English language education study program practice teachers' conception on classroom assessment in the school practice program.

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ABSTRACT

Pusparini, Catharina Dyah. (2013). English Language Education Study Program
Practice Teachers’ Conception on Classroom Assessment in School Practice Program.
Yogyakarta: Sanata Dharma University.
School Practice Program (PPL) is one of the obligatory courses for all of the Sanata
Dharma University students under the Faculty of Teachers Training and Education,
including the English Language Education Study Program (ELESP). The School Practice
Program required the practice teachers to be able to implement their knowledge in
teaching the students in a school. In the School Practice Program the practice teachers
should be able to implement the classroom assessment since it is a part of teaching and
educational scope. Different conception on the classroom assessment will lead the
practice teachers to the different implementation.
The researcher formulates a problem in this research, namely, what is the English

Language Education Study Program (ELESP) practice teachers’ conception on classroom
assessment in School Practice Program?
To answer the research problem, the researcher used quantitative descriptive
research. The researcher used questionnaire and interviews as the instruments. The
researcher distributed the questionnaire to eighth semester students of the English
Language Study Program. The questionnaire which consisted of 30 items is used to find
out the ELESP practice teachers’ conception and implementation of classroom
assessment. The researcher also held an interview to gain detailed information about the
practice teachers’ understanding on the classroom assessment.
The result found that the ELESP practice teachers had a good conception on
classroom assessment in School Practice Program. The result also found that the ELESP
practice teachers had implemented their conception on the classroom assessment well
during School Practice Program.
Keywords: classroom assessment, conception, practice teacher

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ABSTRAK

Pusparini, Catharina Dyah. (2013). English Language Education Study Program
Practice Teachers’ Conception on Classroom Assessment in The School Practice
Program. Yogyakarta: Universitas Sanata Dharma.
Program Pengalaman Lapangan (PPL) merupakan salah satu mata kuliah wajib
bagi mahasiswa Fakultas Keguruan dan Pendidikan Universitas Sanata Dharma,
termasuk Program Studi Pendidikan Bahasa Inggris (PBI). Program Pengalaman
Lapangan (PPL) diperlukan agar para praktikan dapat menerapkan ilmu dan
pengetahuan dalam mengajar siswa secara nyata di sekolah. Dalam Program
Pengalaman Lapangan, praktikan harus mampu mengimplementasikan penilaian kelas
karena merupakan bagian dari ruang lingkup pendidikan. Konsepsi yang berbeda
terhadap penilaian kelas akan membawa guru praktikan ke dalam implementasi
penilaian kelas yang berbeda-beda.
Permasalaha di dalam penelitian ini dirumusukan sebagai berikut: Apakah
konsepsi praktikan Pendidikan Bahasa Inggris (PBI) tentang penilaian kelas selama

Program Pengalaman Lapangan?
Untuk memecahkan masalah di dalam penelitian ini, peneliti menggunakan
penelitian kuantitatif. Peneliti menggunakan kuesioner dan wawancara sebagai
instrumennya. Peneliti menyebarkan kuesioner kepada mahasiswa PBI semester
delapan. Kuesioner yang terdiri dari 30 item yang digunakan untuk mengetahui konsepsi
praktikan PBI tentang penilaian kelas. Peneliti juga mengadakan wawancara untuk
mendapatkan informasi lebih dalam mengenai pengetahuan guru praktikan tentang
penilaian kelas.
Hasil penelitian menunjukkan bahwa praktikan PBI memiliki konsepsi yang baik
terhadap penilaian kelas selama Program Pengalaman Lapangan. Hasil penelitian juga
menunjukkan bahwa praktikan PBI telah menerapkan konsepsi mereka tentang penilaian
kelas dengan baik selama Program Pengalaman Lapangan.
Kata kunci: classroom assessment, conception, practice teacher

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ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
PRACTICE TEACHERS’ CONCEPTION ON CLASSROOM
ASSESSMENT IN THE SCHOOL PRACTICE PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Catharina Dyah Pusparini
Student Number: 091214140

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY

YOGYAKARTA
2013

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ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
PRACTICE TEACHERS’ CONCEPTION ON CLASSROOM
ASSESSMENT IN THE SCHOOL PRACTICE PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Catharina Dyah Pusparini
Student Number: 091214140

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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“Today I will do what others won’t, so tomorrow I can
accomplish what others can’t.”
(Jerry Rice)

