awkward if a teaching process in the class never ends with evaluation. Without evaluation teacher cannot report students’ outcome objectively.
Evaluation is defined as a systematic process of determining the extent to which instructional objectives are achieved by pupils. There are
two important aspects of this definition. First, note that evaluation implies a systematic process, which omits casual uncontrolled observation of
pupils. Second, evaluation assumes that instructional objectives have been previously identified.
2
Through evaluation a teacher will be able to know his or her student achievement on the materials that have thought in a certain period of time. And
the teacher can measure his or her teaching effectiveness which has been applied in the classroom.
“There are many methods to collect information or evaluation process. One of them is by using a test. Test is a systematic and objective procedure to
obtain the data or information about the learner by an appropriate technique.”
3
Test and evaluation is an integral part that stands together and cannot be separated each other. Test as one of the methods in evaluation facilitate teacher to evaluate
students in comprehend all the previous material that have been taught Evaluation means an activity of gathering information to be used in
making students and instructional decision. It must be done in systematic and routine assessment. So that the data can help teacher understand the learners, plan
learning experiences for them and determine the extent to which the instructional objectives are being achieve.
b. The Evaluation Planning
Basically, an evaluation requires planning to give each lesson or unit as well. However, preparing an evaluation should be an integral part of the teacher.
Evaluation is needed to be planned because if the teacher does not plan it, the items in the test will not relate to the lesson which has learnt by the students.
2
Norman, E. Gronlound, Measurement and Evaluation in Teaching, New York: Macmillan Publishing Co., Inc., 1981, pp.5-6.
3
Drs. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, Jakarta: Bina Aksara, 1988, p. 29.
Moreover, if the evaluation is not planned, it will not be used, according to Genesee, when planning evaluation, the following questions are relevant:
1 Who will use the result of assessment and for what purpose? 2 What will the teachers assess?
3 When will the teachers assess? 4 How will the teachers record the results of their assessment?
4
So that, evaluation planning is important to do by the teacher, because this planning related to the lesson which has been learn by the students.
c. The Uses of Educational Evaluation
Based on Ahmann, there are four uses of educational evaluation: 1 Appraisal of the academic achievement of individual student.
2 Diagnosis of the learning difficulties of an individual student or an entire class.
3 Appraisal of the educational effectiveness of a curriculum, instructional
materials and
procedures and
organizational arrangements.
4 Assessment of the educational progress of large population so as to help understand educational problems and develop sound public
policy in education.
5
Based on the explanation above, the evaluation examines students a unique individual. Nevertheless, every individual of the students differ from each other.
Judgment may be compared with the earlier and the later data about them. Thus, the result can be obtained concurrently.
d. Types of Evaluation
Evaluation procedures can be classified in terms of their functional role in classroom instruction. One such classification system follows the sequence in
4
Fred Genesee, and John. A Upshur., Classroom based Evaluation in Second Language Education, Cambridge University Press, 1996, p. 45.
5
Ahmann, J. Stanley, and D. Glock, Marvine, Evaluating Student Progress, Boston: Allyn and Bacon, 1981, p. 7.
which evaluation procedures are likely to be used in the classroom. These categories classify the evaluation pupil performance in the following manner:
1. Placement evaluation Placement evaluation is concerned with the pupil’s entry performance and
typically focus on question such as the following: a Does the pupil posses the knowledge and skills needed to begin
the planned instruction? b To what extent has the pupil already mastered the objectives of
planned instruction? c To what extent the pupil’s interests , work habits, and
personality characteristic indicate that one mode of instruction might be better than another?.
2. Formative evaluation Formative evaluation is used to monitor learning progress during
instruction. 3. Diagnostic evaluation
Diagnostic evaluation is highly specialized procedure. It is concerned with the persistent or recurring learning difficulties that are left unresolved by the
standard corrective prescriptions of formative education. 4. Summative evaluation
Summative evaluation typically comes at the end of a course unit of instruction. It is designed to determine the extent to which the instructional objectives have
been achieved and is used primarily assigning.
6
2. Test
