Bahasa Inggris - S1
RENCANA PEMBELAJARAN SEMESTER
PROGRAM STUDI SASTRA INGGRIS – UNIVERSITAS GUNADARMA
Tanggal Penyusunan
Kode dan Nama MK
SKS dan Semester
Prasyarat
Status Mata Kuliah
Dosen Pengampu
Capaian
Pembelajaran
Mata Kuliah
3/09/2016
Tanggal revisi
-
IT061252
ASESMEN PEMBELAJARAN BAHASA
SKS
2
Semester
VI (ATA)
[√] Wajib
[... ] Pilihan
Sikap
1.
Bertakwa kepada Tuhan Yang Maha Esa dan mampu
menunjukkan sikap religius.
2. Menjunjung tinggi nilai kemanusiaan dalam
menjalankan tugas berdasarkan agama, moral, dan
etika.
3. Berkontribusi dalam peningkatan mutu kehidupan
bermasyarakat, berbangsa, bernegara, dan kemajuan
peradaban berdasarkan Pancasila.
4. Berperan sebagai warga negara yang bangga dan
cinta tanah air, memiliki nasionalisme serta rasa
tanggung jawab pada negara dan bangsa.
5. Menghargai keanekaragaman budaya, pandangan,
agama, dan kepercayaan, serta pendapat atau temuan
orisinal orang lain.
6. Bekerja sama dan memiliki kepekaan sosial serta
kepedulian terhadap masyarakat dan lingkungan.
7. Taat hukum dan disiplin dalam kehidupan
bermasyarakat dan bernegara.
8. Menginternalisasi nilai, norma, dan etika akademik.
9. Menunjukkan
sikap
bertanggungjawab
atas
pekerjaan di bidang keahliannya secara mandiri.
10. Menginternalisasi semangat kemandirian, kejuangan,
dan kewirausahaan.
1.
Deskripsi Umum
(Silabus)
Metode
Pembelajaran
Mampu menerapkan pemikiran logis, kritis,
sistematis,
dan
inovatif
dalam
konteks
pengembangan atau implementasi ilmu pengetahuan
dan teknologi yang memperhatikan dan menerapkan
nilai humaniora yang sesuai dengan bidang
keahliannya.
2. Mampu menunjukkan kinerja mandiri, bermutu, dan
terukur.
3. Mampu mengkaji implikasi pengembangan atau
implementasi ilmu pengetahuan dan teknologi yang
memperhatikan dan menerapkan nilai humaniora
sesuai dengan keahliannya berdasarkan kaidah, tata
cara dan etika ilmiah dalam rangka menghasilkan
solusi, gagasan, desain atau kritik seni.
4. Mampu menyusun deskripsi saintifik hasil kajian
tersebut di atas dalam bentuk skripsi atau laporan
tugas akhir, dan mengunggahnya dalam laman
perguruan tinggi.
Ketrampilan
Umum
5. Mampu mengambil keputusan secara tepat dalam
konteks penyelesaian masalah di bidang keahliannya,
berdasarkan hasil analisis informasi dan data.
6. Mampu memelihara dan mengembangkan jaringan
kerja dengan pembimbing, kolega, sejawat baik di
dalam maupun di luar lembaganya.
7. Mampu bertanggungjawab atas pencapaian hasil
kerja kelompok dan melakukan supervisi serta
evaluasi terhadap penyelesaian pekerjaan yang
ditugaskan kepada pekerja yang berada di bawah
tanggungjawabnya.
8. Mampu melakukan proses evaluasi diri terhadap
kelompok
kerja
yang
berada
di
bawah
tanggungjawabnya,
dan
mampu
mengelola
pembelajaran secara mandiri.
9. Mampu
mendokumentasikan,
menyimpan,
mengamankan, dan menemukan kembali data untuk
menjamin kesahihan dan mencegah plagiasi.
Mampu memahami konsep-konsep penting tentang
Pengetahuan
assessment kemampuan bahasa baik untuk kebutuhan
tes terstandarisasi maupun untuk kebutuhan
Mahasiswa mampu memahami konsep-konsep assessment
kemampuan bahasa, mengkritisi teknik-teknik instrumen
assessment, mampu menerapkan assessment dan membuat
Ketrampilan
instrumen assessment sesuai kebutuhan dan mampu
Khusus
melakukan investigasi ilmiah seputar isu language
assessment, serta melaporkan dalam bentuk penulisan
ilmiah.
