39 The second one was the assessment which should measure the intended
outcomes stated in the objectives. It meant that the instructional objectives should be the base of the assessment. The intended result of the assessment should clearly
match with the outcomes stated in the instructional objectives. The analysis of the instructional content and its validation in the assessment involved the analysis of
the microskills and macroskills of the four basic language skills. As stated in chapter two that validity is best considered in terms of
categories that specify the degree, namely high validity, moderate validity, and low validity Miller et al., 2009, p. 72, the analysis result of the assessment
content validity of the respondents were categorized in that ways. The writer would classify in which categories the respondents’ assessment was included by
examining the content of the assessments. The categorization explanation of the assessment content validity degree was explained in the appendix.
F. Research Procedure
The research was conducted in the even semester of 20102011 academic year. The procedures of the research were as follows.
1. Preparation
The research was started by preparing all things which are needed in conducting the research. The process included determining the participants or
sample of the research, preparing the research instruments, and making the sound concept of how to analyze the data.
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40
2. Gathering the Data
The next step in conducting the research was obtaining the data which are the lesson plans and the assessment. The participants were chosen randomly
from the students who had finished their Practice Teaching. The data were asked from the participants one by one.
3. Analyzing the Data
After gathering the data, the writer analyzed the content validity of each assessment based on the questions offered by Douglas Brown in which the content
validity could be seen from the lesson objectives and the test specification Brown, 2004, p. 32. In the process of analysis, the writer consulted the analysis
to the lecturers who are in charge of teaching about assessment. As stated before, the purpose of consultation is to obtain more objective analysis about the content
validity of assessment. The analysis was specifically called content validation. In this step, the
writer analyzed two main aspects, namely the instructional content, which was specified in the formulation of the objectives, and the intended result of
assessments or the assessments content. Those two aspects were compared to figure out how the respondents established content validity in their assessment.
The process was started by determining the instructional content stated by the respondents in their lesson plan and analyzing the objectives formulation as the
specification of the content. The assessment was analyzed based on the content statement and the objectives formulation. The analysis involved the assessment
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41 tasks or procedures, the intended result of assessment or the interpretation of the
assessment result, and the uses of the assessments throughout the instruction. Finally, the writer concluded the content validity degree of each assessment along
with the explanation why the assessment categorized in that degree.
4. Figuring Out the Problems
