapting language test The process of adapting a test to a specific situation will
probably involve some variant of the following strategy:
a) Administer the test to the students in the program
b) Select those items that appear to be doing a good job of spreading out the
students for an NRT, or a good job of measuring the learning of the
objectives with that population of students.
c) Create a shorter, more efficient, revised version of the test that is fits the
ability level s of the specific population of students
d) Create new items that function like those that were working well in order to
have a test of sufficient length
7. Organizing and Using Test Results
After deciding to adopt, adapt, or develop, or some combination of all three,
curriculum planners must put the tests into place and begin to use them for decision
making.
Firstly, we have to make sure that the purposes of administering the various tests
are clear to the curriculum developers and to the teacher. It means that the purposes
must be clearly defined in both theoretical and practical that are understood and
agreed by a majority of staff.
Second, we have to ensure that all necessary physical conditions for the test have
been met. It means assuring that there is a well-ventilated and quiet place in which to
administer the test and enough time in that space for some flexibility. We also make
sure that students have been notified before the test and should be given information
about where and when the test will be given.

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 The next step is administering test, before it we have to make sure that there are
adequate materials o hand. All necessary equipment should be handy in good repair.
Proctors must be trained in their duties and have sufficient information to do a
professional job of test administration.
After the tests have been administered, we should make provisions for scoring.
Again, adequate space and scheduling are important so that quantified staff can be
trained to carry out the scoring of the test.
Interpretation of the results is important. There must be clearly defined purpose
for the result, and provision for helping teachers use scores and explain them to their
students.
The next is about the record keeping. Record keeping is often forgotten in the test
administration. The resources must be provided for keeping track of score. Ready
access to the records is very important for all staff members. Provision must also be
made for eventual destruction of these records.
Last but not least, there should be an ongoing plan for research based on the
results. At minimum, the results should be used to full advantage. It means that the
result should be incorporated into overall program evaluation plan.

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 CHAPTER III
CONCLUSION

Barbara E. Walvoord defines assessment as “the systematic collection of

information about student learning, using the time, knowledge, expertise, and

resources available, in order to inform decision about how to improve learning.”.

Educational assessment is the process of documenting, usually in measurable terms,

knowledge, skill, attitudes, and beliefs. It is a tool or method of obtaining information

from tests or other sources about the achievement or abilities of individuals. Often

used interchangeably with test. A test is an instrument used to measure a sampling of

an individual’s performance as a reflection of his/her ability of a particular domain28.

In short, test is an instrument or systematic procedure for measuring a sample of

behavior. It usually refers to a specific set of questions or tasks that is administered to

an individual or to all members of a group and measures a sample of behavior.

In order to make a suitable curriculum, there are some requirements to fulfill.

The requirements need to make sure the plan going well and the result could be run.

The result of curriculum shoulds cover all the problem and get the full advantage of

it.

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 REFERENCES

A. Zafar (2013) Testing and Evaluation as A Source of Curriculum Development,

ICERI2013 Proceedings, pp. 2980-2988.

E. Stake, Robert. 1968. Review of Educational Research. AERA Journals.

Gordon Jenks Library. 2022. Curriculum Library.

https://library.gordon.edu/curriculum-library.

Rochmahwati M.Pd, Pryla. 2017. English Curriculum and Material Development.

Ponorogo: STAIN Po Press.

Washtenaw Community College. 2022. Assessment and Its Important.

https://www.wccnet.edu/.

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