A STUDY ON ENGLISH TEACHERS’ ASSESSMENT RUBRIC DEVELOPMENT IN INTERNATIONAL CLASS AT SMP MUHAMMADIYAH 5 SURABAYA.

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A STUDY ON ENGLISH TEACHERS’

ASSESSMENT RUBRIC DEVELOPMENT IN

INTERNATIONAL CLASS AT SMP

MUHAMMADIYAH 5 SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By

Khusnaini Mufarrokhah

NIM D05210015

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2015

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ABSTRACT

Khusnaini, M. (2015). A Study on English Teachers’ Assessment Rubric Development in International Class at SMP Muhammadiyah 5 Surabaya. A Thesis. English Teacher Education Department, Faculty of Tarbiyah and Teaching Training, Sunan Ampel State Islamic University, Surabaya. Advisors: Hj. Arba’iyah YS. and Ana Nurul Laila

Key Words: assessment rubric, assessment rubric development

Designing rubric assessment based on learning aims is one of the processes that should be done so that the teachers can measure the students’ achievement and progress. In order to maximize the result of the assessment, the development of the assessment rubric is required so that the assessment rubrics befit the students and the teachers. This paper examines the development of the assessment rubric and the use of the assessment rubric in the learning process. The development of the assessment rubric emphasizes on the steps done by the English teachers in developing the assessment rubrics and the quality of the assessment rubrics. Whereas the use of the assessment rubrics deals with the use of the assessment rubrics in assessing attitude and skill competence, time allocation, frequency, and the function of the assessment rubrics. This study used descriptive qualitative research and confirmed that the English teachers did some steps in developing the assessment rubrics. The quality of the assessment rubrics developed were in the strong level which means that the assessment rubrics would need very little work to find them ready to use. However, there are few aspects needed to be improved. Aspects should be considered dealing with the ways the teachers develop the assessment rubrics are discussing the assessment rubric criteria together with the students, developing description of quality for each level of the criteria, trying-out using the assessment rubrics, revising the assessment rubrics as needed, and benchmarking the assessment rubrics. The aspects of quality of the assessment rubrics that also need improvement are criteria (trait) structure, align criteria (traits), the independent criteria, descriptors, rater agreement, ring of truth, the number of levels, the descriptive detail, parallel levels, the number or frequency, and the wording.

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ABSTRAK

Khusnaini, M. (2015). Studi tentang Pengembangan Rubrik Penilaian oleh Guru Bahasa Inggris di Kelas Internasional SMP Muhammadiyah 5 Surabaya. Skripsi. Program Studi Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Ampel, Surabaya. Pembimbing: Hj. Arba’iyah YS. dan Ana Nurul Laila

Kata Kunci: rubrik penilaian, pengembangan rubrik penilaian

Membuat rubrik penilaian berdasarkan tujuan pembelajaran adalah salah satu proses yang harus dilakukan oleh guru agar dapat mengukur pencapaian dan perkembangan peserta didik. Untuk memaksimalkan hasil dari penilaian, pengembangan dari rubrik penilaian dibutuhkan sehingga rubrik penilaian bisa sesuai untuk peserta didik dan guru. Skripsi ini menguji tentang pengembangan rubrik penilaian dan penggunaannya dalam proses belajar mengajar. Pengembangan rubrik penilaian ini menekankan pada langkah-langkah yang dilakukan oleh guru Bahasa Inggris dalam mengembangkan rubrik penilaian dan kualitas dari rubrik penilaian tersebut. Sedangkan penggunaan rubrik penilaian berhubungan dengan penggunaanya dalam menilai kompetensi sikap dan kompetensi keterampilan, alokasi waktu, frekuensi, dan fungsi dari rubrik penilaian. Studi ini menggunakan pendekatan deskriptif kualitatif dan hasilnya menunjukkan bahwa guru Bahasa Inggris melakukan beberapa langkah-langkah dalam mengembangan rubrik penilaian. Kualitas rubrik penilaian yang dikembangkan berada pada level kuat yang berarti bahwa rubrik penilaian tersebut butuh sangat sedikit perbaikan agar siap untuk digunakan. Aspek yang perlu diperbaiki kembali adalah mendiskusikan kriteria dari rubrik penilaian bersama dengan peserta didik, mengembangkan deskripsi kualitas untuk setiap level dari criteria, menguji coba penggunaan rubrik penilaian, merevisi dan benchmark rubrik penilaian. Aspek yang perlu ditingkatkan dalam kualitas rubrik penilaian adalah struktur, kesamaan, dan kebebasan dari kriteria, deskriptor, persetujuan bersama, ring of truth, jumlah level, level yang paralel, deskriptif detail, jumlah frekuensi, dan penggunaaan kata-kata.

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LIST OF CONTENTS

Page

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ABSTRACT ... vi

ACKNOWLEDGEMENT ... vii

PERNYATAAN KEASLIAN TULISAN ... ix

LIST OF CONTENTS ... x

LIST OF TABLES ... xiv

LIST OF FIGURES ...xv

LIST OF APPENDICES ... xvi

CHAPTER I: INTRODUCTION A. Research Background ... 1

B. Research Questions ... 7

C. Objective of the Study ... 8

D. Significance of the Study... 8

E. Scope and Limitation of the Study ...10

F. Definition of Key Term...11

CHAPTER II: REVIEW OF RELATED LITERATURE A. Review of Related Literature ...13

1. Curriculum as the Basis of the Learning Assessment ...13

a. Definition of Curriculum ...13

b. The Characteristic of Curriculum ...14

c. Factors that Influence Curriculum Implementation ...15

d. Definition of Integrated Curriculum ...19

2. Learning Assessment ...20

a. The Definition of Learning Assessment ...20

b. The Purposes of the Learning Assessment ...21

c. The principles of Learning Assessment ...22

d. The Characteristic of Assessment as Educative Process ...23

e. Aspects Relating to Learning Assessment ...25

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g. Cambridge Curriculum Assessment ...30

h. The Characteristics and Standards used to Develop Learning Assessment Tools ...30

3. Assessment Rubric ...31

a. The Definition of Assessment Rubric ...31

b. Types of Assessment Rubric ...33

c. Steps in Developing Assessment Rubric ...34

4. The Role of Teacher in Learning Assessment ...36

B. Review of Previous Studies ...40

CHAPTER III: RESEARCH METHOD A. Approach and Research Design ...44

B. Researcher Presence ...48

C. Research Location ...49

D. Data and Source of Data ...49

E. Research Instrument ...50

F. Data Analysis Technique ...51

G. Checking Validity of Finding ...54

H. Research Stages ...57

CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Finding...60

1. The Development of the Assessment Rubrics ...60

a. Teachers’ Understanding of Assessment Rubric ...61

b. Elements Developed by the Teachers in The Assessment Rubrics...62

c. Teachers’ Considerations in Developing the Assessment Rubrics ...62

d. Combining Cambridge Curriculum and Curriculum 2013 Components in Developing the Assessment Rubrics ...63

e. Teachers’ Steps in Developing the Assessment Rubrics ...64

f. Teachers’ Strategies in Developing the Assessment Rubrics ...68

g. Teachers’ Obstacles and Solutions in Developing the Assessment Rubrics ..69

h. The Quality of the Assessment Rubrics Developed by the Teachers ...69

2. The Use of the Assessment Rubrics in Learning Process ...86

a. The Use of the Assessment Rubrics in Assessing Attitude and Skill Competence ...87

