CURRICULUM MATERIAL AND DEVELOPMENT TRADITIONAL VS AUTHENTIC ASSESSMENT
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EN1LISH EDUCATION DEPARTMENT TEACHER TRAININ1 AND EDUCATION 2ACULT3 2ACULT3 THE UNIVERSIT3 MUHAMMADI3AH MUHAMMADI3AH O2 PURWO4ERTO #$"0 Hal 1
A5 T6aditional A++e++ment 1. Definition Traditional assessment are the conventional methods of testing which usually
produce a written document, such as quiz, exam, or paper. Standarized tests, most state achievement test, and high school graduation examination are also exxamples of traditional assessment.(on !ueller, "##$%. The example of traditional assessment are multiple choice, gap fill, true&false, matching. ". Strengths and wea'nesses a. Strength (ailey, 1))*% +asy to give score • !ore reliale • -educing the chances of learners guessing • . ea'nesses (./ran'lin "##" and ailey, 1))*% +valuation of students0 higher&order thin'ing • •
s'ills,
prolem
solving,
attitudes, and other ailities cannot e quantified easily Traditional assessment does not involve discussions, classroom proects, and other programs designed to show material to students and impart 'nowledge that
•
the teachers can then oserve and measure. 2heating may e facilitated.
3. 2haracteristics a. Sele7tin- a Re+pon+e4 5n traditional assessments, students are typically given several choices (e.g., a,,c or d6 true or false6 which of these match with those% and as'ed to select the right answer. . Cont6i8ed4 7t is not very often in life outside of school that we are as'ed toselect from four alternatives to indicate our proficiency at something. Tests offer these contrived means of assessment to increase the numer of times you can e as'ed todemonstrate proficiency in a short period of time. c. Re7all9Re7o-nition o 4noled-e4 ell designed traditional assessments (i.e., tests and quizzes% can effectively determine whether or not students have acquired a ody of 'nowledge. Thus, as mentioned aove, tests can serve as a nice complement to authentic assessments in a teacher0s assessment portfolio. /urthermore, we are often as'ed to recall or recognize facts and ideas and propositions in life, so tests are somewhat authentic in that sense. 8owever, the demonstration of recall and recognition on tests is typically much less revealing aout what we really 'now and can do than when we are as'ed to construct a product or performance out of facts, ideas and propositions.
Hal 2
d. Tea7,e6;+t6)7t)6ed4 hen completing a traditional assessment, what a student can and will demonstrate has een carefully structured y the person(s% who developed the test. 9 student0s attention will understandaly e focused on and limited to what is on the test. e. Indi6e7t E8iden7e4 +ven if a multiple&choice question as's a student to analyze or apply facts to a new situation rather than ust recall the facts, and the student selects the correct answer, what do you now 'now aout that student: Did that student get luc'y and pic' the right answer: hat thin'ing led the student to pic' that answer: e really do not 'now. 9t est, we can ma'e some inferences aout what that student might 'now and might e ale to do with that 'nowledge. The evidence is very indirect, particularly for claims of meaningful application in complex, real& world situations. f. Speeded e
ed te+t: 9ssessment is created y a testing agency outside of the school environment. ;. Type of the traditional assesment 5ective and suective are two types different types of tests. a. 5ective tests consist of4 & !ultiple&choice & /ill&in&the&lan' & Short answer & True and false & !atching
is no one correct answer. 7t is very important that all the essays are graded fairly.
