EFL TEACHERS’ CONCEPTION OF CLASSROOM ASSESSMENT THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum.) in English Language Studies

  

EFL TEACHERS’ CONCEPTION OF

CLASSROOM ASSESSMENT

THESIS

  

Presented in Partial Fulfillment of the Requirements

for the Degree of Magister Humaniora (M.Hum.)

in English Language Studies

  

By

Dwi Retno Wahyuningsih

056332032

  

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

STATEMENT OF ORIGINALITY

  This is to certify that all ideas, phrases, sentences, unless

otherwise stated, are the ideas, phrases, and sentences of the thesis

writer. The writer understands the full consequences including degree

cancellation if she took somebody else’s ideas, phrases, or sentences

without proper references.

  Yogyakarta, April 11, 2008

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

DWI RETNO WAHYUNINGSIH

  Nomor Mahasiswa : 056332032 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul : EFL TEACHERS’

CONCEPTION OF CLASSROOM ASSESSMENT

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupaun memberikan royalty kepada saya selamA tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyatan ini yang saya buat dengan sebenarnya. Dibua t di Yogyakarta Pada tanggal : 17 Mei 2008 Yang menyatakan

  

ACKNOWLEDGEMENTS

  That I can finally finish writing this thesis is merely because of Jesus’ endless love for me. Therefore, thank you so much Jesus for all Your companion and incessant blessings. Without You, all will be nothing.

  My deep gratitude firstly goes to LPMP that had allowed me to have further study in the Graduate Program on English Language Studies Sanata Dharma University Yogyakarta which consents me to ‘grow’ better. In its favorable learning atmosphere with supportive lecturers, I know more; I see more clearly and think much more prudently. I learn lot of things there!

  Let me also express my gratitude to Dr. FX. Mukarto, M.S. - my “devil advocate”. During my thesis writing, he always patiently supported me to be more confident and critical. He also provided me thoughtful guidance, a great eye and encouragement. I owe much to him.

  My appreciation also extends to all the lecturers in the Graduate Program on English Language Studies Sanata Dharma University, especially Dr. J.

  Bismoko, Dr. B.B. Dwijatmoko, M.A, Dr. Novita Dewi, M.S., M.A., and P. Kuswandono, M.Pd, from whom I can learn how to see the world with much more widely opened eyes and mind.

  My big thanks also go to my great supporters – my family; my parents with their ‘kasih tak berkesudahan dan tanpa syarat’, my beloved Florianus. S.

  Heriyanta for his understanding, and my sunshine, Christophorus Judha Herdanta, who for ever and a day light up my tiring days. I love you all that much!

  

TABLE OF CONTENTS

TITLE PAGE ………………………………………………….... i

APPROVAL PAGE …………………………………………………… ii

THESIS DEFENSE APPROVAL PAGE …………………………… iii

STATEMENT OF ORIGINALITY …………………………… iv

ACKNOWLEDGEMENTS …………………………………… v

TABLE OF CONTENTS …………………………………………… vi

LIST OF TABLES …………………………………………… viii

LIST OF FIGURES …………………………………………… ix

LIST OF ABBREVIATION …………………………………… x

ABSTRACT …………………………………………… xi

ABSTRAK …………………………………… xiii

CHAPTER I: INTRODUCTION ……………………………………

  1 A. Background ……………………………………………………

  1 B. Problem Identification ……………………………………………

  3 C. Problem Limitation ……………………………………………

  4 D. Research Questions ……………………………………………

  6 E. Research Objectives ……………………………………………

  7 F. Research Benefits ……………………………………………………

  7 CHAPTER II : LITERATURE REVIEW ……………………………

  9 A. Theoretical Review ……………………………………………

  9

  1. The Meaning of Assessment ……………………………………

  9

  2. The Purpose of Assessment ……………………………………

  13 3. The Impact of Assessment in Learning Teaching Processes ……..

