The Process of Developing Assessment

Annisa Annisa Jaturrah Jaturrahman man

(20162 (20162056 056021 021103 1036) 6)

Iqba Iqball Alfia Alfian n Rusyd Rusydii

(201 (20162 6205 0560 6021 2110 1038 38))

The Process of Developing Assessment

Assessing fr learning is a !r"ess f inquiry int #hat and h# #ell students learn $er the !rgressin f their studies and is dri$en by intelle"tual "urisity abut the effi"a"y f "lle"ti$e edu"atinal !ra"ti"es% &ttlieb (2006' 85) define assessment as "m!rehensi$e !r"ess f !lanning "lle"ting analying re!rting and using infrmatin n students $er time% How to diferenciate between tesng, assessment, and evaluaon? (Golieb:85-86:

*esting

Assessment

+$aluatin

A systemati" !r"edure f "lle"t "lle"ting ing a sam!le sam!le f stud studen entt beha beha$i $ir r at ne !int in time%

A "m!rehensi$e !r"ess f   !lanning "lle"ting anal analy yin ing g re! re!rti rting ng and and using infrmatin n students $er time% Assesment "an in"lude test as #ell as !r,e"ts ane"dtal ane"dtal infrmatin infrmatin and student self-refle"tin%

A brad s"!e in$l$ing a methdlgi"al  !r"ess #hereby assesment infrmatin n students r !rgrams is used t ma.e e$iden"e-based de"isins frm infrmed ,udgement%

*here are fur #ays t "ategrie assessment instruments and !r"edures' intentin !ur!se inter!retatin and administratin% -

In terms terms f inte intent nti in n an asse assess ssme ment nt "an be a s!n s!nta tane neu uss "mm "mmen entt (infrmal) r it "an be systemati" (frmal)%

-

In terms terms f f !ur! !ur!se se an an assessm assessment ent "an "an measu measure re the the !rdu" !rdu"tt (summa (summati$ ti$e) e) r it "an f"us n the !r"ess f learning (frmati$e)%

-

In terms terms f inte inter! r!re reta tati tin n an asses assessm smen entt "an "an be used used t estab establi lish sh the relatinshi! bet#een students/ !erfrman"e and their !eers/ !erfrman"e (nrm-r (nrm-refer eferen" en"ed) ed) r bet#een bet#een studen students/ ts/ !erfrma !erfrman"e n"e and a bdy bdy f  .n#ledge t be mastered ("riterin-referen"ed)%

-

inally in terms f administratin an assessment "an be deli$ered at the state r natinal le$el (large s"ale) r it "an be limited t a "lassrm ("lassrm-based)%

In initiating the !r"ess f de$el!ing asseessment u.ie (200) there are sme ste!s #hi"h shuld be "nsidered as fll#' 1% etermine the !ur!se f the assessment% hat shuld be the s"!e f the assessment% +4 the s"!e n #riting assessment% 2% +stablish $isin and missin Ad,usting the assessment based n the $isin and missin f institutin 3% Identify !rgrammati" gals that are dire"tly related t the missin% *hese are general

e4!e"tatins

regarding

!rgram

deli$ery%

+4 *he s"hl #ants their students t be able t s!ea. +nglish in daily "n$ersatin #inning the debate "m!etitin% % Identify s!e"ifi" student learning ut"mes% Student Learning Outcomes' !e"ifiable a"ti$ities !rdu"ts s.ills

abilities beha$irs attitudes r !ie"es f .n#ledge that students attain as a result f their in$l$ement in a !arti"ular set f edu"atinal e4!erien"es% Re!resent the mst im!rtant "m!eten"ies that all students shuld !ssess% 5% efine measures fr ea"h ut"me% *y!es f 7easures' uantitati$e9numeri" (e%g% test s"res !la"ement rates &:A stru"tured sur$eys) ualitati$e9des"ribed by #rds rather than numbers (e%g% inter$ie#s f"us gru!s bser$atins rubri"s) ire"t9require students t dis!lay .n#ledge r s.ill (e%g% tests  !erfrman"es assignments) Indire"t9se"nd-hand e$iden"e (e%g% sur$eys "urse e$aluatins ,urnal refle"tins)

6% etermine h# measures #ill be e$aluated% Criterion-based benchmarks— "m!ares student !erfrman"e #ith a !re-

established standard% orm-referenced benchmarks— " m!ares student !erfrman"e #ith a

standardied nrm r a gru! f !eers% !alue-added approach— "m!ares student !erfrman"e at t# !ints in

time t see if they ha$e im!r$ed% Longitudinal"historical approach— "m!ares "urrent students #ith !rir 

students

;ased n
#$ Define the %ssue"Problem& 7ay be diffi"ult tas. be"ause the !rblem r issue may nt be as  b$ius as it may seem%  Redu"e the issue int multi!le issues t ma.e it easier t manage%