Mata kuliah ini membahas konsep-konsep penting tentang assessment
kemampuan bahasa, jenis-jenis dan teknik-teknik assessment, cara merancang
instrumen-instrumen assessment formal dan membimbing mahasiswa untuk
belajar melakukan investigasi ilmiah dalam bidang language assessment.
√ 4. Praktik Laboratorium
.....
1. Ceramah/Kuliah Pakar
√ 5. Self-Learning (V-Class)
2. Problem Based
Learning/FBD
√ 6. Lainnya: Small Group
√
3. Project Based Learning
Discussion, Cooperative
Learning, Collaborative Learning
Pengalaman
Belajar/Tugas
a. Tayangan Presentasi
b. Review textbook/Jurnal
√ c. Online exercise/kuiz (V-class)
…. d. Lainnya: diskusi kelompok
untuk memecahkan masalah,
menganalisa instrumen
assessment, menentukan dan
menerapkan teknik assessment
yang sesuai
….
√
(1) Bachman, L. F., & Palmer, A. S. (1996). Designing Language Test. Oxford: Oxford
University Press.
(2) Brown, H. D. (2004). Language Assessment: Principles and Classroom
Referensi
Practices. New York: Pearson Education Inc.
(3) Hughes, A. (2012). Testing for Language Teachers (2nd Ed.). Cambridge:
Cambridge University Press.
(4) Weir, C. (2005). Language Testing and Validation: An Evidence-based
Approach. New York: Palgrave Macmillan.
Bahan Kajian
(Materi
Pelajaran)
Metode /
Bentuk
Pembela
jaran
Indikator
teknik
assessment
Instruksi
aspek kriteria penilaian
(dimensi)
Bobot
penilaian
Assessment
techniques
Grades
Minggu
Kemampuan Akhir yang
Diharapkan
1 mahasiswa mampu
menjelaskan konsep
assessment kemampuan
bahasa secara umum, dan
mampu membedakan &
membandingkan jenis-jenis
assessment kemampuan
bahasa
2 mahasiswa mampu
menjelaskan &
membandingkan antara
construct, content &
criterion-related validity
orientasi
perkuliahan,
Definisi &
jenis-jenis
assessment
SGD,
tayangan
,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan &
membandingkan jenisjenis assessment
reflective
journal
(essay)
Tolong jelaskan &
bandingkan antara
jenis-jenis
assessment yang
telah dibahas di
pertemuan
pertama.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
attendance,
individual
reflective
journals &
class
participation
20
%
construct,
content &
criterionrelated validity
Tolong jelaskan &
bandingkan antara
Construct, Content
dan Criterionrelated Validity.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
group test
design
assignments
20
%
Reliability &
washback
kemampuan
mahasiswa dalam
menjelaskan &
membandingkan
construct, content &
criterion-related
validity
kemampuan
mahasiswa dalam
menjelaskan &
memberikan contoh
tentang konsep
reliability & washback
dalam test
kemampuan bahasa
reflective
journal
(essay)
3 mahasiswa mampu
menjelaskan & memberikan
contoh tentang konsep
reliability & washback dalam
test kemampuan bahasa
SGD,
presenta
si,
analisa
test,
simulasi,
CL
SGD,
tayangan
,
presenta
si,
simulasi,
CL
reflective
journal
(essay)
Tolong jelaskan dan
berikan contoh dari
Reliability dan
Washback.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
individual
test design &
rationale
assignment
30
%
4 mahasiswa mampu
menjelaskan tentang micro &
macro listening-speaking
skills secara umum &
menggunakannya untuk
dasar rujukan assessment
Micro & macro
listeningspeaking skills
SGD,
simulasi,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan micro &
macro listeningspeaking skills secara
umum & memberikan
contoh
penggunaannya
reflective
journal
(essay)
5 mahasiswa mampu
menjelaskan tentang micro &
macro reading-writing skills
secara umum &
menggunakannya untuk
dasar rujukan assessment
Micro & macro
reading-writing
skills
SGD,
simulasi,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan micro &
macro reading-writing
skills secara umum &
memberikan contoh
penggunaannya
reflective
journal
(essay)
6 mahasiswa mampu membuat
instrumen test umum
Common
testing
techniques
SGD,
simulasi,
presenta
si, CL
kemampuan
mahasiswa dalam
membuat tipe-tipe
test umum
Test design
Tolong jelaskan
secara umum
tentang micro &
macro listening &
speaking skills dan
jelaskan
manfaatnya untuk