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c. Frequency of the Use of the Assessment Rubrics and the Reasons in

Determining It ...88

d. Measuring the Students’ Achievement and Progress ...89

e. Improving Students’ Skill ...90

B. Discussion ...90

1. The Development of the Assessment Rubrics ...90

a. Teachers’ Understanding of Assessment Rubric ...90

b. Elements Developed by the Teachers in the Assessment Rubrics ...92

c. Teachers’ Considerations in Developing the Assessment Rubrics ...92

d. Combining Cambridge Curriculum and Curriculum 2013 Components in Developing the Assessment Rubrics ...93

e. Teachers’ Steps in Developing the Assessment Rubrics ...93

f. Teaches’ Strategies in Developing the Assessment Rubrics ...97

g. Teachers’ Obstacles and Solutions in Developing the Assessment Rubrics ..98

h. The Quality of the Assessment Rubrics Developed by the Teachers ...99

i. Trend in the Rating Result of the Assessment Rubrics Quality ... 105

2. The Use of the Assessment Rubrics in Learning Process ... 108

a. The Use of the Assessment Rubrics in Assessing Attitude and Skill Competence ... 108

b. The Use of the Assessment Rubrics Dealing with Time Allocation ... 109

c. Frequency of the Use of the Assessment Rubrics and the Reasons in Determining It ... 110

d. Measuring the Students’ Achievement and Progress ... 110

e. Improving Students’ Skill ... 111

CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 112

B. Suggestion ... 114

REFERENCES ... 116

APPENDICES

Appendix 1(Surat Izin Penelitian) Appendix 2 (Surat Jawaban Penelitian) Appendix 3 (Interview Guide)

Appendix 4 (Grading Rubric)

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Appendix 6 (Assessment Rubric 1 developed by Teacher A) Appendix 7 (Assessment Rubric 2 developed by Teacher A) Appendix 8 (Assessment Rubric 3 developed by Teacher B) Appendix 9 (Assessment Rubric 4 developed by Teacher B)

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CHAPTER I INTRODUCTION

This chapter contains research background, research questions, objectives of the study, significance of the study, scope and limitation of the study, and definition of key terms.

A.Research Background

Talking about education including English learning; assessment is one of the terms that usually appear in mind. Many people define this term in a variety of ways. Assessment is an integral component of learning. In assessment, the academic staff does all the processes to make decisions about students’ achievement in components of learning and over a course of learning. These processes include making decisions about what is relevant evidence for a particular purpose, how to collect and interpret the evidence and how to communicate it to intended users (students, parents, university administrators, etc)1. Cordiner states that “the processes consist of: planning assessment tasks, designing criteria sheets (rubrics) based on learning outcomes, evaluating students’ achievement on those assessment tasks, giving feedback to students, and deciding

Moira Cordiner, Guidelines for Good Assessment Practice Revised Edition 2011 (Tasmania: Centre for the Advancement of Learning and Teaching, University of Tasmania, 2011), 1 (cited in Harlen, W, “Teachers’ summative practices and assessment for learning – tensions and synergies. The Curriculum Journal, vol. 16 No.2, 2005, 207).

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scores”2. From the explanation above, designing criteria sheet (rubric) based on learning outcomes is one of the processes that should be done for assessing students so that the achievement and progress of the students can be measured.

Rubric is a scoring tool or assessment tool that indicates the definite expectations for an assignment. Rubrics divide an assignment into its component parts and provide a detailed description of what constitutes acceptable or unacceptable levels of performance for each of those parts.3 There are various kinds of assignments and tasks that use rubrics for grading.

A good rubric has some features of quality rubrics. In order to measure the achievement of learning target and the levels of the students, assessment rubrics can be an essential tool for the teachers and also the students. According to Arter:

“Rubrics for instructional purposes are most effective when they reflect the intended targets of learning, are organized in a way that facilitates understanding the important dimensions of the learning target, and provide descriptive detail on what it looks like when performance of the learning target is of various levels of quality or proficiency”4. Wiggins states that good quality of rubrics distinguish the validity of performances, separate each criterion of domains, valid, reliable, present useful description, and depend on descriptive language. To make a good

Moira Cordiner, Guidelines for Good Assessment Practice Revised Edition 2011… 1

Danelle D. Stevens - Antonia Levi, Introduction to Rubrics an Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning (Virginia: Stylus Publishing, 2005), 3.

Judy Arter, Creating & Recognizing Quality Rubrics (Portland, Oregon: Pearson Assessment Training Institute, 2012), 17. www.ati.pearson.com

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assessment rubric for assessing students is not easy. The teacher should know all the things that show the good quality of rubrics so that the outcomes of the learning can be measured.

In relation to rubric, Stiggins asserts that “the only way to assess a

student’s ability to perform a skill or their ability to create a product is to actually observe the performance of the skill or the creation of the product”5. The use of assessment rubrics can be the simplest or the most effective technique for teachers in observing students’ products or skill performances.

In addition, the assessment rubrics should obviously describe the teacher’s

expectation so that the quality product or performances can be reached. The assessment rubrics are used for teachers’ own forms of classroom assessment, including grading. The key reasons are assessment rubrics provide timely feedback, prepare students to use detailed feedback, encourage critical thinking, facilitate communication with others, help teachers refine their teaching methods, and level the playing field6.

In Indonesia, assessment rubrics began to be used when KTSP (Kurikulum Tingkat Satuan Pendidikan) was implemented. The use of the assessment rubrics in this curriculum did not have specific role because it was not an obligation for teachers to use it. Some teachers designed and used the

As cited in Cheryl Erlandson, Rubrics: When? Why? How? Connecting the Pieces. (Saskatchewan Professional Development Unit), 7.

Danelle D. Stevens - Antonia Levi, Introduction to Rubrics an Assessment Tool to Save Grading

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assessment rubrics, but the others only copied it from internet in order to fulfill the requirement in designing lesson plan, and they did not use it as assessment tool in learning process.

The use of the assessment rubrics is also still low. Some teachers, especially in the rural areas, do not know what exactly assessment rubrics are. For some teachers, although they know what assessment rubrics are, they still cannot develop, or even design their own assessment rubrics. They usually just copy the assessment rubrics from other sources. It is alright to copy the assessment rubrics from other sources, but there should be consideration whether those assessment rubrics are appropriate or not for the students because every schools and every students has their own characteristics.

In 2013, The Ministry of Education and Culture begins to socialize and implement Curriculum 2013 in some schools in Indonesia. In the Curriculum 2013, the materials and assessment criteria have been set up. To take full advantage of this new curriculum, the teachers should develop the assessment rubrics because as explained before that every school and every student has its own characteristics, so the development is needed, without the exception of assessment rubrics which has role as assessment tool.

Somehow, developing assessment rubrics can be difficult for teachers. It can be a challenging thing to do. It is also complicated for them to interpret the performance of various assignments to the rubric fairly and

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reliably. Time, practice and support are needed by teachers in developing assessment rubrics.

