28 According to Brown 2004, p. 32-33, there are two steps in evaluating
the content validity. Those two steps are formulated in two questions, namely 1 Are classroom objectives identified and appropriately framed? 2 Are lesson
objectives represented in the form of test specifications? The first step requires the writer to analyze whether the content of the study is specified appropriately in
some objectives. This first step is similar with the idea presented by Alderson et al. 1995, analyzing the content.
The next step is comparing between the content which is already specified in some appropriate objectives with the content of the assessment. The
process does not compare the content with the assessment procedure but compare the content with the intended results of the assessment to know whether they
match and appropriate with the content of the study.
b. Instructional Goals and Objectives
The content validation process requires the classroom objectives in validating the content of an assessment. The classroom objectives are stated in the
lesson plan made by the teachers before they apply the whole instruction
processes which include the preparation and evaluation.
Before explaining about objectives or classroom objectives, the writer needs to give explanation about goals. Goals and objectives are considered the
same but actually they are different. Graves 2000 stated that goals are a way of putting into words the main purposes and intended outcomes of the course.
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29 Further, Graves stated that stating the goals helps teachers focus their vision and
priorities for the course. Goals are general statements, but they are not vague. For example, the
goal “Students will improve their writing” is vague. In contrast, the goal “By the end of the course students will have become more aware of their writing in
general and be able to identify the specific areas in which improvements is needed” is not vague 2000, p. 75. Finally, Graves 2000, p. 75 stated that “goals
are benchmarks of success for a course.” While the goals are the main purposes and intended outcomes of the
course, the objectives are statements about how the goals will be achieved Graves, 2000. The goals are divided or broken into learnable and teachable units
through the objectives. Objectives or expected outcomes transform the general goals into specific students’ performance and behaviors that show the
development of student learning and skill TLC University of California, 2011. Graves 2000 added that “goals and objectives are in cause and effect
relationship” p. 77. It means that if the objectives can be achieved by the students, the goals of the course will be achieved, too. Graves also stated that
objectives are in hierarchical relationship to the goals. Goals are more general and objectives are more specific.
Goals and objectives, which are the specification of the content of teaching, play a key role in both instructional process and the assessment process
Miller et al., 2009. The goals and objectives serve as guides for both teaching and learning, communicate the intent of the instruction to others, and provide
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30 guidelines for assessing student learning Miller et al., 2009. The major purposes
are illustrated in Figure 2.2.
Figure 2.2 The Purpose of Instructional Goals and Objectives
Miller et al., 2009, p. 47
Objectives are statements that describe the behaviors students can perform after instruction Airsian, 1991. Objectives describe where teachers want
the students to go and they will know if the students got to the destination Price et al., 2011. Objectives pinpoint the destination, not the journey. Well written
objectives help teachers clarify precisely what they want the students to learn, help provide lesson focus and direction, and guide the selection of appropriate
practice. Using objectives, teachers can evaluate whether their students have learned and whether their own teaching has worked Price et al., 2011, p. 13.
Instructional Goals and Objectives
Convey instructional intent to others
students, parents, other school personnel, the
public Provide a basis for
assessing student learning by describing the
performance to be measured
Provide direction for the instructional process
by clarifying the intended learning
outcomes
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31 In formulating goals or objectives, according to Graves 2000, the
teachers should pay attention to some aspects in teaching. The first, when the teachers want to write the goals or objectives, the teachers should keep in mind
about the audience of the goals. Knowing the audience will help teachers consider whether the language they use is accessible to the audiences. The next aspect to be
considered is that the goals or objectives formulated should be transparent enough for others to understand. It can be done by unpacking the language to simplify and
clarify the goals or objectives Graves, 2000. Objectives should be S.M.A.R.T. It means that the learning or classroom
objectives should fulfill the principles of simple, measurable, action-oriented, reasonable, and time-specific.
B. Theoretical Framework
In this part, the writer would like to synthesize the relevant theories which become the grounds to analyze the data. Assessment which is defined as
some processes, activities, or systematic methods which are done to obtain information about the students’ progress or performance, is the first key word in
this study. The writer will analyze the assessment made by Practice Teaching students during their practice teaching period. The analysis will focus on the
principle of content validity of assessment which is done by comparing the content of teaching which is specified in the instructional goals or classroom
objectives with the appropriateness of the assessment result from its specifications, items, or procedures.
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