language
assessment
Tolong jelaskan
secara umum
tentang micro &
macro reading &
writing skills dan
jelaskan
manfaatnya untuk
language
assessment
task achievement, clarity
of explanation, depth of
explanation
max 15
points
task achievement, clarity
of explanation, depth of
explanation
max 15
points
Tolong buat test
untuk menguji
kemampuan
kognitif
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
individual
academic
paper
30
%
7 mahasiswa mampu membuat
test untuk kemampuan
menyimak
membuat test
untuk
kemampuan
menyimak
SGD,
presenta
si, CL,
PBL
kemampuan
mahasiswa dalam
membuat test untuk
kemampuan
menyimak
Test design
Tolong buat test
untuk menguji
kemampuan
menyimak
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
8 mahasiswa mampu membuat
test untuk kemampuan
berbicara
membuat test
untuk
kemampuan
berbicara
SGD,
presenta
si, CL,
PBL
kemampuan
mahasiswa dalam
membuat test untuk
kemampuan berbicara
Test design
Tolong buat test
untuk menguji
kemampuan
berbicara
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
9 mahasiswa mampu membuat
test untuk kemampuan
membaca
membuat test
untuk
kemampuan
membaca
SGD,
presenta
si, CL,
PBL
kemampuan
mahasiswa dalam
membuat test untuk
kemampuan membaca
Test design
Tolong buat test
untuk menguji
kemampuan
membaca
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
10 mahasiswa mampu membuat
test untuk kemampuan
menulis
membuat test
untuk
kemampuan
menulis
SGD, CL,
presenta
si, PBL
kemampuan
mahasiswa dalam
membuat test untuk
kemampuan menulis
Test design
Tolong buat test
untuk menguji
kemampuan
menulis
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
11 mahasiswa mengumpulkan
tugas rancangan instrumen
assessment beserta rasional
sebagai tugas tengah
semester
pengumpulan
tugas tengah
semester
pengum
pulan
tugas
tengah
semester
kemampuan
mahasiswa dalam
merancang instrumen
assessment beserta
penjelasan
rasionalnya.
test design
& rationale
tolong buat
instrumen untuk
menguji
kemampuan
bahasa berikut
rasionalnya
quality of the test and
the rationale
12 mahasiswa mampu
menentukan isu/topik untuk
investigasi ilmiah
possible issues
for scientific
investigation
SGD,
presenta
si, CL,
PBL
kemampuan
mahasiswa dalam
menentukan
isue/topik untuk
investigasi ilmiah
class
participatio
n
Tentukan topik
seputar language
assessment untuk
investigasi ilmiah
relevance, clarity,
feasibility
max 15
points
13 mahasiswa mampu
menyebutkan & menjelaskan
teknik-teknik assessment for
receptive skills
informal
assessment for
receptive skills
SGD,
tayangan
,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan teknikteknik assessment for
receptive skills
report of
classroom
observation
s
Jelaskan teknikteknik assessment
yang diterapkan di
kelas-kelas yang
anda amati.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
14 mahasiswa mampu
menyebutkan & menjelaskan
teknik-teknik assessment for
productive skills
non-test
assessment for
productive
skills
SGD,
tayangan
,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan teknikteknik assessment for
productive skills
report of
classroom
observation
s
Jelaskan teknikteknik assessment
yang diterapkan di
kelas-kelas yang
anda amati.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
15 mahasiswa mampu memiliki
pemahaman dan membuat
laporan investigasi ilmiah
sederhana yang lebih baik
review
diskusi
kelas
kemampuan
mahasiswa dalam
menjelaskan konsep
yang telah dipelajari
dan menyampaikan
perkembangan
investigasi ilmiahnya
class
participatio
n
Tentukan topik
seputar language
assessment untuk
investigasi ilmiah
relevance, clarity,
feasibility
max 15
points
16 mahasiswa mengumpulkan
laporan investigasi ilmiah
sebagai tugas akhir semester
pengumpulan
tugas akhir
semester
pengum
pulan
tugas
akhir
semester
kemampuan
mahasiswa dalam
melaporkan hasil
investigasi ilmiah
Academic
paper
Tentukan salah satu
topik seputar
language
assessment,
investigasi,
laporkan dan
diskusikan dalam
format academic
paper sesuai
dengan ketentuan
penulisan
akademik.