In order to make a good assessment rubric which is suitable for the need of students, the teachers should be able to construct and develop assessment rubrics step by step. Because assessment rubrics contributes some benefits for students and teachers, the development of the assessment rubrics is required in order to maximize the result of the assessment.

In this study, the development of the assessment rubrics for learning process in International class under the implementation of Curriculum 2013 is examined. The process is to identify and to examine the development of the assessment rubrics and the use of the assessment rubrics in the learning process. The assessment rubrics as an assessment instrument or tool give the teachers an opportunity to point out the differences in levels and give students specific indicators of what they must do and how they can achieve a higher level. Also, the rubric can be a tool or instrument for students to assess their own achievement as they are working on a task7.

There are some similar studies held before. In 2012, the study under the title “A Standardized Rubric for Evaluating Webquest Design:

Reliability Analysis of ZUNAL Webquest Design Rubric” by Unal, Bodur

and Unal examined the reliability of online rubric resources called ZUNAL

7 _{The Rubric Builder, “Learning More about Rubrics”}

Gateway Software Productions, (http://www.rubricbuilder.on.ca/, accessed on February 28, 2014)

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webquest rubric. The study concluded that the final version of the ZUNAL webquest rubric holds promise as an assessment tool for evaluating webquests8.

Another similar study also held deals with assessment rubric. The study conducted by Wulan from Biology Education Department. The study entitled “Kemampuan Calon Guru Biologi dalam Menyusun Rubrik Analitis pada Asesmen Kinerja” aimed to know the ability of the Biology novice teachers in designing analytic rubric. The result of the study showed that

novice teacher’s ability in developing analytical rubric is quite low9

. They still had difficulties in combining the content and biology process into criteria standard and deciding the criteria for analytic rubric.

The previous studies above discussed about the reliability of the rubric in online resources and the ability of Biology novice teachers in designing analytic rubric, but in this study the researcher focuses on the development of the assessment rubrics from training program of Curriculum 2013 in International class that the criteria has been set up by the government and the use of the assessment rubrics in the learning process.

At SMP Muhammadiyah 5 Surabaya, under the implementation of two curriculum (Curriculum 2013 and Cambridge Curriculum), the

8_{Zafar Unal, et.al., “A Standardized Rubric for Evaluating Webquest Design: Reliability Analysis of}

ZUNAL Webquest Design Rubric”. Journal of Information Technology Education: Research. Volume 11, 2012, 180

9_{Ana Ratna Wulan, Undergraduate Thesis: “}

Kemampuan Calon Guru Biologi dalam Menyusun Rubrik Analitis pada Asesmen Kinerja” (Bandung: FPMIPA Universitas Pendidikan Indonesia), 1. e-mail: ana_ratna_upi@yahoo.com

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teachers choose and use the most appropriate assessment rubrics which they pick them up from training program of Curriculum 2013 held by the government. The ways they choose are according to the need of the students and the level of the students so that the teachers can maximize the achievement of the students based on the criteria they set up. Not only adopt, but also they adapt the assessment rubrics so that they can be suitable for the

students’ need and achievement.

SMP Muhammadiyah 5 Surabaya as the setting of this study is one of schools that have implemented Curriculum 2013. In its international classes, especially in the seventh and eighth grades use two curriculums. The curriculums used are Curriculum 2013 and Cambridge Curriculum. Under the implementation of Curriculum 2013, the assessment rubrics’ criteria are provided by the government, and adoption of the rubric assessments from training program can be used, but the development of the assessment rubrics is still needed. The development of the assessment rubrics is important to do for assessing learning process under these two curriculums.

B.Research Questions

By analyzing the development of the assessment rubrics, this study is supposed to be triumphant in answering these research questions.

1. How do the teachers develop assessment rubrics in their International class under the implementation of Curriculum 2013?

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2. To what extent the teachers use the assessment rubrics in learning process?

C.Objectives of the Study

As stated in research questions above, the objectives of the study are: 1. To identify the development of the assessment rubrics in the International class

under the implementation of Curriculum 2013 at SMP Muhammadiyah 5 Surabaya

2. To examine the use of the assessment rubric in learning process in the International class at SMP Muhammadiyah 5 Surabaya

D.Significance of the Study

In the best form of the assessment rubrics, Arter mentions that “rubrics help boosts the very achievement they are used to assess by defining so clearly what it is students are to learn”10. It means that assessment rubrics assist the

improvement of the achievement in students’ assessment by identifying so clearly

what students have learnt so that the students themselves can self-assess, prepare their better performance for the next time, and examine their own progress over time. This study is conducted in order to examine the development of the assessment rubrics and the use of the assessment rubrics in learning process. It would be an important role for English learning process since well-designed assessment rubrics make the assessment process more valid and reliable.

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Developing assessment rubrics under the implementation of Curriculum 2013 is not an easy way. To develop a good assessment rubric, the development of the assessment rubrics take significant role because teachers have to know the dimension of assignment which must be improved in order to get the best result in the learning process.

Besides, having the purpose of this study, the researcher exposes the advantages of this study for the teachers, for the students and for the writer. They are:

1. For the teachers

The researcher thinks that the result will provide valuable information for the teachers especially for International class teachers because they usually have difficulties in designing and developing assessment rubrics. Hopefully, this study can contribute in providing knowledge on the development of the assessment rubrics. Since developing assessment rubric is not easy, this study was intended to present one of the best ways to construct and develop a good rubric. This study examines the development of the assessment rubrics because assessment rubric is beneficial in learning process, especially in assessment field.

2. For the students

Knowing the advantages of this study, the result of this study will be very beneficial for the students. When the teachers can construct and develop the assessment rubrics well, the students will also be able to improve their

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performance and their efforts, earn better grade and promote self-regulatory behaviors in their educational life using the result of the developed assessment rubrics.

3. For the writer

Considering that the writer is also a student of English Teacher Education Department who will be a teacher, the result of this study will provide writer the ways in developing a good assessment rubric and the use of that assessment rubric in learning process that must be mastered in being a teacher.

E.Scope and Limitation of the Study

In this study, the researcher focuses on SMP Muhammadiyah 5 Surabaya whose teachers develop the assessment rubrics from training program held by the government for the seventh and eighth grade students in International classes. As the measurement, the researcher limits this study on the development of the assessment rubrics based on the chapters of the English book of Curriculum 2013. In this study, the researcher discusses two aspects of the assessment rubrics which have been developed. They are the development of the assessment rubrics and the use of the assessment rubrics in learning process. For the use of the assessment rubrics, the researcher limits this study on the use of the assessment rubrics in assessing the attitude and skill competence, the time allocation, and the frequency in using the assessment rubrics.

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F. Definition of Key Terms

The researcher gives definition of key terms to provide clear explanation about the title and the research questions. The purpose of giving the definition of key terms is to provide obvious description on the concept used in this study and to avoid misinterpretation. The researcher defines the terms as follows:

1. Curriculum: a composite whole including the learner, the teacher, teaching and learning methodologies, anticipated and unanticipated experiences, outputs and outcomes possible within a learning institution11. It indicates that curriculum consist of all component that support learning institution in organizing learning process. In this study, the term curriculum is defined as a program of planned activities that consist of particular learning outcomes. It focuses and guides the classroom instruction and assessment.