I dedicate this thesis to:
My Jesus Christ
My parents
My brother and sister

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STATEMENT OF WORK’S ORIGINALITY
I declare that this thesis, which I have written, does not contain the work or parts
of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, October 11, 2013
The writer

Catharina Dyah Pusparini
091214140

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Catharina Dyah Pusparini

Nomor Mahasiswa

: 091214140

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
PRACTICE TEACHERS’ CONCEPTION ON CLASSROOM
ASSESSMENT IN THE SCHOOL PRACTICE PROGRAM

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 11 Oktober 2013
Yang menyatakan

Catharina Dyah Pusparini

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ABSTRACT

Pusparini, Catharina Dyah. (2013). English Language Education Study Program
Practice Teachers’ Conception on Classroom Assessment in School Practice Program.
Yogyakarta: Sanata Dharma University.
School Practice Program (PPL) is one of the obligatory courses for all of the Sanata
Dharma University students under the Faculty of Teachers Training and Education,
including the English Language Education Study Program (ELESP). The School Practice
Program required the practice teachers to be able to implement their knowledge in
teaching the students in a school. In the School Practice Program the practice teachers
should be able to implement the classroom assessment since it is a part of teaching and
educational scope. Different conception on the classroom assessment will lead the
practice teachers to the different implementation.
The researcher formulates a problem in this research, namely, what is the English
Language Education Study Program (ELESP) practice teachers’ conception on classroom
assessment in School Practice Program?
To answer the research problem, the researcher used quantitative descriptive
research. The researcher used questionnaire and interviews as the instruments. The
researcher distributed the questionnaire to eighth semester students of the English
Language Study Program. The questionnaire which consisted of 30 items is used to find
out the ELESP practice teachers’ conception and implementation of classroom
assessment. The researcher also held an interview to gain detailed information about the
practice teachers’ understanding on the classroom assessment.
The result found that the ELESP practice teachers had a good conception on
classroom assessment in School Practice Program. The result also found that the ELESP
practice teachers had implemented their conception on the classroom assessment well
during School Practice Program.
Keywords: classroom assessment, conception, practice teacher

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ABSTRAK

Pusparini, Catharina Dyah. (2013). English Language Education Study Program
Practice Teachers’ Conception on Classroom Assessment in The School Practice
Program. Yogyakarta: Universitas Sanata Dharma.
Program Pengalaman Lapangan (PPL) merupakan salah satu mata kuliah wajib
bagi mahasiswa Fakultas Keguruan dan Pendidikan Universitas Sanata Dharma,
termasuk Program Studi Pendidikan Bahasa Inggris (PBI). Program Pengalaman
Lapangan (PPL) diperlukan agar para praktikan dapat menerapkan ilmu dan
pengetahuan dalam mengajar siswa secara nyata di sekolah. Dalam Program
Pengalaman Lapangan, praktikan harus mampu mengimplementasikan penilaian kelas
karena merupakan bagian dari ruang lingkup pendidikan. Konsepsi yang berbeda
terhadap penilaian kelas akan membawa guru praktikan ke dalam implementasi
penilaian kelas yang berbeda-beda.
Permasalaha di dalam penelitian ini dirumusukan sebagai berikut: Apakah
konsepsi praktikan Pendidikan Bahasa Inggris (PBI) tentang penilaian kelas selama
Program Pengalaman Lapangan?
Untuk memecahkan masalah di dalam penelitian ini, peneliti menggunakan
penelitian kuantitatif. Peneliti menggunakan kuesioner dan wawancara sebagai
instrumennya. Peneliti menyebarkan kuesioner kepada mahasiswa PBI semester
delapan. Kuesioner yang terdiri dari 30 item yang digunakan untuk mengetahui konsepsi
praktikan PBI tentang penilaian kelas. Peneliti juga mengadakan wawancara untuk
mendapatkan informasi lebih dalam mengenai pengetahuan guru praktikan tentang
penilaian kelas.
Hasil penelitian menunjukkan bahwa praktikan PBI memiliki konsepsi yang baik
terhadap penilaian kelas selama Program Pengalaman Lapangan. Hasil penelitian juga
menunjukkan bahwa praktikan PBI telah menerapkan konsepsi mereka tentang penilaian
kelas dengan baik selama Program Pengalaman Lapangan.
Kata kunci: classroom assessment, conception, practice teacher

