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a. Definition and the Process
After determining about the content the Practice Teaching students had in their teaching, the writer analyzed the appropriateness of the assessments’
content or the intended result of the assessment with the formulation of the content as specified in the objectives. As stated by Walker and Schmidt 2004, in
developing the assessment tasks teachers or the authors of assessment had to match the assessment tasks to the purpose and context of instruction. Tasks should
relate directly to the goals of instruction and incorporate content and activities that have been part of the classroom instruction. Walker et al. 2004 added that the
teachers or the authors had to ensure that the tasks allow students to clearly demonstrate their knowledge. Further they stated that building sound assessment
tasks requires careful thinking about the content the students should demonstrate during the assessment progress. The questions must relate to skills and concept in
the unit of study and provide students with the opportunities to demonstrate what they know. Miller et al., 2009 stated that good assessment requires relating the
assessment procedures as directly as possible to intended learning outcomes. Alderson, Clapham, and Wall 1995 stated that content validation
process involves gathering the judgment of “experts”, the people whose judgment one is prepared to trust, even if it disagrees with one’s own. A common way for
them is to analyze the content of a test and to compare it with a statement of what the content ought to be. Such a content statement may be the test’s specifications,
a formal teaching syllabus or curriculum, or a domain specification.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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