. 9uthentic 9ssessment 1. Definition 9uthentic 9ssessment also called Direct 9ssessment, 9lternative 9ssessment, and =erformance 9ssessment. 9rthur 8ughes (1)*), 1;% said that testing is said to e direct when it requires the candidate to perform precisely the s'ill which we wish to measure. 7f we want to 'now how well students can write letter, we get them to write letter. 7f we want to 'now how well they pronounce a language, we get them to spea'. e can say that 9uthentic 9ssessment tests application of 'nowledge and s'ills. 9uthentic 9ssessment that is performance&oriented with the assessment that aims to measure not only the correctness of the response ut also the thought process involved in arriving at the response, and that encourage students to reflect their learning
Hal 3
in oth depth and readht, the elief is that instruction will e pushed into more thoughtful reflexive, richer mode as well. 9uthentic assessments call upon the examinee to demonstrate specific s'ills and comperhencies, that is, to apply the s'ills and 'nowledge they have mastered (-ichard . Stiggins% Direct testing is easier to carry out when it is intersted to measure the productive s'ills of spea'ing and writing (9rthur 8ughes, 1)*)4 1;%. 7n 9uthentic 9ssessment, we can as' the student to write personal letter when the material is personal letter . e also can as' them to do conversation aout greeting in spea'ing class. The acts of writing personal letter give us information aout the student>s aility. ith listening and reading, however, it is necessary to get candidates not only to listen or read ut also to demonstrate that they have done this successfully (9rthur 8ughes, 1)*)4 1;%. ". Strength and limitation a. Strength (9rthur 8ughes, 1)*), p 1;% =rovide that we are clear aout ust what ailities we want to assess, it is • relatively straightforward to create the conditions which will elicit the ehaviour •
on which to ase our udgements. 9t least in the case of productive s'ills, the assessment and interpretation of
•
students> performance is also quite straightforward. Since practice for the test involves practice of the s'ills that we wish to foster,
there is li'ely to e helpful ac'wash effect. . ?imitation (!ehrens, 1))"% These include suectivity in scoring. • The costliness of administering and scoring. • The narrow range of s'ills that are typically assessed. • 7nter&rater reliaility can e difficult to achieve with authentic assessment. • ?imit its value as a measure of general learning outcomes. • @. 2haracteristics a. Pe6o6min- a Ta+? 4 5n traditional assessments, students are typically given several choices (e.g., a,,c or d6 true or false6 which of these match with those% and as'ed to select the right answer. . Real;lie4 !ore commonly in life, as in authenticassessments, we are as'ed to demonstrate proficiency y doing something. c. Con+t6)7tion9Appli7ation o 4noled-e4 Tests can serve as a nice complement to authentic assessments in a teacher0s assessment portfolio. /urthermore, we are often as'ed to recall or recognize facts and ideas and propositions in life, so tests are somewhat authentic in that sense. 8owever, the demonstration of recall and
Hal 4
recognition on tests is typically much less revealing aout what we really 'now and can do than when we are as'ed to construct a product or performance out of facts, ideas and propositions. 9uthentic assessments often as' students to analyze, synthesize and apply what they have learned in a sustantial manner, and students create new meaning in the process as well. d. St)dent;+t6)7t)6ed 4 9uthentic assessments allow more student choice and construction in determining what is presented as evidence of proficiency +ven when students cannot choose their own topics or formats, there are usually multiple acceptale routes towards constructing a product or performance. 5viously, assessments more carefully controlled y the teachers offer advantages and disadvantages. Similarly, more student&structured tas's have strengths and wea'nesses that must e considered when choosing and designing an assessment. e. Di6e7t E8iden7e4 9uthentic assessments offer more direct evidence of application and construction of 'nowledge. 9s in the golf example aove, putting a golf student on the golf course to play provides much more direct evidence of proficiency than giving the student a written test. 2an a student effectively critique the arguments someone else has presented (an important s'ill often required in the real world%: 9s'ing a student to write a critique should provide more direct evidence of that s'ill than as'ing the student a series of multiple&choice, analytical questions aout a passage, although oth assessments may e useful. 5 Untimed et give limited time -5 Indi8id)al 9 -6o)p p6o=e7t: 9ssessment can e done in group or individual. ,5 Cla++6oom te+t+: 9ssessment is created y the teachers or perhaps a textoo' company and aligned with the state standart. $. Types of 9uthentic 9ssessment 50!alley and =ierce have also categorized common types of authentic assessment and the student actions that should e oserved and documented. Their examples include the following4 •
O6al Inte68ie+: Teacher as's student questions aout personal ac'ground, activities, readings, and other interests.