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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for his blessing, so that I can
pass all the processes of my study in the Sanata Dharma University. I also would
like to thank Jesus Christ for helping me to finish my thesis. Second, I would like
to thank my Bunda, Caecilia Tutyandari, S.Pd., M.Pd. I thank her for all her time,
guidance, support, and patience to help me complete my thesis. I also thank all the
English Language Education Study Program lecturers who have helped me
learning the great knowledge, value and experience during my study time at the
English Language Education Study Program of Sanata Dharma University
Yogyakarta. In addition, I also would like to thank the English Language
Education Study Program secretariat staffs and the Sanata Dharma University
Yogyakarta library staffs.
Third, I would like to thank the 2009 students of the English Language
Education Study Program Sanata Dharma University Yogyakarta, who have given
their time to be the participants in my thesis.
Fourth, I would like to give my great thankfulness to my beloved family,
my beloved parents, P. Wahyu Saptono and Yulia Suryati, my beloved brothers,
Leonardus Bayu Chandra K. and Albertus Surya Wibisono, and my beloved
sisters, Fransisca Indri Hapsari and Dyah Ayu Pamungkas for their love, support
and prayer.

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Fifth, I would also like to thank all my true best friends Adi Triasmara,
Frisca Ria Tumiwa, Angelia Greatya Yovinta and Serli Evilin Pesudo, my
Keluarga Bonbin: Mak Ellen, Om Anjar, Om Agung, Om Ben and Om Inuk; my
boyfriend Albertus Josef Novan S.; and my other best friends, Monic, Pipin,
Hayu, Tyka, Ajeng, Dhian, Nino, Asti, Kak Indri, Odoy, Mamet, Ncos, Mas
Timy, Lia, Ulay, Diana and Dhea. I thank them for all the support, the advice, the
joy, the laugh, and the unforgettable experiences that we have shared together. I
also thank my Cantus Firmus family and Mas Mbong, for the joy and happiness
along this way.
At last, I would like to thank my friends, whom I cannot mention one by
one, that help and support me in completing my thesis.

Catharina Dyah Puspa

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TABLE OF CONTENTS

TITLE PAGE ………………………………………………………………. i
APPROVAL PAGE ……………………………………………………….. ii
DEDICATION PAGE …………………………………………………….. iv
STATEMENTS OF WORK’S ORIGINALITY …………………………... v
PERNYATAAN PENYETUJUAN PUBLIKASI ………………………………… vi
ABSTRACT ……………………………………………………………….. vii
ABSTRAK …………………………………………………………………………… vii
ACKNOWLEDGEMENTS ……………………………………………….. ix
TABLE OF CONTENTS ………………………………………………….. xi
LIST OF TABLES ………………………………………………………… xiv
LIST OF FIGURES ……………………………………………………….. xv

CHAPTER I. INTRODUCTION
A. Research Background ………………………………………………….. 1
B. Research Problem ……………………………………………………… 5
C. Problem Limitation …………………………………............................. 6
D. Research Objective …………………………………............................. 6
E. Research Benefits ….…………………………………………….......... 6
F. Definition of Terms ……………………………………………………. 7

CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ……………………………………………… 10
1. Assessment ……………………………………………………… 10
a) Definition of Assessment ……………………………………. 11

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b) Types of Assessment ………………………………………… 13
c) Principles of Assessment ……………………………………. 15
d) Assessment and Teaching ………………………………….... 17
e) Relationship among Assessment, Test, Measurement and
Evaluation ………………………………………………….... 18
f) Implementation of Assessment …………………………….... 19
2. Conception …………………………………………………….... 21
a) Definitions of Conception ………………………………….... 21
b) Teachers’ Conception on Classroom Assessment ………….... 22
B. Theoretical Framework ………………………………………………. 23

CHAPTER III. METHODOLOGY
A. Research Method …………………………………………………….. 26
B. Research Setting ……………………………………………………... 27
C. Research Participants …………………………………………............ 28
D. Instruments and Data Gathering Technique …………………………. 28
1. Instruments ………………………………………………………. 28
a) Questionnaire ………………………………………………….. 29
b) Interview ………………………………………………........... 30
2. Data Gathering Technique ..……………………………………… 31
E. Data Analysis Technique …………………………………………….. 31
F. Research Procedure …………………………………………………...38

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
English Language Education Study Program Practice Teachers’ Conception
on Classroom Assessment during the Teaching Practice Program ............ 42
1. Data Presentation ………………………………………………… 42
a) Data Presentation based on Questionnaire Result ………........ 43
b) Data Presentation based on Interview Result ………………… 50
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2. Discussion ………………………………………………………... 51
a) Discussion based on Questionnaire Result …………………… 51
b) Discussion based on Interview Result ………………………… 54

