disconfirms the correctness of action Wiggins, 1998: 46. It tells you what you did or did not do and enables you to self-adjust Wiggins, 1998:46.
As a process for gaining information which states individual’s level, assessment
has many different techniques to be carried out. Some techniques which are usually used to collect the information are; formal and informal observations of a student;
paper-and- pencil tests, a student’s performance on homework, lab work, research
papers, projects, and during oral questioning; and analysis of student’s records Nitho Brookhart, 2011: 3.
b. Purposes of Assessment
Findings that are gained through assessment must be beneficial for stakeholders. As stated by Bachman and Palmer 2010:22, the primary use of
language assessment is to collect information for making decisions that have consequences for stakeholders. It is explained that stakeholders are the individuals
and programs in the educational and societal setting in which language assessment takes place Bachman and Palmer, 2010. The result of doing an assessment must
bring effective information which is useful for stakeholders to make decision of a particular education phenomenon.
Assessment principally aims to educate and improve individuals’ performance, not simply to audit it Wiggins, 1998. As a part of evaluation process, assessment
must provide effective feedback which informs what individual have done. Feedback which is gained as the result of doing assessment is important for self-adjustment. It
is explained that feedback initiates individuals to develop since feedback derives from and then addresses their intent to complete some particular things Wiggins, 1998.
In general, purpose of assessment is divided into three different goals; administrative, instructional and research. Cohen 1994: 23 summarizes the purposes
of assessment in the form of figure.
Figure 2.1 The Purpose of the Assessment Cohen, 1994
Administrative goal is specialized for general assessment, placement, exemption, certification and promotion needs. For instructional goal, assessment is used as
diagnosis, evidence of progress, feedback to the respondent, evaluation of teaching or curriculum need. Assessment
is also used as research goals; evaluation,
experimentation, knowledge about language learning and language use.
c. Assessment Standards
A designed assessment should meet six standards of an educative assessment. First, it must be credible to all stakeholders. Stakeholders are defined as the
individuals and programs in the educational and societal setting in which language assessment takes place Bachman and Palmer, 2010:22. Credibility of an assessment
is contributed by four factors: authenticity of the work, technical soundness of the measures, trained and disinterested judging and justifiable content, task and
performance standard Wiggins, 1998: 112. The second standard is useful. Before an assessment model is design, the
designer must be sure that the model gives certain benefits. Wiggins 1998: 114 also states that usefulness implies not only timeless and intelligibility of the results but
also opportunities to use them. It is stated that an assessment must be designed to use continually. It also requires providing a powerful feedback. Besides, the designers
have to be sure that the users of the assessment model have chances to do assessment. An educative assessment model demands balance in the use of all assessment
methods. An assessment must focus on individuals’ effective performance Wiggins,
1998. Decision in choosing an assessment technique must consider what the goal is, in order to design the model. It is about deciding the most appropriate models in order
to reach the purpose of designing the assessment. Designer is demanded to be wise use of all available techniques of assessment.
An assessment is demanded to be honest yet fair. It is called honest if the assessment accurately and unflinchingly provides feedback which is concerning
individuals’ levels of achievement. The assessment also has to factor in appropriate information about individuals’ prior level of experience, recent growth and
extenuating circumstances Wiggins, 1998. An assessment must be designed intellectually rigorous and thought provoking.
Wiggins 1998: 111 states that the assessment must focus on core ideas, questions, problems, texts and knowledge and be designed to be engaging and stimulating of
inquiry and interest intellectual work. The other standard of an assessment which has to fulfil in order to bring about
improvement is feasible. Feasibility of an assessment depends on a more intelligent use of existing time, material, and human resources Wiggins, 1998: 119. It also
involves in creating an entirely new conception of professional growth. Besides, feasibility is related to technology which solves the lack of availability of models,
feedbacks and easy ways of sharing works.
d. Types of Assessment