•
Sto6y o6 Te
•
W6itin- Sample+: Student generates narrative, expository, persuasive, or reference paper.
Hal 5
•
P6o=e7t+9E<,ibition+: Student wor's with other students as a team to create a proect that often involves multimedia production, oral and written presentations, and a display.
•
E
•
Con+t6)7ted;Re+pon+e Item+: Student responds in writing to open&ended questions.
•
Tea7,e6 Ob+e68ation+: Teacher oserves and documents the students attention and interaction in class, response to instructional materials, and cooperative wor' with other students.
•
Po6tolio+: 9 focused collection of student wor' to show progress over time.
A. 7nstruments of scoring a. Ratin- +7ale (Borman +. Cronlund, $ th, 1)"#%4 is a 'ind of instrument for otaining and recording the oservers> udgments. 7t use to measure where is the pupils> grade.
Hal 6
. C,e7?li+t (Borman +. Cronlund, $ th, 1)"#%: is a 'ind of instrument to record whether a competence is present or asent or whether an action was or was not ta'en. 2alled yes&no udgment.
c. R)b6i7 (Borman +. 16onl)nd , $th, 1)"#% : 9 scoring scale used to assess student performance along a tas'&specific set of criteria. Types of ruric are holistic and analitic ruric. 8olistic ruric all criteria are assessed as a single score. 8olistic rurics are good for evaluating overall performance on a tas'. ecause only one Hal 7
score is given, holistic rurics tend to e easier to score. 8owever, holistic rurics do not provide detailed information on student performance for each criterion6 the levels of performance are treated as a whole. 9nalitical ruric is each criterion is assessed separately, using different descriptive ratings. +ach criterion receives a separate score. 9nalytical rurics ta'e more time to score ut provide more detailed feedac'.
Hal 8
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CONCLUSION
Traditional assessments are the conventional methods of testing which usually produce a written document, such as quiz, exam, or paper. 7n other words, are the types of assessment that students most often thin' of when they hear the word EtestF or EexamF, 9uthentic assessments are the scoring methods of testing which is the teacher scores students> performance directly. e can use oth of these methods.
Hal 13
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Di'li, S. ("##3%. 9ssessment at a distance4 traditional vs.alternative assessments. The Turkish Online
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2(3),
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http$%%&&&to'etnet%articles%232pdf Traditional ssess#ents y *ichael +aillie retrie"ed fro# https$%%&&&googlecoid%url sat.rct'./.esrcs.source&e.cd1.cadr'a.uact0."ed45'.url http63625625&&&2raritan"aledu625depart#ents6257u#anities8oc8ci625artTi#e625:olfe625o&eroint;as;<5625Edsych625Traditional 62=2ssess#entspdf.ei3>1?@A/5Bf*#Cu=oAD+g.usg54'@AJDpOk"&79/0h c#?=nF'y"*h3.sig2:-=DGy;3H#=20rE>CTu& ailey, <. !. (1))*%. ?earning aout language assessment4 dilemmas, decisions, and directions. 8einleG 8einle4 HS. 8ughes, arthur. 1)*). Testing for ?anguage Teachers. 2amridge, H<4 2amridge Hniversity =ress http4IIfmueller.faculty.noctrl.eduItooloxI iggins, =. C. (1))3%. 9ssessing Students =erfomance. San /rancisco4
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=ulisher ?inn -oert, Crondlund Borman. 1))#. *easure#ent and E"aluation in Teaching . rown, 8. Douglas. "##;. Ianguage sses#ent$ rinciples and lassroo# ractice. San /ransisco4 San /ransisco State Hnivercity. @5 26an?lin !#$$#( Ri7,a6d @5 Sti--in+ Me,6en+ !"&&#( riginall& pu-lished School Library Media Activities Monthly 1!, n # ('anuar& 1) 3p&right 4 1 School Library Media Activities Monthly
Hal 14