  18

  4. Classroom Assessment ……………………………………

  19

  5. The Principles of Classroom Assessment ……………………

  21

  6. Methods of Classroom Assessment ……………………………

  25

  7. Assessment as an Instructional System ……………………………

  30

  8. Conceptions and Knowledge ……………………………………

  32

  9. Teachers’ Conceptions of Classroom Assessment ……………

  34 B. Theoretical Framework ……………………………………………

  36 CHAPTER III: METHODOLOGY ……………………………

  39 A. Research Methodology ……………………………………………

  36 B. Nature of Data ……………………………………………………

  42 C. Data Setting and Sources ……………………………………………

  42 D. Data Gathering Instruments ……………………………………

  43 E. Research Procedures and Data Processing ……………………………

  46

CHAPTER IV: ANALYSIS ……………………………………

  51 A. DATA PRESENTATION ……………………………………

  51

  1. The Profile of Research Settings …..………………………

  53

  a. SMKN A Wonosari ……………………………………………

  53

  b. SMK B Wonosari ……………………………………………

  56

  2. The Narrative of Research Participants ………………………

  58

  a. Tino’s Story …… ……………………………………………

  59

  b. Sarita’s Story …..……………………………………………

  60

  c. Anna’s Story …..……………………………………………

  61

  d. Yeni’s Story .………………………………………………

  62

  3. Data on Interviews with Participants ……………………………

  63

  4. Data from Classroom Observation ……………………………

  68

  5. Data Verification ……………………………………………

  70 B. FINDINGS ……………………………………………………………

  70 C. DISCUSSION ……………………………………………………

  73

  1. Understanding on the Meaning of Classroom Assessment ……

  73

  2. School System Influence ……………………………………

  80

  3. Assessment Instrument Planning ……………………………

  84

  4. Assessment Instrument Construction ……………………………

  92

  5. Test Administration …………………………………………… 101

  

CHAPTER V …………………………………………………… 104

A. Conclusions …………………………………………………… 104 B. Implications …………………………………………………… 106 C. Recommendations …………………………………………………… 107

BIBLIOGRAPHY …………………………………………………… 109

APPENDICES ………………………………………………....... 115

Appendix 1: Lists of Guiding Questions for Interview …………… 115 Appendix 2: Interview Data …………………………………………… 118 Appendix 3: Classroom Observation Data …………………………… 137 Appendix 4: Coding on Teachers’ Account and Behavior …………… 142 Appendix 5: Test Instruments Designed by Participants …………… 163 Appendix 6: Sample of Curriculum KTSP …………………………… 168 Appendix 7: School Policy Set by SMKN A Wonosari …………… 170 Appendix 8: Teaching Program Administration …………………… 172 Appendix 9: Teaching Agenda …………………………………… 189 Appendix 10: The Enclosure of Government Acts on Education Assessment Standard; Number 20, 11 June 2007 ……… 204 Appendix 11: Data Gathering Schedule …………………………… 211

  

LIST OF TABLES

Table 2.2.1 The Distinction Between Traditional and Alternative AssessmentsTable 3.1.1 Blueprint for ObservationTable 4.1.1 Tino’s Assessment PracticeTable 4.1.2 Findings: Emergent Themes and Sub-themes of the Participants’

  Narratives and Experience Related to Their Conceptions of Classroom Assessment and the Manifestation of the Conceptions into Assessment Instruments.

  

LIST OF FIGURES

Figure 2.1 Relationship Among Measurement, Tests and EvaluationFigure 2.2 The Position of Assessment in Learning Teaching ProcessFigure 2.3 The Cycle of Assessment in Teaching LearningFigure 2.4 Tests, Assessment, and TeachingFigure 2.5 Theoretical Frameworks for Teachers’ Conception and Their ActionsFigure 3.1 Data Sources to Reveal EFL Teachers’ Conception of Classroom

  Assessment

Figure 3.2 The Context of the Research Procedure

LIST OF ABBREVIATION

  BSNP Badan Standarisasi Nasional Pendidikan EFL English as a Foreign Language

  IKIP Institut Keguruan dan Ilmu Pendidikan KTSP Kurikulum Tingkat Satuan Pelajaran LHB Laporan Hasil Belajar MGMD Musyawarah Guru Mata Diklat NUUM Nilai Ulangan Umum Murni SMK Sekolah Menengah Kejuruan SMU Sekolah Menengah Umum UAN Ujian Akhir Nasional UNAS Ujian Nasional

  VHS Vocational High School

  

ABSTRACT

  Dwi Retno Wahyuningsih, 2008. EFL Teachers’ Conception of Classroom

  

Assessment. Yogyakarta: English Language Studies, Graduate Program, Sanata

Dharma University.