task achievement,
mastery of the concepts,
quality of the
introduction, research
question, literature
review, discussion of the
analysis, conclusion,
coherence & cohesion,
grammatical accuracy,
originality &
acknowledgement of
references
Tugas Test Design & Rationale (UTS)
No
1
Dimensions/grades
Clarity of the test
booklet
5
clearly presented all
components i.e. table of
specifications, operations, test
objective, test takers' level,
prior instruction, test tasks,
rubric if testing performance
4
presented all components
but few are not very clear
3
missed a few components
and few are not clear
2
missed more components
or more components are
unclear
1
missed many
components or many are
unclear
2
established
construct validity
high construct validity
good construct validity
satisfactory construct
validity
poor construct validity
very poor construct
validity
3
establish content
validity
high content validity
good content validity
satisfactory content
validity
poor content validity
very poor content validity
4
establish criterionrelated validity
high criterion-related validity
good criterion-related
validity
satisfactory criterionrelated validity
poor criterion-related
validity
very poor criterionrelated validity
5
aim to generate
good reliability
likely to generate high
reliability
likely to generate good
reliability
likely to generate
acceptable reliability
likely to generate poor
reliability
likely to generate very
poor reliability
6
aim to create
positive washback
likely to generate substantially
positive washback
likely to generate good
positive washback
likely to generate negative
washback
likely to generate very
negative washback
7
clarity of the
rationale
provided profoundly clear &
convincing rationale
well provided clear &
convincing rationale
likely to generate some
positive washback or at
least unlikely to create
negative washback
provided sufficiently clear
& convincing rationale
provided unclear & less
convincing rationale
provided unclear & very
weak rationale
8
coherence &
cohesion
wrote a very well structured
rationale
wrote a well-structured
rationale
wrote a sufficiently
structured rationale
wrote a poorly structured
rationale
wrote an unstructured
rationale
9
grammatical
accuracy
Very few errors
More errors with some
confusion
More errors with more
confusion
Many errors with severe
confusion
10
originality &
acknowledgement of
references
Showed high commitment
of maintaining originality
and well acknowledged
references
few errors but no
confusion
Showed good
commitment of
maintaining originality
and sufficiently
acknowledged
references
Showed acceptable
commitment of
maintaining originality
but insufficiently
acknowledged some of
the references
Poor commitment in
using own words and in
acknowledging
references
Do clear and tremendous
plagiarism
Tugas investigasi ilmiah tentang language assessment (UAS)
No Aspects/grades
1 Task achievement
4
robustly achieved the task:
strongly stated the research
question, strongly stated how
to answer the question,
provided clear and strong
discussion, provided strong and
required answer to the
question
3
Clearly achieved the task: clearly stated
the research question, clearly stated
how to answer the question, provided
clear and relevant discussion, provided
required answer to the question
2
Relatively achieved the task: managed to
state the research question, managed to
mention how to answer the question,
provided relevant discussion, attempted
to explain the answer to the question
1
Missing one or more of this
criteria, did not achieve the
task, did not answer the
question
2 Mastery of the
concepts
Demonstrated strong
understanding of the concepts
Demonstrated sufficient understanding
of the concepts
Showed insufficient understanding of
the concepts
Showed incorrect
understanding of the concepts
3 Coherence &
cohesion
Provided a high quality of a
very well-structured, clear and
logical composition
Provided well-structured, clear and
logical composition
Managed to have a general structure of
a composition inspite of its poor
construction of some of the paragraphs
and sentences
Poor general structure and
poor construction of most of
the writing
4 Grammatical
accuracy
Demonstrated a high quality of
grammatical accuracy
Made few errors but did not cause
misunderstanding
Made more errors but did not cause
misunderstanding
Made errors some of which
caused fatal misunderstanding
5 Originality and
acknowledgement
of references
Showed high commitment of
maintaining originality and well
acknowledged references
Showed good commitment of
maintaining originality and sufficiently
acknowledged references
Showed acceptable commitment of
maintaining originality but insufficiently
acknowledged some of the references
Poor commitment in using
own words and in
acknowledging references
6 Introduction
Provided strong introduction
Provided good introduction
Provided less sufficient introduction
Provided poor introduction
7 Research question
Research question is very wellstructured, clear, logical,
feasible, and error-free.
Research question is well-structured,
logical, and feasible, but has minor
error.
Research question is logical, and
feasible, but has more errors.
Research question is
problematic, and not feasible.
8 Literature review
Strong, detailed and wellgrounded literature review
detailed and well-grounded literature
review
Insufficiently grounded literature review
Poor literature review
9 Discussion of
analysis
10 Conclusion
Clear, detailed, relevant
discussion which addresses
issues related to the question
less detailed, relevant discussion which
addresses issues related to the
question
Discussion is still related to the question,
but very poor
Discussion is not really related
to the question
Conclusion strongly answers
the question
The conclusion sufficiently answers the
question
Conclusion still answers the question but
shows low quality
The conclusion is disconnected
to the question
PROGRAM STUDI SASTRA INGGRIS – UNIVERSITAS GUNADARMA
Tanggal Penyusunan
Kode dan Nama MK
SKS dan Semester
Prasyarat
Status Mata Kuliah
Dosen Pengampu
Capaian
Pembelajaran
Mata Kuliah
3/09/2016
Tanggal revisi
-
IT061252
ASESMEN PEMBELAJARAN BAHASA
SKS
2
Semester
VI (ATA)
[√] Wajib
[... ] Pilihan
Sikap
1.