'$ Define the (oal Statement  =n"e yu ha$e defined the issue yu #ill need t de"ide #hat yu





#ant t f"us n rite a "lear statement(s) f #hat yur gal(s) is in addressing the issue% r this ste! ,ust f"us n a slutin nt h# yu are a"tually ging t sl$e the !rblem%

)$ Align Assessment >ur issue and gal shuld be aligned #ith and su!!rt institutin and  de!artment missins and gals% e ften embar. n !r,e"ts that are nt "nsistent #ith ther missins  and gals% ;e able t "m!lete the statement ?this !rgram@inter$entin su!!rts  institutin r de!artment missin%%% *$ %dentif+ stakeholders  ta.ehlders ha$e a !art in yur assessment% *hey may su!!rt yur !r,e"t% *hey may hel! yu im!lement the

assessment% *hey may ha$e a $ested interest in the results% *hey may  be hel!ful in im!lementing re"mmendatins frm the assessment% Assessment   

and

!lanning

"annt

be

su""essful

#ithut

the

in$l$ement f sta.ehlders% Identify #h may ha$e a questin related t yur !rgram% Identify #hi"h questin(s) these sta.ehlders may ha$e% etermine #hi"h sta.ehlders and #hi"h questins #ill be in"luded in yur assessment%

,$ %dentif+ theoretical or conceptual frameork for foundation of goals  *hery r a "n"e!tual frame#r. !r$ides a "nte4t fr bth

 !lanning and assessment% It !r$ides a guide as yu begin t !lan but is als hel!ful as yu are inter!reting assessment results% It shuld be  !art f the !r"ess thrughut%



Re$ie# literature hat literature is a$ailable t hel! yu understand yur determined

 !rblem r issue Identify the thery@"n"e!tual frame#r. yu #ill use .$ %dentif+"develop summative outcomes that ould e/ist if goal as 

reached ;a".#ards design  >u need t begin by thin.ing abut #hat yu #ant t ha!!en at the

end% hat is yur intended result f the intera"tin !rgram r  ser$i"e hat d yu e4!e"t students t be able t d .n# r belie$e 

at the end 3 *y!es f =ut"mes =!eratinal ut"mes' are ut"mes that measure !rgress t#ard o a gal but are nt related t im!a"t% *hings su"h as the number f   !rgrams r the number f students ser$ed are !eratinal o

ut"mes% Bearning ut"mes' are the desired learning effe"t f a !rgram a"ti$ity r inter$entin% A students being able t resl$e a "nfli"t

o

is an e4am!le f a learning ut"me% :rgram ut"mes' are the desired aggregate effe"t f a !rgram a"ti$ity r inter$entin% An e4am!le f a !rgram ut"me is a de"rease in the number f students being fund res!nsible fr 

o

al"hl $ilatins% i;A* =ne frmula that is su""essful in de$el!ing learning ut"mes is the i;A* frmula% i;A* stands fr ?students #ill be able t%C >u begin yur ut"me statement #ith this and then yu add an a"tin $erb and then a "nditin% r e4am!le students #ill be able t fa"ilitate a hall g$ernment meeting as a result f 

o

 !arti"i!ating in the residen"e hall "un"il training% 7AR* ell-#ritten ut"mes ha$e sme defining "hara"teristi"s% 7AR* is a mnemni" de$i"e that "an ser$e as a "he".list% 7AR* ut"mes are s!e"ifi" measureable aggressi$e but attainable results-riented and time-bund% If yur ut"me statements are

7AR* yu #ill be mre effe"ti$e as yu !lan and yur  assessment #ill be easier t im!lement% 0$ %dentif+ and measure the inputs that can be used to resolve the program1  In!uts are the ra# materials a$ailable and "an in"lude a$ailable budget



fr a !rgram r inter$entin staff fa"ilities et"% It is hel!ful t identify the in!uts as they #ill di"tate #hat strategies and a"tin ste!s yu "an em!ly and they als may affe"t the e4tent t

#hi"h yu "an a"hie$e yur gals r ut"mes% 2$ Develop strategies anchored in theoretical"conceptual frameork to reach goal1  * assess #ell there needs t be gd !lanning% Align strategies #ith gals   Dee! in mind the thereti"al@"n"e!tual frame#r.  3$ Develop

action steps

anchored in +our theoretical"conceptual

frameork to implement the strategies Ereate the ?t dC list   "ument the ?t dC list #4$ Develop and measure formative assessment for strategies and action steps  rmati$e assessment is the ?assessment alng the #ay%C I als thin. 