  Assessment is believed to aid or inhibit endeavor in improving teaching and learning. It plays an important role in teaching learning processes as a tool to measure the students’ learning achievement and the success of teaching. Teachers, in this case, are the leading actors in conducting assessment. Teachers’ conceptions and understanding of assessment, accordingly, will be a potentially powerful influence in learning teaching processes, as how they view, think of, and believe to be good and true about assessment will be reflected in assessment practices. The study itself attempts to answer two research questions: (1) What are EFL teachers’ conceptions of classroom assessment? and (2) How they manifest their conceptions into assessment instrument?

  Some relevant and related theories are employed to scrutinize the constructs of the study, i.e. analysis on conceptions, assessment and EFL teachers’ conceptions of assessment. In order to have deep analysis on the issue, however, the study will limit its scope on how EFL teachers conceive classroom assessment. The study adopted qualitative method. It was conducted in two different vocational high schools in Gunungkidul. Four EFL teachers were selected as the research participants. To answer the questions and to collect data, a series of in-depth interviews and observations were used as the data collection instruments. Relevant documents and artifacts were used to increase the validity of the data. The data obtained from the participants’ narrative and observations were analyzed through coding process to find significant categories.

  The results of the analysis reveal that (1) teacher participants seem to have unclear conception and understanding of classroom assessment. Their lack of understanding of classroom assessment resulted from their having insufficient knowledge about classroom assessment. It is apparently due to various factors. They include: very tight teaching schedules, social activities and some other reasons which become obstacles for them to do intellectual activities to promote their knowledge and professionalism, (2) school system and management sometimes do not allow them to be more innovative and creative in teaching, especially in doing assessment, (3) all participants admit using test as their assessment instrument. The tests they design are all the manifestation of their conceptions of what classroom assessment instruments should be. They, however, have not developed the tests as a part of an instructional system. The obstacles in designing well-planned and properly-constructed tests are due to multifaceted factors, such as insufficient time available, teachers’ insufficient knowledge about test designing, motivation and some other factors which are interrelated with each classroom assessment and how they manifest their conceptions into assessment instrument.

  Eventually, the efforts to improve the quality of education should be continued. It should not be emphasized merely on the improvement of curriculum, assessment process and new education policies and regulations. Actually, there are numbers of fundamental problems emerging as the side effects of those efforts aimed at improving education quality which greatly influence teachers’ working ethos. As a conclusion, teachers’ quality and professionalism upgrading is not less important among many other efforts to promote the excellence of education, since qualified and professional teachers will decisively create the eminence of education.

  

ABSTRAK

  Dwi Retno Wahyuningsih, 2008. EFL Teachers’ Conception of Classroom

  

Assessment. Yogyakarta: Kajian Bahasa Inggris, Program Pasca Sarjana,

Universitas Sanata Dharma.

  Assessment atau penilaian dipercaya sebagai alat untuk meningkatkan kualitas belajar mengajar. Penilaian memegang peranan penting dalam proses belajar mengajar, sebagai alat ukur pencapaian siswa dan keberhasilan pengajaran. Dalam hal ini, guru merupakan pelaku utama dalam melaksanakan penilaian dan konsepsi guru terhadap penilaian akan sangat berpengaruh terhadap proses pengajaran. Bagaimana guru memaknai penilaian dan apa yang mereka anggap baik dan benar tentang penilaian akan mereka refleksikan dala m proses penilaian. Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Apa konsepsi guru bahasa Inggris terhadap penilaian kelas? dan (2) Bagaimana mereka memanifestasikan konsepsi mereka kedalam instrument penilaian?

  Beberapa teori yang relevan dan terkait digunakan untuk memperdalam pengertian tentang konsep penelitian, yakni: analisa terhadap konsepsi, penilaian, dan konsepsi guru terhadap penilaian. Akan tetapi, untuk memperoleh analisa yang lebih, penelitian membatasi lingkup pembahasan pada bagaimana guru bahasa Inggris memahami penilaian kelas. Penelitian ini menggunakan metode penelitian kualitatif. Penelitian dilaksanakan di dua sekolah menengah kejuruan yang berbeda di Gunungkidul. Empat orang guru bahasa Inggris dipilih sebagai partisipan. Untuk menjawab pertanyaan penelitian dan untuk mengumpulkan data, dilaksanakan serangkaian interview dan observasi. Berbagai dokumen dan artifak yang relevan juga digunakan untuk meningkatkan validitas data. Data yang diperoleh emudian dianalisa melalui proses koding untuk mendapatkan kategori- kategori yang bermakna.

