Previous Research Measurement, Evaluation, Assessment, and Test

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CHAPTER II REVIEW OF THE RELATED LITERATURE

2.1. Previous Research

Rin 20006 focused her thesis on the correspondence between the final test and English program objectives at SD Muhammadiyah I Surakarta. She did not mention the requirement of writing good assessment. She concluded that the English teacher made some errors in constructing the English tests, consequently the tests are not appropriately used to identify whether or not the English teaching objectives based on the 1994 curriculum of elementary school are achieved. The teachers should be able to choose appropriate English test type since certain types are more appropriate for certain objectives of teaching English. In this case, it is worth knowing, whether it is more appropriate to give oral or written test, direct or indirect test, subjective or objective test, etc. While Umiyatun 2010 discussed her thesis on the problems of writing recounten countered by the students of the state junior high School 2 Purworejo in the academic year 20092010. She then concluded that thegrammatical problem on recount writing of eighth graders of SMP N 2 Purworejo 2009 – 2010 is as past tense: 124 problems or 24,41 . She did not discuss developing writing assessment. Both Rini and Umiyatun discussed recount, but Rini focused on the correspondence between the final test and English program objectives at SD Muhammadiyah I Surakarta. Umiyatun concentrated on the grammatical problems on recount. On the other hand, the researcher developed formative assessment on recount for the first graders of senior high school 11 Semarang. www.eprints.undip.ac.id © Master Program in Linguistics, Diponegoro University 6

2.2. Measurement, Evaluation, Assessment, and Test

Nitko 1983:5 states that measurement refers to quantitative aspects of depicting the attributes of persons.Calmorin 2004:15 formulates measurement as a device to measure individual`s accomplishment, personality, attitudes, intelligence and among others that can be declared quantitatively. The other definition is by Bechman 1997:18 stating that measurement is as the social sciences in the process of quantifying the characteristic of persons according to certain procedures and rules. For another other point of view by Gonzales and Calderon 2007:6 as quoted by Hartoyo 2011:2 defines measurement as the process of deciding the quantity of achievement of learners by means of suitable measuring instruments. Another term connected to language assessment is evaluation. Bloom et al. 1971 as quoted by Hartoyo 2011:3 definethat evaluation is the systematic gathering of proof to determine whether factcertainchanges are occurring in the learners as well as to determine the amount or degree of change in individual students. Bechman 1997:22 defines evaluation as the series of collecting information for the aim of making decision. Calmorin 2004:18 determines that one of the scope of evaluation is assessment of students. It means that the students should be assessedto decide whether they obtain the aim of learning tasks. Brown 2004:4 – 6 states that tests are administeredadministrative procedures that happen at identifiable times in curriculum when learners master all their capabilities to offer the peak performance, knowing that their response is being assessed.

2.3. Formative and Summative Assessment