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions …………………………………………………………… 62
B. Recommendations ……………………………………………….......... 63

REFERENCES ……………………………………………………………….. 66
APPENDICES ………………………………………………………………... 70
Appendix 1: Research Permission Letter …………………………………….. 71
Appendix 2: Questionnaire ………………………………………………….... 72
Appendix 3: Questionnaire Result ……………………………………………. 77
Appendix 4: Interview ……………………………………………………....... 86
Appendix 5: Interview Result ………………………………………………… 87

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LIST OF TABLES
Table

Page

1.1 Questionnaire Blueprint ………………………………………………… 29
1.2 The classification of practice teachers’ conception based on
each respondent ………………………………………………………… 34
1.3 The classification of the ELESP practice teachers’ conception based on each
statement ……………………………………………………………….. 35
1.4 The classification of the ELESP practice teachers’ conception based on total
respondent ……………………………………………………………… 37
4.1 The Result of Practice Teachers’ Conception on Classroom Assessment in
School Practice Program …………………………………...................... 44
4.2 Percentage Practice Teachers’ conception based on the total
respondents …………………………………………………………….. 49

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LIST OF FIGURES
Figure

Page

2.1 Assessment as a Four-Step Continuous Cycle …………………………… 12

2.2 Test, assessment, and teaching ……………………………………………… 18
2.3 Relationship among the terms assessment, test, measurement,
and evaluation ………………………………………………………………… 19

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CHAPTER I
INTRODUCTION

This chapter is made to provide basic information to the reader about the
English Language Education Study Program (ELESP) of Sanata Dharma University
practice teachers’ conception on theclassroom assessment inSchool Practice Program.
This chapter consists of six sections, namely research background, research problems,
problem limitation, research objectives, research benefits, and definition of terms.
A. Reasearch Background
School Practice Program (PPL) is one of the obligatory courses for all the
Sanata Dharma University students under the faculty of Teachers Training and
Education. The English Language Education Study Program, which is one of the
study programs under the faculty of Teachers Training and Education, also requires
its students to takeSchool Practice Program course.School Practice Program course,
which is conducted in semester six, has a purpose to require the students to learn
about the procedure and technique of the English language teaching and to be able to
apply them to the real teaching. In addition, this course is potential to improve the
students’ ability in teaching practice as well.
Teaching is complex; it involves elements such as curriculum, subject matter
and epistemology, teaching and learning, and also assessment and evaluation (Azis,
2012). In other words, the core process of the education and schooling engage the
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nature of what is taught, how the content is taught and learned, and how the teaching
or learning is assessed and evaluated (Brown, 2008). Since teaching the students in
the real classroom is the first experience for almost all of the English Language
Education Study Program practice teachers, there must be a lot of different
experiences from those practice teachers. InSchool Practice Program, the practice
teachers need to do teacher’s job at a high school such as planning, developing, and
organizing lessons, such as recordkeeping students’ tasks, managing classroom,
presenting subject materials, assessing student learning, and meeting professional
obligations (Kelly, 2013).The practice teachers need to have agood enough
conceptionof knowlegde that should be implemented to the students. The practice
teachers also have to know some teaching principles in the teaching and learning
process. In theSchool Practice Program, the practice teachers need to apply some
teaching principles, including assessing the students learning (Kelly, 2013).
Assessment has an important role in an effective teaching. It is used as a
standard to help every teacher measures how well the students understand the
materials they have learned. Since the assessment provides its method in different
ways, it is supposed to gain feedback for not only teachers to review on the
effectiveness of teaching, but also for the school to review the students’ progress in
learning, even the students’ weakness in order to find a good methodto improve the
learning. James Madison University defines assessment as “The systematic process of
determining educational objectives, gathering, using, and analyzing information about
student learning outcomes to make decisions about programs, individual student