  Temuan dari analisa data menunjukkan bahwa (1) semua partisipan nampaknya memiliki konsepsi yang kurang jelas terhadap penilaian kelas. Pemahaman yang kurang terhadap penilaian kelas disebabkan oleh pengetahuan tentang penilaian kelas yang kurang memadai. Hal ini sepertinya disebabkan ole beragam faktor, antara lain: jadwal mengajar yang padat, kegiatan-kegiatan sosial diluar jam mengajar dan beberapa alasan lain yang menjadi kendala bagi mereka untuk melakukan aktifitas-aktifitas intelektual demi meningkatkan pengetahuan dan profesionalisme, (2) sistem dan manajemen sekolah yang kadang-kadang kurang memungkinkan mereka untuk lebih kreatif dan inovatif dalam mengajar, terutama dalam melakukan penilaian (3) semua partisipan menyatakan bahwa mereka menggunakan tes sebagai istrumen penilaian. Akan tetapi, mereka belum mengembangkan tes sebagai sebuah sistem instruksional Kesulitan mereka dalam mengembangkan tes yang terencana dan tersusun dengan baik diakibatkan oleh berbagai faktor yang kompleks dan saling berkaitan seperti ketersediaan waktu yang tidak mencukupi, pengetahuan guru yang tidak memadai tentang bagaimana bagaimana mereka memanifestasikan konsepsi mereka kedalam instrument penilaian.

  Akhirnya, usaha-usaha untuk memperbaiki mutu pendidikan nampaknya masih harus terus diupayakan, tidak ha nya melalui perubahan kurikulum, proses penilaian dan pembuatan-pembuatan kebijakan dan berbagai aturan lainnya. Banyak sekali permasalahan mendasar yang justru muncul karena usaha-usaha yang dimaksudkan sebagai upaya perbaikan tersebut yang ternyata besar pengaruhnya terhadap kinerja guru. Peningkatan kualitas dan profesionalisme guru merupakan masalah yang tidak kalah penting, karena hanya melalui guru yang berkualitas dan profesional, pendidikan yang berkualitas akan terwujud.

CHAPTER I INTRODUCTION This chapter consists of six main parts, namely (1) background, (2) problem

  identification, (3) problem limitation, (4) research questions, (5) research goal and objectives, and (6) research benefits.

A. Background

  Assessment is so far believed to play a crucial role in an effective teaching and learning process. Through its implementation in a great diversity of ways and methods, it is supposed to provide feedback for not only teachers to review the effectiveness of the teaching, for students and parents to know the students’ progress, but also for school authorities to monitor and evaluate the accomplishment of teaching learning processes.

  Teachers’ with their roles as educators, guides, facilitators or even presenters and performers will be the actors in assessing students, the final and the most crucial part in the learning teaching processes. While teaching, teachers constantly attempt to assess learning from asking direct questions to receiving non-verbal communication from learners. Likewise, learners are likely to be constantly assessing themselves, their peers, the environment and their teachers. All help to inform the learners and teachers of their successes and failures in achieving goals.

  In practice, teachers will express out their account into behaviour through reflection. The methods and ways taken by teachers in assessing students are varied and greatly depend on how they conceive the substance of assessment itself. Teachers’ ways of assessing students are developed through their teaching practices time to time. They will be affected by a variety of influences including practice within their schools. They will also reflect their beliefs about how children learn and how best they can be helped to do so as Edward and Mercer (1987) commented.

  This study then focuses on teachers’ differing views and perception, which furthermore build up their conception, touching on values and beliefs about assessment.

  Vandeyar and Roy Killen (2007) claim that different conception leads to different assessment practices. For example, educators who view assessment as a useful means of gathering data upon which to base decisions about learning and their own teaching will attempt to make assessment an integral part of teaching.

  Brown (2003) explains that teachers’ conception of assessment will be a potentially powerful influence in learning teaching processes. It is not the assessment instruments which are the most important, but the aims and ethos of their use and the application of assessment that play a great role for the success of education. It begins from the teachers as the actor in assessment. How they view, think of and what they believe to be good and true about assessment will be reflected in assessment practices.

  Further, the notion that the purpose and intention of the use and application of assessment will really support the success of education is supported by Duncan & Chris Bell (1986: 23) who argue that learners need not have their achievements recorded but the learners and the teachers need to see progress throughout the course of learning. Any documentation arising must be that which can be defended to, understood and accepted by all those involved: learners, teachers, other organizations and institutions, possible employers. The whole process should be focused on active involvement by the learner in his or her learning. It is not the actual methods or tools of assessing which we believe should be changed in many cases, rather the aims and ethos of their use and application.