2. Integrated curriculum: an educational approach that prepares children for lifelong learning12. It means that in integrated curriculum, the abilities required

in the students’ real world are developed through the process of education in the

school. In this study, the integrated curriculum is defined as two curriculums which are integrated or mixed together as a unity in the same time.

Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum Theory, Design and Assessment (Canada: The Commonwealth of Learning, 2000), 8.

Kathy Lake, Integrated Curriculum (Portland: Northwest Regional Educational Laboratory, 2000), 3.

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3. Assessment: a way of finding out if learning has taken place13. It can be inferred that when the learning has taken place, the aim of assessment can be known. The aim of assessment is to know the degree of students’ skill and knowledge so that the teacher can give them appropriate grade or point. In this study, the researcher defines learning assessment as a process to know the learning outcomes or achievement of the students based on certain criteria and scale (standard).

4. Rubric: a scoring tool that lays out the specific expectations for an assignment14. It means that rubric is an assessment tool which communicates the expectation of what teacher want from their students. In this study, the researcher defines assessment rubric as criteria and a scoring scale used as

assessment tool for assessing students’ performance.

Ann Gravells, Principles and Practice of Assessment in the Lifelong Learning Sector (Glasgow: Learning Matters Ltd, 2009), 7.

Dannelle D. Stevens – Antonia J. Levi , Introduction to Rubrics an Assessment Tool to Save

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews the literature related to the topic of the research. It is about developing assessment rubric. This chapter also presents several similar studies taken before.

A.Review of Related Literature

1. Curriculum as the Basis of Learning Assessment

a. Definition of Curriculum

The word curriculum defines from the Latin currere, and the

meaning is to run. It means that a curriculum offers “a template or design”

which allows learning to take place1.

A curriculum is the plan that focuses and guides classroom instruction and assessment.2 In designing curriculum, classroom instruction and assessment are important factors that should be thought out carefully by curriculum designers.

Curriculum designers should also consider “the main teaching,

learning, and assessment method” in order to maintain the lesson’s valuable

Judy McKimm, Curriculum Design and Development (London: Imperial College Centre for Educational Development, 2007), 2.

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delivery3. In addition, curriculum designers should also decide the outcomes of the learning process so that the teacher knows the content objectives and the aims of the curriculum. From the aims and the content objectives of the curriculum, the teacher can be assisted to make effective classroom instruction (main teaching and learning) and assessment strategies.

b. The Characteristics of Curriculum

A curriculum has some characteristics, they are4:

1) It covers the learning experiences of students in a particular school

It is concluded from the definition stated by Tanner and Tanner that a

curriculum is a “plan or program of all experiences which the learner

encounters under the direction of a school”5

. It can be inferred that a curriculum is a course, program or plan of all experienced under the authority of a school which should be attended by the students.

2) It has substance

According to Gatawa, curriculum is “the totality of the experiences of children for which schools are responsible”6. In this area, the schools include the content of the subject into all the activities done by the

Judy McKimm, Curriculum Design and Development… 2

Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and Assessment (Canada: The Commonwealth of Learning, 2000), 8.

As cited in Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and Assessment… 7

As cited in Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and

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children through the power and accountability of the school so that the outcomes of the learning can be achieved.

3) It is well-organized

Beach and Reinhatz stated that “a curriculum outlines a prescribed series

of courses to take”7

. It indicates that the lessons in curriculum should have good planning in order to reflect what the schools want from the curriculum implemented, and see the abilities of the students.

4) It is a lessons’ sequence taken by students.

Sergiovanni and Starrat argue that “curriculum is that which a student is

supposed to encounter, study, practice and master… what the students learns”8. The students should go through all the cycles of the course in order to experience, learn, apply and master what they have studied in school.

c. Factors That Influence Curriculum Implementation

There are some factors that influence the implementation of curriculum, they are9:

As cited in Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and

Assessment… 7

As cited in Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and

Assessment… 7

Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and Assessment… 51

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1) The teacher

The role of the teacher in the implementation of curriculum is self-directed because he or she is the one who choose the materials from the available curriculum or syllabus. The teacher is the one who knows the needs of the students because he or she always accompanies students during the learning process

2) The learners

The learners also have essential role in implementation of the curriculum. They hold the key of what exactly a curriculum wants to achieve because the teacher should select and pick the best materials which covers the curriculum and are based on the learners’ characteristics.

3) Resource materials and facilities

Chikumbu and Makamure stated that “the availability and quality of

resource material and the availability of appropriate facilities have a great

influence on curriculum implementation”10

. To make teachers and learners feel comfortable to play their role in the curriculum implementation, resource materials and facilities should be provided. 4) Interest group

Interest group in this area consists of parents, association of parents-teachers, association and committees of school development, religious

Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and Assessment… 52

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organizations, and other people or organization which have significant roles at curriculum planning steps. According to Chikumbu and Makamure, these groups can influence implementation in the following ways11:

a) Provide schools with financial resources to purchase required materials b) Demand the inclusion of certain subjects in the curriculum

c) Influence learners to reject courses they consider detrimental to the interests of the group.

Because of those interest groups’ influence, it is essential to involve them

at the curriculum planning stage. 5) The school environment

The school environment is also another factor that takes a role in curriculum implementation. Chikumbu and Makamure explain that:

“Schools located in rich socio-economic environments and those that have adequate human and material resources can implement the curriculum to an extent that would be difficult or impossible for schools in poor economic environments12.

It means that rich and poor socio-economic environments have different outcomes in curriculum implementation because human and material

Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and Assessment… 52

Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and Assessment… 53

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resources they have are different too. The richer the school environment, the better outcomes can be obtained.

6) Culture and ideology

Chikumbu and Makamure stated that “some communities may resist a domineering culture or government ideology and hence affect the implementation of the centrally planned curriculum”13. It can also be said that the implementation of curriculum is influenced by culture and ideology which majority culture and ideology usually dominate policies and principles of the curriculum so that a majority culture or government ideology may be opposed by some peoples.

7) Instructional supervision

Curriculum implementation can be achievable if it is completed with “the

supervisory function of the school head”14

. The instructional supervision will oversee the implementation of the curriculum so that the result of curriculum evaluation can construct a better curriculum.

8) Assessment

Assessment in the form of examinations influences curriculum implementation tremendously15. Teacher should pay attention on subject he or she taught because it will influence the success of the curriculum’s

Tichafa J. Chikumbu - Rhodreck Makamure, Module 13 Curriculum theory, Design and Assessment… 53

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objectives and purposes. The assessment as measurement of students’

achievement also should be considered carefully because the objectives of the curriculum can be seen from this field.