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progress, or accountability”. This definition shows that assessment should be more
than merely a test at the end of the teaching and learning process to see how students
perform, it should be an integral part of instructional process during the teaching and
learning process.Assessment is also used to show the students’ progress in learning to
their parents. That is the reason why the practice teachers should know and learn
deeply about classroom assessment as one of the teaching principles.
Before taking School Practice Program, the ELESP practice teachers were
given a course related to the classroom assessment in the previous semester, namely
Language Learning Assessment (LLA). The LLA course was given in order to make
the practice teachers have a good conception of the classroom assessment. Classroom
assessment is an approach designed to help teachers find out what students are
learning in the classroom and how well they are learning it (Angelo & Cross, 2010).
However, eventhough the practice teachers received the same information from the
LLA course, the practice teachers may have different conceptiononthe classroom
assessment materials since everybody has different abilites to absorb knowledge
given by the lecturer. Different basic understanding on the classroom assessment will
make the practice teachers have different way in implementing their conception of
assessment in the real teaching practice. Vandeyar & Killen (2007) strengthen that
idea by saying the fact that different conception will lead to different assessment
implementation, as well in the teaching and learning process duringSchool Practice
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Related journals and articles about teachers’ conception on classroom
assessment wrote that it was important to know the teachers’ conception on the
classroom assessment since it was part of teaching. The research which was
conducted in South Africa, entitled Educators’ Conceptions and Practices of
Classroom Assessment in post-apartheid South Africa, wrote that the educators were
unable and unwilling to adapt the assessment practices to the changing demands of
South Africa school education. Azis (2012), conducted a research in South Sulawesi,
entitled Teachers’ Conceptions and Use the Assessment in Students Learning, which
wrote that studying the teachers’ conceptions were important since it related to the
belief which influenced teaching practice, including assessment. The researcher also
read the Brown’s journal (2004) about practice teachers’ conception on the classroom
assessment. In the Brown’s journal was written that there were four teacher
conceptions’ types on classroom assessment; (1) improvement teaching and learning,
(2) school accountability, (3) student accountability, (4) treating assessment as
irrelevant. All three related journals and articles above concluded that teachers
needed to have a good understanding on the classroom assessment, so that they could
implement their knowledge well in assessing their students’ learning.
Since the researcher of this research is the ninth semester ELESP student of
Sanata Dharma University, so the researcher had taken the School Practice Program.
The researcher had experienced to do the teacher’s job in a school, even a job to
assess the students learning. DuringSchool Practice Program, the researcher did not
realize that assessment played a big role in teaching and learning process. The

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researcher did not realize that quizzes, spoken performance, written assignments and
formal tests given were called as the assessment instruments. The only thing that the
researcher knew was that she as a teacher had to teach, to give a test, to score it, and
to evaluate the students’ works result, without knowing that those processes were
called as assessment process. The researcher’s experience showed that she did not has
a good enough basic understanding related to the classroom assessment.
The focus of this research is to find the ELESP practice teachers’ conception on
the classroom assessmentinSchool Practice Program. This research is conducted to
gain whether the ELESP practice teachers’conception on the classroom assessment is
a good or poor. Different intuition, opinion, view or belief which build the personal
conception

will

make

the

practice

teachers

apply

different

assessment

implementations (Vandeyar & Killen, 2007).

B. Research Problem
Based on the discussion of the topic above, the problemof this research can be
stated as follows:
1. What is the English Language Education Study Program (ELESP) practice
teachers’ conception onthe classroom assessmentinSchool Practice Program?

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C. Problem Limitation
The focus of this research will be on the English Language Education Study
Program (ELESP) practice teachers’ conception onthe classroom assessmentin
School Practice Program.

D. Research Objective
This research is generally aimed to answer the question that have been stated in
the research problem. The objective of this research is:
1.

To know the ELESP practice teachers’ conception on theclassroom assessment in
School Practice Program.

E. Research Benefits
This research gives several benefits to the English language teaching field that
can be stated as follows:
1. Practice Teachers
The findings in this research are believed to be beneficial for the ELESP
practice teachers to know the their conception on the classroom assessment.The
explanation of the important role of assessment also gives benefit in teaching process
to make the practice teachers have a willingness to learn deeply about the classroom
assessment.Moreover, the explanation about the ELESPpractice teachers’ conception
and the implementation of the conceptionwill make them more creative in designing
the instrumentsby using appropiate methods and technique provided.Furthermore, the

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description of the implementation of the assessment will show the practice teachers,
whether they have already followed the assessment principles or not.
2. Lecturers
This research also give benefits for the lecturers, especially those lecturers who
teach the course related to the classroom assessment. By reading this research the
lecturers will know the practice teachers’ conception onthe classroom assessment and
how well they implement their conception of assessment. Through this research, the
lecturers are expected to be able to improve teaching performance and develop the
course related to the classroom assessment.
3. Other Researchers
This research is beneficial for the other researchers who may have an idea to
conduct the research related to the classroom assessment. The researcher hopes that
this research could inspire the other researchers to find a further discussion related to
the classroom assessment that may beneficial to students, lecturers, and other target
of the research.