  It is very interesting then to conduct a study which will offer opportunities to know how teachers conceive assessment and find out how their conception is manifested in assessment instruments.

C. Problem Identification

  When the forms of assessment practices including the assessment instruments applied are believed to have strong relation to how teachers conceive classroom assessment, it increases discussions on everyday teaching practice and how teachers do assessing activities. Assessment is considered to be very essential in learning teaching processes. In recent years, considerable attention has been paid to the quality of assessment. Therefore, many efforts are executed to improve the quality of assessment.

  Research and questions are done as endeavor for the betterment of assessment and solution to problems regarding assessment.

  Teachers will be the actors in selecting and determining assessment instruments matching their assessment objectives. In deciding techniques, methods and ways of assessing students, they will be naturally influenced by their conception of assessment itself. Their action is the reflection of their beliefs, knowledge and thought. They will do what they believe, know and think to be right to do.

  Discussion on the relation of how teachers perceive and furthermore conceive assessment arises. Since assessment is central in education, the study will hopefully benefit to provide information for improving instruction and learning, to make learners accountable for their learning and to be a process by which teachers and/or schools are made accountable.

D. Problem Limitation

  Assessment is believed to play an important role in learning teaching process for not only teachers to review the effectiveness of teaching, for students and parents to know the students’ progress, but also for school authorities to monitor and evaluate the teaching and learning processes, for the success of education. Whatever the purposes of assessment are, teachers are the primary actors who act the practices of assessment.

  Research evidence shows strong connections between teachers’ doing assessment, providing goals for learning and giving feedback linked to criteria, with student motivation and improvement. Research evidence also shows that the forms of assessment practices conducted by teachers are the reflection of their understanding of the assessment itself. The way teachers conceive assessment will influence the way they conduct assessment in their daily teaching. It will correspondingly be reflected also in the assessment instruments they make.

  The importance of assessment in education raises great numbers of issues, as some of them stated in the above problem identification. Discussions on these issues may go on and keep changing in the education world and enable some relative possibilities. It is necessary, therefore, to limit its scope of this study in order to have deep analysis on the issue.

  The study focuses on how teachers conceive classroom assessment, and how they reflect their conception of classroom assessment in assessment instruments to have much deeper scrutiny on the concern. A deep examination between teachers’ account and their behavior will be obtained from profound interviews with four EFL teachers from two vocational schools in Gunungkidul and observation on how they actualize their conception of classroom assessment in assessment practice, including how they set up assessment instruments.

  Four proficient EFL teachers from the two schools are chosen as the research participants. Female and male experienced EFL teachers with different teaching experiences are selected with considerations that teachers with different sex may shape different ways of thinking and therefore they will also retain distinct thoughts, beliefs and eventually build up different conception. They are supposed to supply rich data. Interviews and discussion are expected to be able to present an elucidation of how the EFL teachers conceive classroom assessment. While a series of data collection; field notes, artifacts, and observation, will in addition sharpen the portrayal of how they conceptualize their conception into assessment instruments.

  Teachers build up their conception of classroom assessment through continuous teaching processes which involve assessment practices. Experiences, ideas, thoughts, feeling, knowledge and intuition will build up perception and a developed perception is ultimately form conception. Perception is developed through a number of reflections.

  The more teaching experiences the teachers have, the more they will be considered to have developed their perceptions. In other words, they hold conception, something they believe to be true. What they do is what they believe to be true. Teachers’ conception, therefore, may be reflected on their actions. Teachers are supposed to be able to communicate their beliefs into actions. As when teachers hold conception of classroom assessment, they will articulate their conception into assessment practices which comprise assessment instruments in them.

  D. Research Questions:

  1. What is EFL teachers’ conception of classroom assessment?

  2. How do they manifest their conception of classroom assessment into assessment instruments?

  E. Research Goals and Objectives

  The research aims at achieving the following goals: 1. to reveal English teachers’ conception of classroom assessment

  

2. to find out the manifestation of English teachers’ conception of classroom

assessment in assessment instruments.

  There are several objectives to accomplish in the study by investigating what EFL teachers’ conception of assessment and how they manifest their conception into assessment instruments. They are: 1. to investigate and record how EFL teachers’ conception of classroom assessment is derived

  2. to observe EFL teachers’ behavior which reflect their conception of classroom assessment in their teaching practices which involve assessment practices.