Bertakwa kepada Tuhan Yang Maha Esa dan mampu
menunjukkan sikap religius.
2. Menjunjung tinggi nilai kemanusiaan dalam
menjalankan tugas berdasarkan agama, moral, dan
etika.
3. Berkontribusi dalam peningkatan mutu kehidupan
bermasyarakat, berbangsa, bernegara, dan kemajuan
peradaban berdasarkan Pancasila.
4. Berperan sebagai warga negara yang bangga dan
cinta tanah air, memiliki nasionalisme serta rasa
tanggung jawab pada negara dan bangsa.
5. Menghargai keanekaragaman budaya, pandangan,
agama, dan kepercayaan, serta pendapat atau temuan
orisinal orang lain.
6. Bekerja sama dan memiliki kepekaan sosial serta
kepedulian terhadap masyarakat dan lingkungan.
7. Taat hukum dan disiplin dalam kehidupan
bermasyarakat dan bernegara.
8. Menginternalisasi nilai, norma, dan etika akademik.
9. Menunjukkan
sikap
bertanggungjawab
atas
pekerjaan di bidang keahliannya secara mandiri.
10. Menginternalisasi semangat kemandirian, kejuangan,
dan kewirausahaan.
1.
Deskripsi Umum
(Silabus)
Metode
Pembelajaran
Mampu menerapkan pemikiran logis, kritis,
sistematis,
dan
inovatif
dalam
konteks
pengembangan atau implementasi ilmu pengetahuan
dan teknologi yang memperhatikan dan menerapkan
nilai humaniora yang sesuai dengan bidang
keahliannya.
2. Mampu menunjukkan kinerja mandiri, bermutu, dan
terukur.
3. Mampu mengkaji implikasi pengembangan atau
implementasi ilmu pengetahuan dan teknologi yang
memperhatikan dan menerapkan nilai humaniora
sesuai dengan keahliannya berdasarkan kaidah, tata
cara dan etika ilmiah dalam rangka menghasilkan
solusi, gagasan, desain atau kritik seni.
4. Mampu menyusun deskripsi saintifik hasil kajian
tersebut di atas dalam bentuk skripsi atau laporan
tugas akhir, dan mengunggahnya dalam laman
perguruan tinggi.
Ketrampilan
Umum
5. Mampu mengambil keputusan secara tepat dalam
konteks penyelesaian masalah di bidang keahliannya,
berdasarkan hasil analisis informasi dan data.
6. Mampu memelihara dan mengembangkan jaringan
kerja dengan pembimbing, kolega, sejawat baik di
dalam maupun di luar lembaganya.
7. Mampu bertanggungjawab atas pencapaian hasil
kerja kelompok dan melakukan supervisi serta
evaluasi terhadap penyelesaian pekerjaan yang
ditugaskan kepada pekerja yang berada di bawah
tanggungjawabnya.
8. Mampu melakukan proses evaluasi diri terhadap
kelompok
kerja
yang
berada
di
bawah
tanggungjawabnya,
dan
mampu
mengelola
pembelajaran secara mandiri.
9. Mampu
mendokumentasikan,
menyimpan,
mengamankan, dan menemukan kembali data untuk
menjamin kesahihan dan mencegah plagiasi.
Mampu memahami konsep-konsep penting tentang
Pengetahuan
assessment kemampuan bahasa baik untuk kebutuhan
tes terstandarisasi maupun untuk kebutuhan
Mahasiswa mampu memahami konsep-konsep assessment
kemampuan bahasa, mengkritisi teknik-teknik instrumen
assessment, mampu menerapkan assessment dan membuat
Ketrampilan
instrumen assessment sesuai kebutuhan dan mampu
Khusus
melakukan investigasi ilmiah seputar isu language
assessment, serta melaporkan dalam bentuk penulisan
ilmiah.
Mata kuliah ini membahas konsep-konsep penting tentang assessment
kemampuan bahasa, jenis-jenis dan teknik-teknik assessment, cara merancang
instrumen-instrumen assessment formal dan membimbing mahasiswa untuk
belajar melakukan investigasi ilmiah dalam bidang language assessment.