abut this as assessment f the !r"ess r the assessment f the 

strategies and a"tin ste!s% >u #ill #ant t assess the strategies and a"tin ste!s s yu "an learn h# effe"ti$e they are in hel!ing students rea"h the ut"mes yu ha$e



identified% rmati$e assessment "an utilie the same methds as summati$e assessment in"luding tra".ing sur$eys f"us gru!s !rtflis

rubri"s et"% ##$ 5easure outcomes =n"e yu ha$e the frmati$e assessment f measuring the strategies 

and a"tin ste!s yu need t !erfrm summati$e assessment t determine if the ut"mes are rea"hed% Ensider summati$e assessment befre yu begin% es ut"me data already e4ist Elle"t data% #'$ 5ake sense of results   



7a.e sense f the ut"me data >ur ut"me data dn/t ha$e $alue atta"hed t it yet% mene needs t analye and inter!ret the data and ma.e sense f it



ans#ering questins Analysis hat ty!e f analysis d yu #ant t !erfrm ill frequen"ies and "rsstabs ans#er yur questins  yu need t d mre s!histi"ated analysis su"h as "rrelatin r regressin If s d yu ha$e the s.ills t d this r d yu .n# smene #h "an hel!% Are yur results statisti"ally signifi"ant If s are they



 !ra"ti"ally signifi"ant Dee! in mind the thereti"al@"n"e!tual frame#r.  It is im!rtant t .ee! in mind the thereti"al@"n"e!tual



frame#r. be"ause it #ill hel! yu inter!ret the data% Ensider alternati$e hy!theses It is hel!ful t als "nsider alternati$e hy!theses #hen e$aluating the data% :erha!s yur ut"me is al"hl use and yu

ha$e ,ust im!lemented a ne# !rgram% #)$ 6eport7 present findings Identify the !liti"al as!e"ts f yur findings (anti"i!ated r a"tual) Identify #h #ill re"ei$e the re!rt (audien"e) e"ide h# yu #ill re!rt the infrmatin (frmat) e"ide #hat t in"lude in the re!rt e"ide #hen the re!rt #ill be disseminated (timing) Ensider #hat yu "an d t .ee! the re!rt frm being ?shel$edC      

#*$ 6evie7 reallocate7 advocate for resources

Assessment isn/t #rth#hile unless "hanges ""ur% Re$ie#ing reall"ating and ad$"ating fr resur"es are the ultimate gals% As a result f  the assessment yu may de"ide t dis"ntinue a !rgram and !ut thse resur"es be they time mney r staff t#ards ther things% If yu ma.e a "hange in a !rgram by sim!ly "hanging strategies r a"tin ste!s rather than dis"ntinuing a !rgram r "reating a ne# ser$i"e yu are still reall"ating resur"es% :erha!s yu determine that yu are rea"hing yur gal and ut"mes and if yu had mre resur"es yu "uld be e$en mre effe"ti$e than yu "urrently are assessment may be an !!rtunity t ad$"ate fr 

resur"es r an essential ste! fr defending the "urrent resur"es% hile assessment is abut ma.ing im!r$ements in the !liti"al #rld f higher  edu"atin assessment really bils d#n t use f resur"es% #,$ % 6etool program based on formative and summative evaluation

 F# that yu ha$e the data yu need t d smething #ith it% It is time t im!r$e the !rgram yu assessed% >u may de"ided t t#ea. yur ut"mes strategies r a"tin ste!s% >u may e$en realie that yu need t assess differently% =n"e yu ha$e made yur "hanges get ready t .ee! in assessing%



6e-C+cle and continue the loop  Identify #hat t assess ne4t% *his #as dis"ussed briefly in the im!li"atins se"tin% Assessment

shuld ne$er st!% e "an al#ays im!r$e e$en #hat #e ha$e already 

im!r$ed% *hin. abut #hat is the ne4t "y"le f assessment% *he first !tin #uld be t re!li"ate the study% >u may realie a #ay t im!r$e this !ast assessment r yu may ,ust #ant t re-assess residen"e hall "un"il training #ith a different set f students and see if 



yu get the same results%  F# that yu .n# that students did in"rease their meeting fa"ilitatin s.ills anther !tin #uld be t try t understand h# this ha!!ened%



 

hat #as mst useful Anther !tin "uld be t assess different ty!es f leadershi! s.ills aside frm meeting fa"ilitatin% =r yu "uld%%%%%%%%%%%%%%%%%%%%%%%%% Just dn/t st! assessing%

!eading "est

The Stor+ of the Smart Parrot A man in :uert Ri" had a #nderful !arrt% *here #as n anther !arrt li.e it% It #as $ery $ery smart% *his !arrt #uld say any #rd-e4"e!t ne% u are a stu!id birdG hy "an/t yu say the #rd at EAtan r I #ill .ill yuGC but the  !arrt #uld nt say it% *hen the man gt t s angry that the shuted $er and $er ?ay Eatan r I/ll .ill yuGC but the bird #uldn/t tal.% =ne day after trying fr many hurs t ma.e the bird say Eatan the man gt $ery angry% u are mre stu!id than the "hi".ens% n I #ill eat them and I #ill eat yu t%C In the "hi".en huse there are fur ld "hi".ens% *hey #ere fr unday/s dinner% *he man !ut the !arrt in the "hi".en huse and left% *he ne4t day the man "ame ba". t the "hi".en huse%
A% 81 E% % +%