  3. to examine the relation between EFL teachers’ account on classroom assessment and their behavior in constructing assessment instruments.

F. Research Benefits

  The study on EFL teachers’ conceptions of classroom assessment which are manifested in the assessment instruments they construct is an effort to enrich the insight and knowledge in education field, particularly in the development of English language studies and English teaching. The following benefits hopefully will support the research goal:

  1. The result of the study may give substantial information for language teaching field about what EFL teachers’ conception of classroom assessment.

  2. The revelation of EFL teachers’ conception of classroom assessment and assessment instruments they design may expectantly be valuable for the betterment of assessment practices themselves.

  3. Better assessment practices will devotedly enhance the students’ self esteem, motivation and learning quality which will improve students’ learning and moreover raise the quality of the learning outcomes.

  4. The explanation of EFL teachers’ conception of classroom assessment and the manifestation of their conception in assessment instruments may encourage EFL teachers to be more creative in selecting methods and techniques in assessing students.

  5. The clear understanding of classroom assessment with its various methods of assessment practices hopefully will help EFL teachers to adjust or revise their classroom instructions and finally they will function better in classroom assessment.

  6. The revelation of EFL teachers’ conception of classroom assessment will furthermore give positive contribution especially to stake holders and education policy makers. Qualitative information and new perspectives about problems on assessment can be taken into account when they are composing, reviewing, modifying and refining curriculum.

  7. The result of the study may give a significant contribution to the science of classroom assessment and English Language Studies.

CHAPTER II LITERATURE REVIEW This chapter efforts to frame the constructs of the research in line with

  some relevant theories in two main parts, namely (1) theoretical review, and (2) theoretical framework.

A. Theoretical Review

  Related literatures are employed (1) to divulge the meaning of assessment, its purpose and its impact in education, (2) to explain the meaning of classroom assessment with its principles and methods, (3) to reveal assessment as instructional system, (4) to give an elucidation of the definition of conception and how it is related to knowledge, (5) to describe teacher’s conception of classroom assessment.

1. The Meaning of Assessment

  Whether people think of themselves as lecturers, teachers, facilitator, or educators of learning, the most important thing they do for their students is to assess their work. They do assessing students to know the effectiveness of their teaching and to find out how far the students make progress on what they have learned as Adams (2006) declares that assessment involves the collection of information about what children do and do not know and children’s ability to apply what they know .

  Accordingly, in their everyday teaching, questions for students to answer or respond in class, comments delivered by students, homework, written tasks, and students’ effort to try using the language can be on what teachers base their evaluation and measurement toward the students’ achievement. Alongside, another method of assessing students through a more intended procedure can be as well administered. It is authenticated by DiGesu (2004) who declares that assessment means literally “to sit beside and observe”. In the context of classrooms, assessment is the systematic and ongoing process of collecting, describing and analyzing information about student progress and achievement in relation to curriculum expectations and the achievement chart.

  Similar definition about assessment to be a tool to collect information about students’ achievement is also given by Hart (1994): Assessment is the process of gathering information about students, what they know and can do. There are many ways to gather this information; for example, by observing students as they learn, examining what they produce, or testing their knowledge and skills. (Hart, 1994: 1)

  Warren & Nesbit (1999) comparably declare that assessment is any act of interpreting information about student performance, collected through any multitude of means. That assessment plays a very crucial role in education is supported by numbers of researchers who do research on assessment like what Gipps & Broadfoot Nuthal (1994: 1) define:

  Assessment in education is the process of gathering, interpreting, and sometimes recording and using information about students’ responses to an educational task in order to provide the next learning step. Assessment is primarily concerned with providing teachers and/or students with feedback information. Assessment can also be a toolkit of techniques. It can take many forms and it can be argued that the greater the diversity in the methods of assessment, the fairer assessment is to students. It is supported by Angelo (1998) who argues that assessment is a simple method – and a toolbox full of techniques – which faculty use to collect such feedback, early and often, on how well students are learning.

  Tabatha (2006) says that assessment is the process whereby evidence is obtained through the outcome of specific questioning such as test and surveys, and used to determine result based on the findings of such methods. These may also define the status or value of an event, thing or person’s abilities based on performance or importance.

  So far, however, the significance of test, evaluation and assessment are often mixed up. People sometimes also overlap in practicing them. With many definitions and explanations about assessment above, it is clear that assessment is different from evaluation, that according to Hart (1994) evaluation can be defined as the process of interpreting and making judgment about assessment information.