F. Definition of Terms
In the definition of terms there are five terms related to the research. Those
terms are conception, assessment, classroom assessment, School Practice Program,
and English Language Education Study Program.

1. Conception

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Anderson (2004) states that personal conception refers to certain principles,
beliefs, values, opinion, judgement, thought, views or knowledge that a person hold.
According to OXFORD Advanced Learner’s Dictionary (1995), conception is the
form of basic idea or a basic understanding of a situation or a principle, a plan. In this
research, the definition of conception is the English Language Education Study
Program practice teachers’ thought and basic understanding on the classroom
assessment to improve the students learning.
2. Assessment
According to Suskie (2004), assessment is anongoing process of: establishing
clear, measurable expected outcomes of students learning; ensuring that students have
sufficient opportunities to achive those outcomes; systematically gathering,
analyzing, and interpreting evidence to determine how well students learning matches
our expectation; and using the resulting information to understand and improve
students learning.
3. Classroom Assessment
According to Airasian (1991), classroom assessment is the process of gathering,
interpreting, and synthesizing information to aid decision making in the
classroom.The assessment process emphasizes on data collection of student
performance to diagnose learning problems, monitor progress, and give feedback for
improvement. The classroom assessment process involvesmultiple methods in order
to obtain the students’ information through a variety of assessment strategies.
4. School Practice Program

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According to Panduan Akademik Book of Sanata Dharma University (2007),
School Practice Program is one of the obligatory courses under the faculty of
Teachers Training and Education which is conducted in semester six and seven. On
completing the course, the students need to understand the idea and procedure of the
English language teaching and are able to apply them in a real classroom in a school.
The topics that are taught in this course are doing teachers’ jobs at school, educational
phenomena at school, knowing and understand the school in reality, and also doing
the school asministrative jobs.
5. English Language Education Study Program Practice Teacher
English Language Education Study Program practice teachers in this research
refers to the English Language Education Study Program students in the academic
year of 2009, who have taken or have been takingSchool Practice Program.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the fundamental theories which are useful to support this
research. There are two main parts discussed in this chapter, namely theoretical
description that discusses some theories that are relevant to the practice teachers’
conception on the classroom assessment and theoretical framework, which is related
to the theory in the research.
A. Theoretical Description
There are two important parts in the theoretical description. First part is
assessment and second part is conception. The assessment part consists of
sevenelements, namely the meaning of assessment, the types of assessment, the
principles of assessment, assessment and teaching, the relationship among teaching,
assessment, test, measurement and evaluation, and the implementation of assessment.
The conception part consists of two elements, namely the meaning of the conception
and the teachers’ conception on the classroom assessment.
1. Assessment
This part will discuss the assessment specifically. There are six main parts
related to the assessment that are really important for the assesor to know and to
learn. Those seven main parts arethe definition of assessment, the purpose of
assessment, the principles of assessment, the types of assessment assessment and

10

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teaching, the relationship among teaching, assessment, test, measurement and
evaluation, and the implementation of assessment.
a. Definition of Assessment
Assessment has a crucial role in education process. It is not only used in a small
scalebut it is also used in a large scale of educational scope. It determines how much
students learn the materials that are given by the teacher. It also determineswhether
the students achive the approaches that have been set by the teacher or not. Nitko
andBrookhart (2011) state that assessment is a broad term defined as a process for
obtaining information that is used for making decisions about students: curricula,
programs, and schools; and educational policy. It means that teachers are collecting
information to help them decide the degree to which the students have achieved the
learning targets. Airasian (1991)states that assessment is the process of gathering,
interpreting, and synthesizing information to aid decision making in the classroom.
Assessment is the systematic collection, review, and use of information about an
educational program undertaken for the purpose to improve learning and
development (Palomba & Banta,1999). The Higher Learning Commission (2003)
defines assessment of students learning as iterative process that provides the
information about the students learning, analyzes the information to improve teaching
and learning, produces evidence about students learning the outcomes, and evaluates
whether changes made improve or impact students learning and the teachers’ effort.
University of Oregondefines assessment as the process of gathering and
discussing information from multiple and diverse sources in order to develop deep

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understanding about what students know, understand, and can do with their
knowlegde as a result of their educational experiences; the process culminates when
assessment results are used to improve subsequent learning. Suskie (2004) formulates
the definition of assessment as follows in Figure 2.1:
“Assessment is ongoing process of: establishing clear, measurable expected outcomes of
students learning; ensuring that students have sufficient opportunities to achive those
outcomes; systematically gathering, analyzing, and interpreting evidence to determine
how well students learning matches our expectation; and using the resulting information to
understand and improve students learning.”