√ 4. Praktik Laboratorium
.....
1. Ceramah/Kuliah Pakar
√ 5. Self-Learning (V-Class)
2. Problem Based
Learning/FBD
√ 6. Lainnya: Small Group
√
3. Project Based Learning
Discussion, Cooperative
Learning, Collaborative Learning
Pengalaman
Belajar/Tugas
a. Tayangan Presentasi
b. Review textbook/Jurnal
√ c. Online exercise/kuiz (V-class)
…. d. Lainnya: diskusi kelompok
untuk memecahkan masalah,
menganalisa instrumen
assessment, menentukan dan
menerapkan teknik assessment
yang sesuai
….
√
(1) Bachman, L. F., & Palmer, A. S. (1996). Designing Language Test. Oxford: Oxford
University Press.
(2) Brown, H. D. (2004). Language Assessment: Principles and Classroom
Referensi
Practices. New York: Pearson Education Inc.
(3) Hughes, A. (2012). Testing for Language Teachers (2nd Ed.). Cambridge:
Cambridge University Press.
(4) Weir, C. (2005). Language Testing and Validation: An Evidence-based
Approach. New York: Palgrave Macmillan.
Bahan Kajian
(Materi
Pelajaran)
Metode /
Bentuk
Pembela
jaran
Indikator
teknik
assessment
Instruksi
aspek kriteria penilaian
(dimensi)
Bobot
penilaian
Assessment
techniques
Grades
Minggu
Kemampuan Akhir yang
Diharapkan
1 mahasiswa mampu
menjelaskan konsep
assessment kemampuan
bahasa secara umum, dan
mampu membedakan &
membandingkan jenis-jenis
assessment kemampuan
bahasa
2 mahasiswa mampu
menjelaskan &
membandingkan antara
construct, content &
criterion-related validity
orientasi
perkuliahan,
Definisi &
jenis-jenis
assessment
SGD,
tayangan
,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan &
membandingkan jenisjenis assessment
reflective
journal
(essay)
Tolong jelaskan &
bandingkan antara
jenis-jenis
assessment yang
telah dibahas di
pertemuan
pertama.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
attendance,
individual
reflective
journals &
class
participation
20
%
construct,
content &
criterionrelated validity
Tolong jelaskan &
bandingkan antara
Construct, Content
dan Criterionrelated Validity.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
group test
design
assignments
20
%
Reliability &
washback
kemampuan
mahasiswa dalam
menjelaskan &
membandingkan
construct, content &
criterion-related
validity
kemampuan
mahasiswa dalam
menjelaskan &
memberikan contoh
tentang konsep
reliability & washback
dalam test
kemampuan bahasa
reflective
journal
(essay)
3 mahasiswa mampu
menjelaskan & memberikan
contoh tentang konsep
reliability & washback dalam
test kemampuan bahasa
SGD,
presenta
si,
analisa
test,
simulasi,
CL
SGD,
tayangan
,
presenta
si,
simulasi,
CL
reflective
journal
(essay)
Tolong jelaskan dan
berikan contoh dari
Reliability dan
Washback.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
individual
test design &
rationale
assignment
30
%
4 mahasiswa mampu
menjelaskan tentang micro &
macro listening-speaking
skills secara umum &
menggunakannya untuk
dasar rujukan assessment
Micro & macro
listeningspeaking skills
SGD,
simulasi,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan micro &
macro listeningspeaking skills secara
umum & memberikan
contoh
penggunaannya
reflective
journal
(essay)
5 mahasiswa mampu
menjelaskan tentang micro &
macro reading-writing skills
secara umum &
menggunakannya untuk
dasar rujukan assessment
Micro & macro
reading-writing
skills
SGD,
simulasi,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan micro &
macro reading-writing
skills secara umum &
memberikan contoh
penggunaannya
reflective
journal
(essay)
6 mahasiswa mampu membuat
instrumen test umum
Common
testing
techniques
SGD,
simulasi,
presenta
si, CL
kemampuan
mahasiswa dalam
membuat tipe-tipe
test umum
Test design
Tolong jelaskan
secara umum
tentang micro &
macro listening &
speaking skills dan
jelaskan
manfaatnya untuk
language
assessment
Tolong jelaskan
secara umum
tentang micro &
macro reading &
writing skills dan
jelaskan
manfaatnya untuk
language
assessment
task achievement, clarity