The teacher, the learners, resource materials and facilities, interest groups, the school environment, culture and ideology, instructional supervision, and assessment are important things to be considered in implementing curriculum. In this area, the assessment take significant role which determines the success of the objectives and the purposes of the curriculum based on the learning outcomes of the students.

d. Definition of Integrated Curriculum

According to Fogarty, curriculum integration can be described as:

“An approach to teaching and learning that is based on both philosophy and practicality. It can generally be defined as a curriculum approach that purposefully draws together knowledge, skills, attitudes and values from within or across subject areas to develop a more powerful understanding of key ideas. Curriculum integration occurs when components of the curriculum are connected and related in meaningful ways by both the students and teachers16”.

At SMP Muhammadiyah 5 Surabaya in its seventh and eighth grade of the international class, the curriculum used are Curriculum 2013 and Cambridge Curriculum. The two curriculums are implemented in the same time. The

As cited in Alberta Education, Primary Programs Framework for Teaching and Learning (Kindergarten to Grade 3) Curriculum Integration: Making Connections (Canada: Alberta, 2007), 2.

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components of Curriculum 2013 and Curriculum Cambridge are linked and associated through the subject materials used in the learning process.

2. Learning Assessment

a. The Definition of Learning Assessment

Assessment can be defined as:

“The process of obtaining information that is used to make educational decisions about students, to give feedback to the student about his or her progress, strengths and weaknesses, to judge instructional effectiveness and curricular adequacy and to inform policy17”.

In short, assessment is one of important things in educational life which provide information about students’ achievement. It is the ability to measure work with certain criteria to know the outcomes that have been achieved. The achievement uses definite scale and the chance to improve and go over the position at regular period. Assessment can be seen as the practice session where students improve and solidify their learning18. It can be inferred, then, that assessment can be done using grading tool.

AFT, NCME, and NEA as cited in Henry Braun, Anil Kanjee, Eric Bettinger, and Michael Kremer, Through Assessment, Innovation, and Evaluation (Cambridge: The American Academy of Arts and Sciences, 2006), 9.

The Rubric Builder, “Learning More about Rubrics” Gateway Software Productions, (http://www.rubricbuilder.on.ca/, accessed on February 28, 2014), 1.

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b. The Purposes of the Learning Assessment

Mansell, James and the Assessment Reform Group cluster the purpose of the learning assessment in broad categories19, the two of them are:

1) Help build students’ understanding

Within day-to-day lesson, the learning assessment can help building the

progress of the students’ understanding. From formative assessment,

teachers can discover students’ understanding so that “the teacher can

best decide how to help them to develop that understanding”20

. The teachers help the students to build their understanding and develop their understanding through the learning assessment.

2) Provide information on students’ achievements

Learning assessment can be a crucial thing when talking about students’

achievement. It provides information on students’ achievement to parents,

and further and higher education institutions. From the result of the learning assessment, the teachers know the students’ achievement and their progress. After knowing these, teachers are expected to help the students move forward.

Warwick Mansell - Mary James. & the Assessment Reform Group, Assessment in schools. Fit for purpose? A Commentary by the Teaching and Learning Research Programme (London: Economic and Social Research Council, Teaching and Learning Research Programme, 2009), 8.

Warwick Mansell - Mary James. & the Assessment Reform Group, Assessment in schools. Fit for

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c. The Principles of Learning Assessment

There are some principles of learning assessment which should be considered carefully by the teachers as an assessor. Some of them are:

1) Validity

Gronlund defines validity as “the extent to which inferences made from

assessment result are appropriate, meaningful, and useful in terms of the purpose of the assessment”21. It indicates that validity measures the degree of suitability, significance, and value of assessment result

according to assessment’s purpose. In addition, McAlpine stated that “a

valid assessment is one which measures that which it is supposed to

measure”22

. It can be inferred that validity measures accurately what it is intended to measure.

2) Reliability

Downing refers reliability to “the consistency of assessment outcomes”23. It indicates that reliability of assessment gives similar result for students with similar competence, even the assessment held at different places or time. Then, when teacher produces reliable assessment, students will get

feedback and notice about teachers’ judgment as a worthy thing so that

they can improve their learning outcomes.

As cited in H. Douglas Brown, Language Assessment Principles and Classroom Practices (California: Longman Pearson Education, 2003), 22.

Mhairi McAlpine, Principles of Assessment (Bedfordshire: CAA Center 2002), 11.

Steven M Downing, “Reliability: on the Reproducibility of Assessment Data”. The Metric of Medical Education Blackwell Publishing Ltd. Volume 38, 2004. 1006.

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3) Fairness

Lam states that “a fair assessment is one in which students are given

equitable opportunities to demonstrate what they know”24. Suskie, in addition, states that “equitable assessment means that students are assessed using methods and procedures most appropriate to them”25. In short, the appropriate methods and procedures in assessment should be

used based on students’ knowledge, learning style, and cultural

experience so that a fair assessment can be achieved. The fairness deals with how the teacher handles the students in the learning assessment.

d. The Characteristic of Assessment as Educative Process

Assessment is an important part in educative process. Gullo describes assessment as educative process that has three distinct characteristics: continuity, comprehensiveness, and integration26.

1) Continuous process

Assessment is a continuous process. The assessment should “describe the progress of the students over time”27. In other words, the teachers cannot judge the outcomes of the students’ learning only from the end of the

As cited in Linda Suskie, Fair Assessment Practices: Giving Students Equitable Opportunities to Demonstrate Learning (Boston: SABES/World Education, 2002), 1.

Linda Suskie, Fair Assessment Practices: Giving Students Equitable Opportunities to Demonstrate

Learning… 1

Dominic F. Gullo, Understanding Assessment and Evaluation in Early Childhood Education Second Edition (New York: Teachers Collage Press, 2005), 28.

Dominic F. Gullo, Understanding Assessment and Evaluation in Early Childhood Education Second

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examination. They should examine the students’ ability through assessing

the students over time because they learn in the sequence of time.

2) Comprehensive process

Assessment as comprehensive process means more complex than it sound. Gullo, dealing with assessment as comprehensive process, states

that “not only are there many aspects of learning and development that

can be assessed, there are also many contexts within which they can be

assessed”28

3) Integrative process

Assessment is integrated into the instructional process. Gullo states that

“the nature of what is assessed and how assessment procedures are defined should be directly linked to the experiences students have within

the curriculum”29

. It means that the learning experiences of students can

be used as tool to know the students’ need so that the teachers can give

them the most appropriate instructional strategies in their learning.

Dominic F. Gullo, Understanding Assessment and Evaluation in Early Childhood Education Second

Edition… 29

Dominic F. Gullo, Understanding Assessment and Evaluation in Early Childhood Education Second

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e. Aspects Relating to Learning Assessment

McKimm presents some aspects relating to learning assessment that teachers should check, they are30:

1) The appropriate assessment methods which relate to the assessment of knowledge, skills and attitudes

2) The teaching and learning methods that support the assessment strategy 3) The reliability and validity of assessment methods

4) The assessment methods designed

From the assessment method designed by the teacher, the students can get the minimum performance standards provided in the curriculum and move on to the higher performance standards.

5) The sufficiency of students being assessed

The amount of the assessment being assessed can influence the result of the learning assessment.

6) The regulations governing assessment procedures and awards clear and easy to follow and they being applied appropriately and consistently Those aspects should be considered by the teacher so that the achievement of the students can be measured appropriately.