  It can be concluded that the data gathered from assessment practice reflects what is going on in a classroom and an evaluation is the development of giving value for the result of assessment practices. Weiss (1972) defines evaluation as the systematic gathering of information for the purpose of making decisions. A test, on the other hand, according to Carroll (1968) is a psychological or educational procedure designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual.

  Accordingly, Bachman (1995) says that a test can be valuable source of information about effectiveness of learning and teaching. Teachers usually use tests as a means of measuring students’ achievement and progress, diagnosing their strength and weaknesses and helping teachers in evaluating the effectiveness of teaching approaches. It is also useful for teachers to get feedback on the learning teaching. The relationship between a test, as an assessment instrument, and evaluation is illustrated in the following figure:

  ASSESSMENT EVALUATION MEASUREMENT TESTS

Figure 2.1 Relationship among measurement, tests and evaluation

  Adapted from : Brown (2004: 11)

2 The Purpose of Assessment Assessment always leads to learning, as suggested by Boud (1995; 1).

  Every act of assessment will give a message to students about what and how they should learn. However, a good assessment will not merely provide students with an awareness to find appropriate method and employing it in learning. Furthermore, assessment has to be able to make students learn to adopt strategies to study by various assessment tasks. Students will make best use of them to increase their learning quality. It may, on the other hand, lead students to more continuous assessment.

  From the result of students’ learning and the various assessment tasks implemented, students will be able to facilitate themselves with readiness to make use of assessment in their enduring learning. Adams (2006) says that assessment may improve teachers’ instructions besides knowing the students’ progress in learning well.

  The goal of assessment is to determine children’s academic strengths as well as their weaknesses so that teachers can improve instruction to provide more opportunity for children’s cognitive growth and educational experiences. (Adams, 2006: 1)

  DiGesu (2004) strengthens the idea that assessment purpose is to enhance student learning. He further argues that the primary purpose of assessment is for the student to receive multiple attempts to practice and to demonstrate understanding of content. At the same time, they can also develop skills by receiving specific and timely feedback by the teacher in order to improve achievement. Assessment is subsequently supposed to enable teachers to analyze student progress for the purpose of modifying and refining the teaching/learning cycle to better meet student needs.

  Boud (2000) alternatively declares that assessment practices in education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. This enables students to commence activities that necessarily accompany their learning and undertake their own assessment actions in the future. Assessment subsequently will support and encourage students to learn more independently. Additionally, Philippou and Christou (1997) declare that assessment is used for the purpose of improvement.

  It will diagnose students’ difficulties, evaluate the effectiveness of instructions Assessment is part of learning teaching processes as a decisive basic for not only teachers to review the effectiveness of the teaching, for students and parents to know the students’ progress, but also for school authorities to monitor and evaluate the teaching learning processes. Assessment of student academic achievement is also an essential component of every organization’s effort to evaluate overall effectiveness. It is fundamental for all organizations to place student learning at the centre of their educational endeavors.

  From the result of the assessment furthermore, an apposite future work can be planned. Tabatha (2006) gives an account that assessment allows teachers and students to agree on the benchmark of their work and be concerned about how they might be improved. It also helps teachers to plan effective lessons that take into account the individual needs of each student. Assessment also enables monitoring of the quality of education being delivered and student progress to be monitored effectively to ensure targets are being met.

  Pellegrino et. all (2001: 11) says: Educational assessment seeks to determine how well students are learning and is an integral part of the quest for improved education. It provides feedback to students, educators, parents, policy makers, and public about the effectiveness of educational services.

  All definitions of assessment proposed by experts seem to offer the same perspectives, that assessment is an integral part of the learning and teaching processes with purposes to check students’ progress, achievement, and learning, to promote learning by feeding back information to teacher and learners, to provide an account of progress in learning to those who have a legitimate claim to knowledge.

  Popham (1999) visualizes assessment position in the learning teaching process in the following figure:

   ASSESSMENT

• Gathering information
• Gathering and determining data
• Recording data in a documentation system

  EVALUATION

• Reflecting data to make decisions in teaching learning process
• Supporting self evaluation
• “Celebrating” growth
• Planning the following steps/goals

   REPORT

• Summarizing - Interpreting -

  Communicating

Figure 2.2 The position of assessment in learning teaching process

  Source: Popham (1999) in Muslich, (2004: 95)