of explanation, depth of
explanation
max 15
points
task achievement, clarity
of explanation, depth of
explanation
max 15
points
Tolong buat test
untuk menguji
kemampuan
kognitif
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
individual
academic
paper
30
%
7 mahasiswa mampu membuat
test untuk kemampuan
menyimak
membuat test
untuk
kemampuan
menyimak
SGD,
presenta
si, CL,
PBL
kemampuan
mahasiswa dalam
membuat test untuk
kemampuan
menyimak
Test design
Tolong buat test
untuk menguji
kemampuan
menyimak
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
8 mahasiswa mampu membuat
test untuk kemampuan
berbicara
membuat test
untuk
kemampuan
berbicara
SGD,
presenta
si, CL,
PBL
kemampuan
mahasiswa dalam
membuat test untuk
kemampuan berbicara
Test design
Tolong buat test
untuk menguji
kemampuan
berbicara
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
9 mahasiswa mampu membuat
test untuk kemampuan
membaca
membuat test
untuk
kemampuan
membaca
SGD,
presenta
si, CL,
PBL
kemampuan
mahasiswa dalam
membuat test untuk
kemampuan membaca
Test design
Tolong buat test
untuk menguji
kemampuan
membaca
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
10 mahasiswa mampu membuat
test untuk kemampuan
menulis
membuat test
untuk
kemampuan
menulis
SGD, CL,
presenta
si, PBL
kemampuan
mahasiswa dalam
membuat test untuk
kemampuan menulis
Test design
Tolong buat test
untuk menguji
kemampuan
menulis
quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language
max 30
points
11 mahasiswa mengumpulkan
tugas rancangan instrumen
assessment beserta rasional
sebagai tugas tengah
semester
pengumpulan
tugas tengah
semester
pengum
pulan
tugas
tengah
semester
kemampuan
mahasiswa dalam
merancang instrumen
assessment beserta
penjelasan
rasionalnya.
test design
& rationale
tolong buat
instrumen untuk
menguji
kemampuan
bahasa berikut
rasionalnya
quality of the test and
the rationale
12 mahasiswa mampu
menentukan isu/topik untuk
investigasi ilmiah
possible issues
for scientific
investigation
SGD,
presenta
si, CL,
PBL
kemampuan
mahasiswa dalam
menentukan
isue/topik untuk
investigasi ilmiah
class
participatio
n
Tentukan topik
seputar language
assessment untuk
investigasi ilmiah
relevance, clarity,
feasibility
max 15
points
13 mahasiswa mampu
menyebutkan & menjelaskan
teknik-teknik assessment for
receptive skills
informal
assessment for
receptive skills
SGD,
tayangan
,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan teknikteknik assessment for
receptive skills
report of
classroom
observation
s
Jelaskan teknikteknik assessment
yang diterapkan di
kelas-kelas yang
anda amati.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
14 mahasiswa mampu
menyebutkan & menjelaskan
teknik-teknik assessment for
productive skills
non-test
assessment for
productive
skills
SGD,
tayangan
,
presenta
si, CL
kemampuan
mahasiswa dalam
menjelaskan teknikteknik assessment for
productive skills
report of
classroom
observation
s
Jelaskan teknikteknik assessment
yang diterapkan di
kelas-kelas yang
anda amati.
task achievement, clarity
of explanation, depth of
explanation
max 15
points
15 mahasiswa mampu memiliki
pemahaman dan membuat
laporan investigasi ilmiah
sederhana yang lebih baik
review
diskusi
kelas
kemampuan
mahasiswa dalam
menjelaskan konsep
yang telah dipelajari
dan menyampaikan
perkembangan
investigasi ilmiahnya
class
participatio
n
Tentukan topik
seputar language
assessment untuk
investigasi ilmiah
relevance, clarity,
feasibility
max 15
points
16 mahasiswa mengumpulkan
laporan investigasi ilmiah
sebagai tugas akhir semester
pengumpulan
tugas akhir
semester
pengum
pulan
tugas
akhir
semester
kemampuan
mahasiswa dalam
melaporkan hasil
investigasi ilmiah
Academic
paper
Tentukan salah satu
topik seputar
language
assessment,
investigasi,
laporkan dan
diskusikan dalam
format academic
paper sesuai
dengan ketentuan
penulisan
akademik.