Judy McKimm, Curriculum Design and Development (London: Imperial College Centre for Educational Development), 22.

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f. National Curriculum 2013 Assessment

National assessment standard in education contains criteria about mechanism, procedure, and assessment instrument of students’ learning.

1) Types of Assessment in National Curriculum 2013

In National Curriculum 2013, the assessment that measures the outcomes of the students consists of authentic assessment, self assessment, portfolio assessment, test, daily test, midterm test, final test, competence examination, quality competence examination, national examination, and school examination31. The further explanation from Indonesian Ministry of Education and Culture is described below.

a) Authentic assessment is assessment done comprehensively to measure

the input, process, and output of the learning

b) Self assessment is assessment done by the students reflectively to compare the relative position with the certain criteria

c) Portfolio assessment is assessment done to measure all the entities of

the students’ learning process, including individual task and/or group

task in and/or out of the classroom especially for their attitude/behavior and skill

Menteri Pendidikan dan Kebudayaan Republik Indonesia, Salinan Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 66 Tahun 2013 tentang Standar Penilaian Pendidikan (Jakarta: Mendikbud, 2013), 2.

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d) Test is a process done to measure ongoing achievement of students’

competence in their learning process, to monitor the progress and to improve the learning outcomes of the students

e) Daily test is an activity done periodically to measure the students’

competence after learning 1 Kompetensi Dasar (Basic Competence) or more

f) Midterm test is an activity done by the teachers to measure the

students’ competence after meeting for 8-9 weeks

g) Final test is an activity done by the teachers to measure the

achievement of students’ competence in the end of semester

h) Competence examination (Ujian Tingkat Kompetesi/UTK) is an

activity to measure the achievement of students’ competence. This

examination includes some Basic Competences that represent the

Kompetensi Inti/KI (Core Competence)

i) Competence quality examination (Ujian Mutu Tingkat

Kompetensi/UMTK) is an activity done by the government to know the

achievement of students’ competence

j) National examination (Ujian Nasional) is an activity done nationally to measure certain competence that has been achieved by the students in order to know the achievement of the National Education’s standard

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k) School examination is an activity to measure the achievement of

students’ competence beyond the competence that has been tested in

the UN (National examination).

2) The Principles of Assessment in the National Curriculum 2013

There are principles of assessment in the National Curriculum 2013, they are32:

a) Objectivity: the assessment is based on the standard and factor of subjectivity that does not influence the assessment process

b) Coherent: the assessment done according to the plan, unity in learning activity, and continuity

c) Economical: the efficiency and effectiveness of assessment in planning, implementing, and reporting

d) Transparent: assessment procedure, criteria, and basic of decision making can be accessed by all people

e) Accountable: the assessment can be accounted to all the people who deal with the assessment

f) Educative: educate and motivate the students and teachers.

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3) Assessment Technique and Instrument

According to the National Curriculum 2013, the attitude, knowledge, and skill competences are assessed in variety of ways, they are33:

a) Assessment of attitude competence

Observation, self-assessment, and peer-assessment are done by the teachers and using journal. The instruments used are checklist or rating scale with rubric, and journal contains note from the teacher

b) Assessment of knowledge competence

The assessment done uses written test, spoken test, and task. c) Assessment of skill competence

The skill competence is assessed through performance assessment so that the students will demonstrate certain competence using practice test, project, and portfolio assessment. The instrument used is checklist or rating scale with rubric.

Instrument of the assessment should fulfill these requirements34: a) Representing the competence that assessed

b) The construction fulfills technical requirement based on instrument’s

form that used

Menteri Pendidikan dan Kebudayaan Republik Indonesia, Salinan Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 66 Tahun 2013 tentang Standar Penilaian

Pendidikan… 4

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c) The right, correct, and communicative language are used according to the level of the students.

g. Cambridge Curriculum Assessment

Cambridge curriculum sees assessment as multipurpose and flexible framework which comprises a comprehensive package of support for teachers and learners35. The learning objectives, resources in supporting teaching and learning, teacher training and teacher professional development are defined clearly. Cambridge Curriculum provides a positive educational experience for all students, controlling assessment as a tool for monitoring progress and adapting teaching to the needs of individuals36.

h. The Characteristics and Standards Used to Develop Learning

Assessment Tools

To develop high quality result of assessment tool, there are some principles that focus on “utilizing processes”37. These processes reflect some standards, they are38:

1) Focusing on reliable documentation to gain effective changes of activities, and improve current level of performance.

University of Cambridge International Examination, Cambridge International Curriculum… 1

University of Cambridge International Examination, Cambridge International Curriculum (Cambridge: Cambridge Assessment Group, 2008), 1.

The Students Outcomes Assessment Committee, Assessment An Institution-Wide Process to Improve and Support Student Learning (IL: Collage of DuPage, 2000), 17.

The Students Outcomes Assessment Committee, Assessment An Institution-Wide Process to Improve and Support Student Learning… 17

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2) Using multiple measures of outcomes to assure reliability and validity of the assessment.

3) Addressing students’ outcomes at all levels of the learning process;

cognitive, behavioral, and affective

4) At the institutional level, the assessment outcomes focus in broader area;

program effectiveness, students’ reports and evaluations, and

management and administrative effectiveness

5) Focusing on finding authentic, performance based measures of the objectives, and avoiding indirect indicators.

In short, the tool in assessing students’ outcomes should be thought carefully

by the teachers. In this case, the researcher examines one of the tools called assessment rubric.

3. Assessment Rubric

a. The Definition of Assessment Rubric

According to Linse, rubrics are “assessment instruments that help instructors communicate their expectations to students and focus on important criteria as they grade”39. It indicates that assessment rubrics are tools for the teacher to define the learning outcomes for the students and make grading standard for them based on the teachers’ desire.

Angela R. Linse, Creating Rubrics: Establishing Standards (Temple University: Teaching and Learning Center), 1. http://www.temple.edu/tlc.

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Mertler defines rubrics as “rating scales—as opposed to checklists—that are specifically used with performance assessments”40. It can be inferred that assessment rubrics are one of assessment tools,

especially for assessing students’ performance that consist of scales to rate

the assessment result.

Besides, Korycinski stated that “a rubric is a tool that is used as an

assessment and scoring device to judge the quality of student work”41. In short, using assessment rubric, teachers can appraise and recognize the

quality of students’ task.

Brophy, in addition, defines a rubric as “a measurement tool that describes the criteria against which a performance, behavior, or product is compared and measures”42. It can be concluded that assessment rubric is a measurement instrument which has a big role in assessment process, and also take an important function in learning process. Using assessment rubric in assessing students’ performance, behavior, or product give clear

information about students’ achievement.

As cited in Craig A. Mertler, “Designing Scoring Rubrics for Your Classroom”. Practical Assessment, Research & Evaluation. Volume 7 Number 25, 2001. 1. Available online: http://www.pareonline.net/getvn.asp?v=7&n=25

Donna K. Korycinski, Master Teacher Program, “Using Rubrics” (New York: a 2-year Faculty Professional Development Program, Center for Teaching Excellence, United States Military Academy), 2011, 1.

Timothy S. Brophy, Writing Effective Rubrics (Florida: University of Florida Institutional Assessment), 3.

