Chapter 7

MEMBER GROUP
1. DWI SEPTIANA PUTRI
2. AZAH SARI VERONICA
3. ANNISA ISMI
MONITORING AND
ASSESMENT
 MONITORING AND ASSESSMENT THE AIM OF THIS PART OF THE
CURRICULUM DESIGN PROCESS IS TO DECIDE WHAT TO TEST AND HOW
TO TEST IT.
 What is Monitoring ?
Monitoring is a process of gathering information for
evaluating the effectiveness of the curriculum and
ensuring that the intended, implemented and attained
curricula are aligned. This process typically focuses on
such issues as relevance, consistency, practicality,
effectiveness, scaling-up and sustainability, as well as
whether learners are achieving the expected learning
outcomes. It measures the extent to which the
curriculum is commensurate with the diverse needs of
all learners.
 What is assesment ?

Assesment is a process of gathering

and analyzing information from
multiple sources in order to improve
student learning in sustainable ways.
 Guidelines for Monitoring and Assessment

monitoring and assessment can have both informational and

affective goals. That is, monitoring and assessment can
provide a teacher and learners with information about the
learners’ present knowledge and progress, and it can also be a
means of encouraging involve- ment and participation
Types Of Monitoring And
Assesment
1. Placement assessment The learners are assessed at the
beginning of a course to see what level of the course they
should be in. The aim of this testing is to ensure that the
course is not going to be too easy or too di fficult for the
learner.
2. Observation of learning While the course is running, the
activities
that the learners do are carefully monitored to see if each
particular
 Placement assessment is used to
decide what level of the course a
Placement learner should enter, what class the
Assesment learner should join, and whether the
learner should join the course at all.
Observation Of
Learning
Monitoring learners’ progress in a course can
occur at the level of the learn- ing activity.
This monitoring does not assess the learners
but is directed towards the tasks that they do.
The purpose of the monitoring is to see if it is
necessary to make changes to the learning
activities in order to encourage learning.
 Monitoring looks at activities as they
occur and is essentially process-
oriented. Short-term achievement
Short – Term assessment looks at the product of activ-
Achievement Assesment ities or a small set of activities. The
purpose of this assessment is to see if the
learners are making progress on a daily
or weekly basis. It provides feedback to
the teacher and the learners.
Diagnostic
Assesment Diagnostic assessment is used to find the
gaps and weaknesses in learners’
knowledge so that something can be
done about them. More positively, it is
used to find what learners know well so
that time is not wasted on teaching
 Achievement Assessment
Proficiency Assessment
Achievement assessment measures both the
achievement of learners during a course and
A test of language proficiency draws
the effectiveness of the course. Depending on
items for the test not from the course
the length of the course, there may be a final
that the learners are studying, but from
achievement test at the end, and perhaps one or
the language itself, independent of any
two tests part of the way through a course.
course. The reason for this is that the
purpose of a proficiency test is to show
how much the learners know of the
language or a particular part of the
language.