9. Designing an Assessment Plan
Assessment, or evaluation, is aimed to see improvement of a course formative evaluation, to get a deeper understanding about the teaching learning
process illuminative evaluation, and to find out the effectiveness and efficiency of a program summative evaluation Richards, 2001. It is in line with what
Graves 2000 says about the roles of assessment, which are to assess needs, assess learners’ learning, and evaluate the course itself.
According to Brown 2004, there are various kinds of language assessment.
a. Informal and Formal Assessment
Informal assessment refers to incidental, unplanned feedback to the students; including comments and responses followed by coaching, whereas
formal assessment refers to systematic, planned, specifically designed exercise or procedure to measure students’ achievement.
b. Formative and Summative Assessment
Formative assessments are those which evaluate students’ progress in the process of developing their competencies and skills. It aims to help them continue
that process better than before. Unlike formative assessment, summative assessment aims to measure what students have grasped in the overall process of a
course. It usually occurs at the end of a course, such as final exams.
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B. Theoretical Framework
Learning objectives, in this research referring to learning objectives themselves and learning indicators stated in lesson plans, are intended learning
outcomes or something that students are able to demonstrate at the end of instruction to show that the learning expectation is reached Gronlund, 1991: 3.
There are three categories of learning objectives; cognitive domain, psychomotor domain, and affective domain.
Learning objectives have important roles in designing a course. Before teachers select learning activities, they need to formulate the learning objectives to
define what to be taught Kemp, 1977: 23-24. Thus, all activities during a course should refer to those objectives. Besides, teachers also need to know the strengths
and weaknesses of certain materials in order to match the students’ characteristics, needs, and the objectives formulated. Furthermore, Kemp states that learning
objectives also let students know what goals they must accomplish, what ideas and skills will be covered in the next instruction, and what types of behaviour
students should perform during evaluation. Thus, seeing the importance of learning objectives, learning objectives must be formulated observably and
measurably. Formulating objectives is developing subsequent planning steps. It
requires refinements, changes, and additions as developmental activities. It shows what teacher wants to teach and determines whether it is achieved. It should be
stated from simple to more complex and from concrete to more abstract mental levels Kemp, 1977: 24-25.
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