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b. Types of Assessment Rubric

Assessment rubrics can be divided into four types. They are:

1) Holistic rubrics: have one general descriptor for each level of performance as a whole.

2) Analytic rubrics: have descriptors for each level of performance for multiple criteria that are delineated43.

3) General rubrics: contain criteria that are general across tasks 4) Task specific rubrics: unique to a specific task44.

Every type of assessment rubrics has its own use based on the purpose of the designer45.

1) Holistic rubric is used to get a fast snapshot of achievement. Here, a single dimension is used to define quality.

2) Analytic rubric is used to see strengths and weaknesses of the students, give detailed feedback, assess complicated skills or performance, and self-assess of students’ understanding or performance.

3) General rubric is used in assessing reasoning, skills, products, and assessing different task of all students.

4) Task-specific rubric is used in assessing knowledge. It is also used to identify the consistency of scoring.

Raymond W – Donny Lee Jr., Rubric and Scoring Criteria (2007), 1. D:\plt\ASSESSMENT\Rubricsguide.doc.

Schreyer Institute for Teaching Excellence, The Basics of Rubrics (Penn State: University Park, PA, 2007), 1.

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In developing assessment rubric, the teacher should know the purpose of each rubric because the assessment rubric is one of tools to measure students’ achievement and progress. When the measurement tool is used effectively and purposefully, the target and the outcomes of learning process can be achieved.

c. Steps in Developing Assessment Rubric

To make an appropriate assessment rubric for the needs of the students, developing assessment rubric also has an important role. There are some steps in developing a rubric:46

Step 1: considering models of the performance or product. The characteristics of each model should be though carefully. The teachers should choose the best one to be developed based on the learning aims and goals.

Step 2: constructing the criteria. In constructing the criteria, the teachers should discuss it with the students.

Step 3: determining the number of levels. Three levels are usually used for younger students. For older ones, the literature recommends to use four or five levels.

Cheryl Erlandson, Rubrics: When? Why? How? Connecting the Pieces. (Saskatchewan Professional Development Unit), 13

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Step 4: developing descriptions of quality for each level of the criteria. To comprehend the description of quality, the teachers should examine provided rubrics so that the suitability of each level can be accomplished. Establishing from the highest and lowest levels, then filling the rest of the levels is the easiest way to develop the description of quality. The use of parallel language, unambiguous words selection and descriptions also should be considered among the levels to avoid the lowest level sound bad.

Step 5: using the assessment rubric. To practice using the assessment rubric, the teachers give copies of the assessment rubric to the students.

Step 6: revising the assessment rubric as needed. In revising the assessment rubric, the teachers can do and discuss together with students. This helps students to recognize the desire of the teachers.

Brophy also gives tips for developing an assessment rubric, they are47:

1) Finding and adapting an existing rubric. Adapting an existing rubric can be a consideration because it is hard and time consuming to get a suitable assessment rubric for every situation and condition.

2) Evaluating the assessment rubric. The rubric should communicate to the outcomes of subject being assessed, be feasible, functional, practical, and manageable. The deletion can be done for unrelated outcomes.

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3) Benchmarking - gathering some of student duties that represent each point on the level. It is done to make the assessment rubric more essential. 4) Expecting to revise the assessment rubric. Revising the assessment rubric

can be done together with students.

5) Sharing effective assessment rubrics with other teachers. The assessment rubric will be developed better if seen from different perceptions.

The teachers can use the tips above to improve the important value of assessment rubric since the assessment rubric is one of tools to measure the

students’ achievement and progress.

4. The Role of Teacher in Learning Assessment

In learning assessment, teachers as assessor take significant role.

They do not only assess the students’ performances, but also deal with some

aspects relating to learning assessment. There are some roles of teacher as assessor related to learning assessment, they are:

a. Making best use of different assessment methods48

According to Garavalia, Marken, and Sommi, “assessment methods should be viewed along a continuum of less to more performance-oriented,

As cited in Ann Gravells, Principles and Practice of Assessment in the Lifelong Learning Sector (Glasgow: Learning Matters, 2009), 11.

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lower to higher order thinking, and less to more authentic”49. In addition, they also stated that identifying “the assessment process elements (nature of

the task, level of cognitive processing, and context)” is important thing in

order to choose the most suitable assessment tools to show desired learning outcomes50. The assessment methods can be used in assessing students’ performances depend on the learning targets, the purpose of the assessment, and the special characteristics of the students. If teachers can recognize the purpose of the assessment, identify the target, and choose suitable methods in assessment, the assessment outcomes can be easily achieved.

b. Providing valid and fair assessments51

Harlen stated that “assessment has two main purposes - to help learning and to summarize what has been learned”52 and “assessment needs to be valid for whichever purposes it is used”53. It indicates that the validity of assessment is an important thing. In addition, fairness should also be

Linda S. Garavalia –Patricia A. Marken and Roger W. Sommi, “Selecting Appropriate Assessment Methods: Asking the Right Questions”. American Journal of Pharmaceutical Education. Vol. 66, Summer 2003. 108

The Skill Organisation, Registered Workplace Assessor Information Guide (Skills), 14. skills.org.nz

As cited in ….. Valid Assessment (Office of Learning and Teaching, DE&T), 2. http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp

53 _…..

Valid Assessment (Office of Learning and Teaching, DE&T), 2.

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considered in assessment. Designing “assessment task and rubric” can be

ways to ensure the validity and fairness of assessment54. c. Making judgments towards the assessment criteria55

According to McAdam, in assessing students’ performance,

teachers should give clear criteria on the learning outcomes that they want so that the judgment can be emphasized from the evidence56. It means that the criteria used in making judgments will give obvious result and avoid irrelevant evidence. Sluijman, in addition, stated that “setting criteria and making them explicit and transparent to learners’ before-hand is

important”57

d. Grading students in various ways

According to Harmer, “students need to know how and for what they are being assessed”58. As an assessor, the teacher should tell the students what she/he wants and the outcomes that students should achieve so that the students have clear goal to gain. Here, the teachers can grade the students based on the desire and learning outcomes that have been informed by the teachers.

54 _…..

Valid Assessment (Office of Learning and Teaching, DE&T), 2.

http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp

Ann Gravells, Principles and Practice of Assessment in the Lifelong Learning Sector….. 11

Gary McAdam, Assessment Policy (ABC Safety Training, 2013), 4.

57_{Judith T. M. Gulikers, Theo J. Bastiaens, and Paul A. Kirschner, “A Five}

-Dimensional Framework for Authentic Assessment”. Educational Technology Research and Development. Vol. 52, No. 3, 2004. 75. http://www.jstor.org/stable/30220391

Jeremy Harmer, The Practice of English Language Teaching Third Edition Completely Revised and Updated (Cambridge: Longman), 60.