Establishing
learning goals

Provide
learning
opportunities

Use the result

Assess the
students'
learning

Figure 2.1 Assessment as a Four-Step Continuous Cycle According To
Suskie (2004)

Based on the definition of the term of assessment from the experts and some
institutions above, the researcer could conclude that assessment is the process of
gathering the data or information that students know, analyzing the data of students
learning and evaluating or resulting the result data in order to improve and

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devalopment the students learning. The assessment process is important to be done
since it is used to make a judgement, to identify the weakness and the strength, the
good and the poor, and also the wrong and the right of some cases of the students.
b. Types of Assessment
According to Brown (2004, p.5), there are three types of assessment that are
described as follows:
1. Informal and Formal Assessment
Informal assessment is type of assessment that starting with incidental,
unplanned comment and response that is used to elicit performance without recording
result and making fixed judgements about a student’s competence.
Formal assessment is exercise or procedure specifically designed to tap into a
storehouse of skills and knowledge. It is systematic planned sampling tehniques
constructed to give teacher and student an appraisal of student achievement.
2. Formative and Summative Assessment
Formative assessment is designed to assist the learning process by providing
feedback to the learner, which can be used to identify strengths and weakness and
hence improve future performance. Formative assessment is most appropriate where
the results are to be used internally by those involved in the learning process
(students, teachers, and curriculum developers).
Summative assessment is used primarily to make decisions for grading or
determine readiness for the progression. Typically summative assessment occurs at

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the end of an educational activity and is designed to judge the learner’s overall
performance. In addition to provide the basis for grade assignment, summative
assessment is used to communicate students’ abilities to the external stakeholders.
3. Traditional and Alternative Assessment
Traditional assessment is the type of assessment that people most often think
when they hear the word of “test” or “exam”. Traditional assessment generally has
high practicality because it takes little time to administer and score. The question on
the traditional assessment focuses only to the “right” answer. The type of traditional
assessments are multiple choice exam, fill in the blank, true/false test, standardized
test, final exam and matching test.
Alternative assessment is the type of assessment in which the students create
response to the task or question given by the teacher. Different from the traditional
assessments which focus only on the right answer, in the alternative assessment, the
students have opportunity to answer the question by using their creative answer. The
types of alternative assessments are essay tests, oral presentation, and portfolio.
According to McAlpine (2002) as cited in Brown (2004), there are three types
of assessment that are described as follows:
1. Continuous and Final Assessment
Continuous assessment occurs throughout a learning experience. Continuous
assessment is most appropriate when student and/or instructor knowledge of progress
or achievement is needed to determine the subsequent progression or sequence of
activities.

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Final assessment takes place only at the end of a learning activity. It is the most
appropriate when learning can only be assessed as a complete whole rather than as
constituent parts.
2. Process and Product Assessment
The assessment process focuses on the steps or procedures underlying a
particular ability or task. The assessment process is most useful when a student is
learning a new skill.
The assessment product focuses on evaluating the result or outcome of a
process. Assessment product is most appropriate for documenting proficiency or
competency in a given skill.
3. Divergent and Convergent Assessment
Divergent assessments is used for which a range of answers or solutions might
be considered correct.
A convergent assessment has only one correct response. Objective test items
are the best example and demonstrate the value of this approach in assessing
knowledge. Obviously, convergent assessment is easier to be evaluated or scored than
divergent assessment.
c. Principles of Assessment
The principles of assessment has many functions. In the classroom assessment,
the principles can be used to design a good test. By applying the principles of
assessment, the teacher will be able to know whether the test is effective for the

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students or not and whether the test accurately measures what the teacher wants to
measure or not.
According to Brown (2004, p.19), there are five criteria for testing a test, they
are practicality, realibility, validity, authenticity and washback.
1. Practicality
An effective test is practical. This means that it is not excessively expensive. A
test that is prohibitively expensive is impractical. The test should stay within
appropiate time constraints. A test of languange proficiency that takes a student five
up to eight hours to complete is impractical, it consumes more time and money than
necessary to accomplish its objective. The test should relatively easy to administer. A
test also has a scoring and evaluation procedure that is specific and time-efficient.
2. Reliability
A reliable test is consistent and dependable. A reliable assessment consistently
gives the same result under identical circumstances.
3. Validity
Validity is the extent to which inferences made from assessment result are
appropiate, meaningful, and useful in the terms of the purpose of the assessment. A
valid assessment is one which measures that which it is supposed to measure. The test
design should measure the students’ understanding or ability. The assessment
procedure, methods, instruments and materials have to match what is being assessed.
The assessment stays within the parameter of what is required (not less or more than
that the unit standard or qualification).

