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Theory of Assessment Assessment

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CHAPTER II THEORITICAL AND CONCEPTUAL FRAMEWORK

This chapter covers some theories related to the study and conceptual framework. The discussion of the related study focuses on assessment, portfolio assessment technique and past continuous tense.

A. Assessment

1. Theory of Assessment

Acording to Daniel Muijs and David Reynolds, assessment is probably one of the most important but also most important contentious activities teachers engage in. 1 Assessment is a major contributor to raise standards in school in term of teaching, learning and students’ achievement. 2 Assessment is being used on the one hand for educational improvement, increased school effectiveness and curriculum reform. The traditional assessment that has been used in many schools has changed. In recent years, there has been a growing interest in the application of assessment procedures that are radically different from traditional forms of assessment. 3 Interest in the use of non traditional forms of assessment in the 1 Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, London: Sage Publications Ltd, 2006, second edition, p.230. 2 Louise Cohen and Friends, A Guide to Teaching Practice, New York: Routledge Falmer, 2006, fifth edition, p. 323. 3 Jack C. Ricards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, Cambridge: Cambridge University Press, 2008, 10 th edition p. 335. 6 classroom reflects the changing paradigm in education. Assessment for learning is a term that has been developed to describe forms of assessment that have been fo und to impact directly on students’ achievement and learning outcomes. The assessment of achievement is important in making appropriate educational decision. There are some purposes of assessment. It is being used for: 4 1. Certification, qualifying students for their lives beyond school by awarding passes, fails grades and marks. 2. Diagnosis, identifying a student’s particular strengths, weaknesses, difficulties and needs in order that an appropriate curriculum can be planned. 3. Improvement of learning and teaching, providing feedback to the students and teachers respectively so that the action can be planned. 4. Evaluation of the quality of teaching, learning and providers for education. 5. Improvement of students’ achievement. 6. Motivating students and teachers.

2. Types of Assessment

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