task achievement,
mastery of the concepts,
quality of the
introduction, research
question, literature
review, discussion of the
analysis, conclusion,
coherence & cohesion,
grammatical accuracy,
originality &
acknowledgement of
references
Tugas Test Design & Rationale (UTS)
No
1
Dimensions/grades
Clarity of the test
booklet
5
clearly presented all
components i.e. table of
specifications, operations, test
objective, test takers' level,
prior instruction, test tasks,
rubric if testing performance
4
presented all components
but few are not very clear
3
missed a few components
and few are not clear
2
missed more components
or more components are
unclear
1
missed many
components or many are
unclear
2
established
construct validity
high construct validity
good construct validity
satisfactory construct
validity
poor construct validity
very poor construct
validity
3
establish content
validity
high content validity
good content validity
satisfactory content
validity
poor content validity
very poor content validity
4
establish criterionrelated validity
high criterion-related validity
good criterion-related
validity
satisfactory criterionrelated validity
poor criterion-related
validity
very poor criterionrelated validity
5
aim to generate
good reliability
likely to generate high
reliability
likely to generate good
reliability
likely to generate
acceptable reliability
likely to generate poor
reliability
likely to generate very
poor reliability
6
aim to create
positive washback
likely to generate substantially
positive washback
likely to generate good
positive washback
likely to generate negative
washback
likely to generate very
negative washback
7
clarity of the
rationale
provided profoundly clear &
convincing rationale
well provided clear &
convincing rationale
likely to generate some
positive washback or at
least unlikely to create
negative washback
provided sufficiently clear
& convincing rationale
provided unclear & less
convincing rationale
provided unclear & very
weak rationale
8
coherence &
cohesion
wrote a very well structured
rationale
wrote a well-structured
rationale
wrote a sufficiently
structured rationale
wrote a poorly structured
rationale
wrote an unstructured
rationale
9
grammatical
accuracy
Very few errors
More errors with some
confusion
More errors with more
confusion
Many errors with severe
confusion
10
originality &
acknowledgement of
references
Showed high commitment
of maintaining originality
and well acknowledged
references
few errors but no
confusion
Showed good
commitment of
maintaining originality
and sufficiently
acknowledged
references
Showed acceptable
commitment of
maintaining originality
but insufficiently
acknowledged some of
the references
Poor commitment in
using own words and in
acknowledging
references
Do clear and tremendous
plagiarism
Tugas investigasi ilmiah tentang language assessment (UAS)
No Aspects/grades
1 Task achievement
4
robustly achieved the task:
strongly stated the research
question, strongly stated how
to answer the question,
provided clear and strong
discussion, provided strong and
required answer to the
question
3
Clearly achieved the task: clearly stated
the research question, clearly stated
how to answer the question, provided
clear and relevant discussion, provided
required answer to the question
2
Relatively achieved the task: managed to
state the research question, managed to
mention how to answer the question,
provided relevant discussion, attempted
to explain the answer to the question
1
Missing one or more of this
criteria, did not achieve the
task, did not answer the
question
2 Mastery of the
concepts
Demonstrated strong
understanding of the concepts
Demonstrated sufficient understanding
of the concepts
Showed insufficient understanding of
the concepts
Showed incorrect
understanding of the concepts
3 Coherence &
cohesion
Provided a high quality of a
very well-structured, clear and
logical composition
Provided well-structured, clear and
logical composition
Managed to have a general structure of
a composition inspite of its poor
construction of some of the paragraphs
and sentences
Poor general structure and
poor construction of most of
the writing
4 Grammatical
accuracy
Demonstrated a high quality of
grammatical accuracy
Made few errors but did not cause
misunderstanding
Made more errors but did not cause
misunderstanding
Made errors some of which
caused fatal misunderstanding
5 Originality and
acknowledgement
of references
Showed high commitment of
maintaining originality and well
acknowledged references
Showed good commitment of
maintaining originality and sufficiently
acknowledged references
Showed acceptable commitment of
maintaining originality but insufficiently
acknowledged some of the references
Poor commitment in using
own words and in
acknowledging references
6 Introduction
Provided strong introduction
Provided good introduction
Provided less sufficient introduction
Provided poor introduction
7 Research question
Research question is very wellstructured, clear, logical,
feasible, and error-free.
Research question is well-structured,
logical, and feasible, but has minor
error.
Research question is logical, and
feasible, but has more errors.
Research question is
problematic, and not feasible.
8 Literature review
Strong, detailed and wellgrounded literature review
detailed and well-grounded literature
review
Insufficiently grounded literature review
Poor literature review
9 Discussion of
analysis
10 Conclusion
Clear, detailed, relevant
discussion which addresses
issues related to the question
less detailed, relevant discussion which
addresses issues related to the
question
Discussion is still related to the question,
but very poor
Discussion is not really related
to the question
Conclusion strongly answers
the question
The conclusion sufficiently answers the
question
Conclusion still answers the question but
shows low quality
The conclusion is disconnected
to the question