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4. Authenticity
Authenticity is a concept that is a little slippery to define, especially within the
art and science of evaluating and designing tests. Authenticity is the degree of
correspondence of the characteristics of a given languange test ask to the features of
a target language task.
In a test, authenticity may be present in the language in the test that should be
as natural as possible. The topic of the test should be meaningful. It means that the
topic of the test should be relevant and interesting for the learner.
5. Washback
Washback generally refers to the effects the tests have on instruction in terms of
how students prepare for the test. Another form of washback that occurs more in
classroom assessment is the information that “washes back” to students in the form of
useful diagnose of strenghts and weaknesses. Washback also includes the effects of
an assessment on teaching and learning prior to the assessment itself, that is, on
preparation for the assessment.
d. Assessment & Teaching
In a learning process, whenever and wherever the process is conducting,
learners must have opportunities to ‘play’ with the language in the classroom without
being formally graded. Teaching provides the learners the opportunities to listen,
think, take risks, set goals, and process feedback from the teacher and then recycle
through the skills that they are trying to master. During the teaching and learning
process, the teachers are observing the students performance and draw the evaluation

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of their students’ learning. Based on the fact above, it can be seen that test and
assessment are the subset of teaching.
Test
Assessment
Teaching

Figure 2.2 Test, assessment, and teaching related to Brown (2004)

e. Relationship among assessment, test, measurement & evaluation
Many people assume that assessment and test are similar. There are many
perceptions saying that test, measurement and evaluation are the other words of
assessment. Assessment, test, measurement and evaluation actually have different
meaning, but they have correlation to one another and it is important to distinguish
among them. The correlation among assessment, test, measurement, and evaluation
can be seen in Figure 2.3 on page 19.

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Assessment

T e st

Measurement

Evaluation

Figure 2.3 Relationship among the terms assessment, test, measurement,
and evaluation related to Nitko&Brookhart (2011, p.3)

The relationship is that the assessment is used to gather information about the
students and include a test as the systematic procedure for describing certain
characteristics of students. The measurement is used to assign a score to the students’
test. One or more tests and measurements may be combined with a teacher’s
experience to judge the worth of the students’ achievement by using a process called
evaluation.
f. Implementation of Assessment
A good or a poor assessment practice depends on a good or a poor conception
of the assessment that the teacher has. There are five steps on the classroom
assessment according to Brualdi (1998): 1) Defining the Purpose; 2) Choosing the

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Activity; 3) Defining the Criteria; 4) Creating Performance Rubric; 5) Assessing the
Performance.
1. Defining the purpose
In order to conduct a good assessment, a teacher should define the purpose of
the assessment. A teacher should define the skill and the knowledge that need to be
taught, in what level the students need to master the materials. A teacher also should
define the type of knowledge which is being assessed: reasoning, memory or process.
2. Choosing the activity
After defining the purpose of the assessment, a teacher can make a decision
concerning the activity. In this step, a teacher can choose kind of assessment which is
appropriate for the students, such as formal or informal assessment. When a teacher
chooses to give an informal assessment, it means that the students in the classroom do
not realize that they are assessed by the teacher. Different from an informal
assessment, in a formal assessment the students realize the assessment process.
3. Defining the criteria
Having clearly criteria will make the teacher easier to assess the students
objectively. After choosing the activities and tasks will be used in the assessment
process, the teacher should define the assessment criteria so that the students will
know the skill which will be assessed.
4. Creating performance rubric
A rubric is a rating system by which teachers can determine at what level of the
proficiency a student is able to perform a task or display knowledge of the materials.

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By using a rubric teachers can define the different levels of proficiency for each
criterion. In the process of developing criteria, the teachers can use previously
developed rubrics or create their own version. The performance at each level must be
clearly defined and accurately reflect its corresponding criterion.
5. Assessing the performance
This step is used to assess the students’ performance. Teachers give feedback to
the students’ performance either in the form of narrative report or grade. Teachers
may wish to allow students to assess them themselves. Permitting students to do this
provides them with the opportunity to reflect upon the quality of their work and learn
from their successes and failures.
After assessing the students’ performance, the teachers should make an
evaluation and make the result of their students’ performance. The teachers also
should communicate and report the students’ works result.
2. Conception
This part will descr