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e. Giving constructive and developmental feedback to the students (offering feedback)

Harmer stated that “feedback encompasses not only correcting students, but also offering them an assessment of how well they have done, whether during a drill or after a longer language production exercise”59. In short, the teachers cannot only criticize about mistakes that students done, but they also should give them positive feedback. The constructive and developmental feedback is important for the students. Teachers should give their attention for all the students through giving them constructive and developmental feedback because it can motivate them. Giving constructive and developmental feedback is not only for students that have good progress, but also for all students. It should be done because all the students need support and feedback from the teacher.

f. Inspiring and motivating the students

Gravells stated that the role of teacher in learning assessment will also be “to inspire and motivate the students”60. It can be inferred that teacher as assessor can encourage and motivate the students in learning process. It happens if the teachers are passionate and wholehearted in conveying their subject. Every student may already have “intrinsic and

Jeremy Harmer, The Practice of English Language Teaching Third Edition Completely Revised and Updated

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extrinsic motivation”61. The intrinsic motivation can be seen from the desire of students to show their best performance. Besides, the extrinsic motivation can be noticed from the need to learn, and from the need to gain good grade. From the desires and the needs of the students, teacher as assessor can motivate and ensure the assessment experiences of the students to be meaningful and interesting. The teacher should take care of the students as individuals so that the bad assessment experiences that may influence the

students’ motivation can be decreased.

B.Review of Previous Studies

The researcher finds similar cases of the previous studies. Some studies were done dealing with assessment rubric, they are:

1. In 2005, Andrade and Du conducted study under the title “Students

Perspectives on Rubric-referenced Assessment”. The study was based on self-report data in focus group which included fourteen undergraduate students. The study suggested that students use rubrics to support their own learning and academic performance. The discussion showed the ways in which students use rubrics to plan an approach to an assignment, check their work, and guide or reflect on feedback from others. The students said that using rubrics helped them to focus on their efforts, produce work of higher quality, earn a better grade, and feel less anxious about an assignment. Their comments also revealed

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that most of the students tend not to read a rubric in its entirety, and that some

may perceive of a rubric as a tool for satisfying a particular teacher’s demands

rather than as a representation of the criteria and standards of a discipline. The key finding of the study is students told of using rubrics in purposeful ways, some of which suggest that rubrics have the potential to promote self-regulatory behaviors such as goal-setting, self-assessment, and revision.62

2. The other similar study was conducted by Unal, Bodur, and Unal in 2012. The

study entitled “A Standardized Rubric for Evaluating Webquest Design:

Reliability Analysis of ZUNAL Webquest Design Rubric”. It was the first study

which fully characterized and assessed the reliability of online rubric called ZUNAL. The study concluded that the final version of the ZUNAL webquest rubric holds promise as an assessment tool for evaluating webquests. As a matter of fact, ZUNAL webquest maker has officially adopted the rubric on its web application and it is currently being used officially by thousands of users. The ZUNAL rubric was created to utilize the strengths of the currently available rubrics and improved based on the comments provided in the literature and feedback received from the educators.63

3. Wulan conducted descriptive research in her study under the title “Kemampuan

Calon Guru Biologi dalam Menyusun Rubrik Analitis pada Asesmen Kinerja”.

Heidi Andrade – Ying Du, “Student Perspectives on Rubric-referenced Assessment”. Practical Assessment, Research and Evaluation. Volume 10 Number 3, April 2005. 1

63_{Zafar Unal, et.al., “A Standardized Rubric for Evaluating Webquest Design: Reli}

ability Analysis of ZUNAL Webquest Design Rubric”. Journal of Information Technology Education: Research. Volume 11, 2012, 180

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The study focused on the ability of Biology novice teachers in constructing analytic rubric. The result said that kemampuan calon guru dalam menyusun rubrik analitis masih sangat kurang64. It means that the ability of novice teachers in designing analytic rubric for Biology subject was low. They still had difficulties in combining the content and biology process into criteria standard and deciding the criteria for analytic rubric.

However, those studies are different from this study. The difference between this study and Andrade and Du study is the subject of the study. The subject of this study is two English teachers of SMP Muhammadiyah 5 Surabaya, while subject of Andrade and Du study is fourteen undergraduate students. In addition, Andrade and Du focused on the perception of students toward rubric-referenced assessment, while the researcher focuses on the English teachers’ assessment rubric development and its use in learning process.

Furthermore, Unal, Bodur, and Unal conducted study dealing with rubric in online resources. They examined the reliability of the online rubric called ZUNAL. Meanwhile this study examines the development of the assessment rubrics in the International class and the use of the assessment rubrics in the learning process.

Different from Wulan’s research which the subject was Biology novice teachers, in this study, the researcher’ subject is English teachers of SMP

64 _{Ana Ratna Wulan, Undergraduate Thesis: “}

Kemampuan Calon Guru Biologi dalam Menyusun Rubrik Analitis pada Asesmen Kinerja” (Bandung: FPMIPA Universitas Pendidikan Indonesia), 1. e-mail: ana_ratna_upi@yahoo.com

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Muhammadiyah 5 Surabaya. The focus is also different. Wulan conducted the study to identify the ability of Biology novice teachers in designing analytical rubric, while this study is conducted to identify the development of the assessment rubrics. In addition, the use of the assessment rubric in the learning process is also examined.

In conclusion, this study examines the development of the assessment rubrics and the use of the assessment rubrics in learning process. The subject of this study is English teachers of SMP Muhammadiyah 5 who teach in International classes.

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CHAPTER III RESEARCH METHOD

This chapter contained approach and research design, researcher presence, research location, data and source of data, research instrument, data analysis technique, checking validity of finding, and research stages.

A.Approach and Research Design

In this study, the researcher accomplished the study using the descriptive qualitative design from the qualitative approach which aim was to identify and to know the development of the assessment rubrics and the use of the assessment rubrics in learning process under the implementation of Curriculum 2013 in International class at SMP Muhammadiyah 5 Surabaya.

Denzin and Lincoln explain that “the word qualitative implies an emphasis on process and meanings that are non rigorously examined or measured”1. It means that the qualitative approach highlights the meaning and process. The purpose of the qualitative approach emphasizes more in meaning rather than in generalizating. In this study, the researcher emphasized the process and meaning of the development of the assessment rubrics under the implementation of Curriculum 2013 in International class and the use of the

As cited in Andi Prastowo, Metode Penelitian Kualitatif dalam Perspektif Rancangan Penelitian (Jogjakarta: Ar-Ruzz Media, 2012), 22.

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115

elements in developing assessment rubrics should be considered carefully by the readers. They should be able to maximize the use of the assessment rubric in their assessment process. In addition, the readers or educators can hold training in developing the assessment rubric so that more proper assessment rubrics can be obtained.

3. For the next researchers

The next researchers can continue this study by focusing on the use of the assessment rubric developed in the real assessment process. Observation can be used to know whether all the criteria created in the assessment rubric are covered or not. The next researchers also can examine if the achievement and progress of all the students can be measured using the assessment rubric in the real assessment process so that the students can get more benefit of the use of the assessment rubric and improve their English skills.

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Assessment Toolkit. Using Assessment Rubrics. USNW Australia, 2014.

Braun, Henry, Anil Kanjee, Eric Bettinger, and Michael Kremer. Through Assessment, Innovation, and Evaluation. Cambridge: The American Academy of Arts and Sciences, 2006.

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Brown, H. Douglas. Language Assessment Principles and Classroom Practices. California: Longman Pearson Education, 2003.

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