*he !arrt "uld say Eatan At last the parrot could sa+ Catano Eatan #as the name at the !arrt *he man ne$er gt angry at the !arrt +$ery se"nd the #ner tea"h the bird

*he g$ernment has ,ust !ublished a re!rt #hi"h suggest that tele$isin is !artly res!nsible fr the serius in"rease in "rime $er the last ten years% *he e4!sure f $ilen"e r !rngra!hy harmfully effe"ts n "hildren% 7any !e!le #h are ali$e tday .n# #hat it is li.e t li$e in a #rld #ithut tele$isin% *ele$isin as #e .n# is nly abut frty years ld% >et it is s mu"h a !art f ur li$es that it seems as if it had al#ays e4isted% me !e!le thin. that the years befre the in$entin f tele$isin #ere a  better time% *hey "laim that families tal.ed mre and did mre things tgether% 7re b.s #ere read% :e!le used their imaginatins mre fully% :e!le gt mre utdr e4er"ises% ;ut thers disagree% *hey "laim that tele$isin is a !#erful edu"atinal tl% It infrms us f #hat is ging n in the #rld frm a famine in Afri"a t a l"al !liti"s and fashin% It hel!s us understand h# !e!le li$e #r. and struggle% In 1H61 Fe#tn 7in# a g$ernment ffi"ial "alled !rime-time s"hedules ? a $ast #asteland%C *ele$isin is "redited #ith being a great tea"her  but it is als blamed fr the !r reading and #riting s.ills f ur !!ulatin% *ele$isin gets !raised fr hel!ing us understand the !e!le f the #rld% ;ut it has been a""used f hel!ing t destry family life% *ele$isin .ee!s us infrmed abut the !liti"al issues f the day% +4!erts #ill !rbably "ntinue t argue abut tele$isin/s $alue% ;ut e$eryne agrees that it is ne f the mst signifi"ant in$entins f the t#entieth "entury%

5% *he #riter #ants t tell %% A% the de$el!ment f tele$isin ;% the ad$antages f tele$isin !rgram E% h# tele$isin destrys !e!le/s life % h# tele$isin im!r$es !e!le/s .n#ledge 91 the influence of television on people:s dail+ life 6% 7any !e!le "laim that tele$isin is a !#erful edu"atinal tl% rm this statement #e .n# that they %% #ith the e4isten"e f tele$isin% A% B$e 81 Agree E% :refer  % atisfy +% Ehse

% hi"h f the fll#ing is gd fr "hildren in #at"hing *K A% *he "hildren shuld #at"h the $ilen"e n *K ;% Ehildren may #at"h *K #hene$er they li.e E% *here shuldn/t be g$ernment "ensrshi! f *K !rgram % Ehildren shuld s!end all their time t #at"h *K !rgram 91 Children should be accompanied b+ their parents in atching T!

Speaking Test

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Ja". ' 7ay I brr# yur di"tinary Jhn ' %% Ja". ' than. yu $ery mu"h% a% ure "% I h!e s  b% n/t d it d% n than.s% 2% aiah ' is yur father a tea"her arida '  % he is a la#yer% a% F he is nt% "% yes he is  b% I thin. s d% n he is% 3% inda ' yur brther #as in ydney last mnth% asn/t he Ayu ' yes %%%%%%%%%%% a%
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a% #here did yu "me frm  b% #here des yu "me frm "% #here d yu "me frm d% #here are yu "me frm i$ia ' #hat are yu ding Ayu ' I am a letter  a% rites "% #rited b% rte d% #riting essy ' #hat #ere yu ding in the e$ening yesterday 7urni ' I %tele$isin% a% ere ding "% #as #at"hed b% ere #at"hing d% #as #at"hing Aldi ' "an I brr# yur !en A.bar '  I ,ust ha$e ne% a% I/m srry I "an/t% "% .  b% >es yu "an d% abslutely Rahmat ' by the #ay d yu .n# #here des 7r% +ndang Bi$e Ald ' yes I d% uli ' Fi"e tal.ing t yu% ee yu% Rani ' % ee yu% a% Fi"e tal.ing t yu "% gd bye b% Fi"e tal.ing t yu t% d% bye

;riting Test %icture '

%icture #

#$# %ac&ing some stufs

#$' Going to caming area b) car

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#$* +et u te tend

#$ .oo& some meals

%icture 5

1.5 Enjoying campfre

Please rite a stor+ based on the pictures above<

Camping Bast hliday my family and and I #ent t "am!ing %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%