Proposed Program and Analysis of Learning Testing and

Evaluation Based on 2013 Curriculum

Language Testing and Evaluation Subject

By
Siti Nuraeni Muhtar
1201205







INDONESIA UNIVERSITY OF EDUCATION
BANDUNG
2014



INTRODUCTION
Curriculum 2013, as the current issue in Indonesian education life, has given so many
challenges to the educators component especially teachers. Teachers have to comprehend all
aspects about this new curriculum includes the evaluation. In this evaluation program, the writer
(as a teacher) tries to give a prototype of evaluation in English subject. The sample that used in
this program is one kind of electronic school book for secondary school entitle Scaffolding
English for Junior High School Students grade 7 unit 5 (Sweep The Floor, Please).
This evaluation program tries to give the general example about how to analyze kind of
tasks and assignments relate to curriculum 2013. How the assignments are made and how to
evaluate those so that can be categorized as the qualify one. It is hoped can fulfill one of
challenges in curriculum 2013.
PROPOSED PROGRAM
The proposed program of evaluation is arranged based on curriculum 2013. In curriculum
2013 the learning evaluation on elementary and secondary level should be based on these
principal: objective, integrated, economic, transparent, accountable, and educative. The points
for learning evaluation include three competencies, they are attitude, knowledge and skill that
applied in a balanced way so that can be used to determine relative position of every learner
toward the standard that has been appointed.
The first kind of evaluation is attitude competency. This evaluation consists of four parts:
Attitude observation, self evaluation, peer evaluation and daily journal. The second is knowledge
competency evaluation. This evaluation consists of written test, oral test and assignments. The
written test includes answer questions based on the dialogue and fill the tables. In other hand, the
oral test is about listening and repeating the list of instruction. The assignment is given to do in
group so that learners can discuss more about the material. The last evaluation is skill
competency includes the practical test that consists of fluency, accuracy, pronunciation and
intonation.
ANALYSIS
Analyzing evaluation quality relates to the question whether an evaluation as a parameter
really measure what will be and should be measured? To which the test can be used and be
useful? These two questions bring into two important things, validity and reliability. R.L.
Thorndike, and H.P. Hagen (1977) said, there are many specific considerations entering into the
evaluation of a test, but we shall consider themunder three main headings. These are,
respectively, validity, reliability and practicality. This assumption seems more complete than
the previous one. Lets we analyze one by one relates to the evaluation of this material.
1. Validity
Validity is an overall evaluative judgment, founded on empirical evidence and theoretical
rationales, of the adequacy and appropriateness of inferences and actions based on test scores
(Messick, 1988, p. 33). Classroom teachers concerns with validity have to do with the quality of
the inferences they make about students grasp of content, as well as the quality of their
pedagogical decisions and actions, including the assignment of grades.
There are three criteria of validity: appropriateness, meaningfulness, and usefulness.
- Appropriateness shows how far the test is appropriates as the instrument. This means how
far the instrument can reach the variability aspects of learners act. Relates to this
evaluation that uses three kinds of evaluation (attitude, knowledge and skill competency)
with various kinds of test (written, oral and assignment), its appropriate to reach various
learners act.
- Meaningfulness shows the ability of the instrument in giving the balance of question
measurement based on level of needs from every phenomenon. Relates to this material
of evaluation, it uses written test (questions based on dialogue and fill in the table) and
oral test, in order to focus on learners speaking skill needs, because the material is about
express the prohibition and command.
- Usefulness to inferences shows sensitivity of the instrument in catching the attitude
phenomenon and level of accuracy showed in making conclusion. Relates to the
evaluation, by using various kinds of evaluation (oral, written, assignment, journal, peer
evaluation, etc.), it tries to fulfill the accuracy of getting every competency
comprehended by learners.
In modern literature about evaluation, there are many kinds of validity:
- Face validity, it uses the simple criteria, because it only observes from surface of the
instrument. From the variety and complexity, this evaluation can be said as the valid one,
if we see only from the face validity.
- Content validity, it relates to the question either this evaluation is relevant with the
current curriculum. Because the way how this evaluation is arranged totally relates to
curriculum 2013, automatically this evaluation program can be said as the valid one from
the content.
- Construct validity, this means that the instrument is observable and measurable. This is
also known as logical validity. This validity includes psychology of learners. Relates to
the evaluation, it can be represented by attitude competency evaluation when learners are
evaluated not only by teachers but also by their friends and by themselves.
2. Reliability
Reliability is an expression of the proportion of the variation among scores that
are due to object of measure. In academic situations, the object of measure is an
individual characteristic such as students knowledge or skill in some domain. Often, this
individual characteristic is assessed and represented by a single score. It is common to
observe variations among the scores received by different individuals. Some of this
variation is due to actual differences in the characteristic being measured; however, there
may be other factors that contribute to the observed variation. These other factors are
sources of error that prevent an accurate assessment of the object of measure. Gronlund
(1985) said reliability refers to the results obtained with an evaluation instrument and
not to the instrument itself. Furthermore, Gronlund (1985) explained four factors that
can influence reliability:
a. Length of test. In this evaluation, it is clearly showed that the test is quite long. It
means that the reliability of this evaluation is high.
b. Spread of scores. The spread of scores of learners in this evaluation can be vary,
however, because the focus of material is speaking, it seems that the spread of scores
will be stable.
c. Difficulty index. It can be showed after the evaluation process happened and the score
gain.
d. Objectivity. The objectivity shows the score of the test between one learner and
others.
3. Practicality
Practical, means that the assessment instrument is easy to use both
administratively and technically. Not only for the written test, these all are also become
the consideration in constructed other kinds of assessments in this proposed program. The
other assessments like the oral test and assignments also constructed with concerning to
those characteristic of good instruments.
DISCUSSION
The curriculum in Indonesia has changed several times. Recently, we have the new
curriculum it is curriculum 2013. In curriculum 2013, the curriculum will be changed with an
integrative thematic concept applied to elementary, junior high, high school, and vocational
school. Indonesias deputy minister of education, Musliar Kasim, has stated that the contain of
curriculum 2013 will be very useful for students to improve their knowledge, skill and attitude.
Government officials asserted that students needed to learn how to become better citizens and
that it could only be achieved by instilling character and a greater sense of morality.
Based on the needs of comprehending well about curriculum 2013, this proposed
program is made to evaluate the students achievements. According to regulation of education and
culture minister, the standard criteria of educational assessment are on the mechanisms,
procedures, and assessment instruments learners' learning outcomes. Educational assessment as a
process of collecting and processing information to measure the achievement of learning
outcomes of students include authentic assessment, self-assessment, portfolio assessment,
examination, daily examination, mid and final term examination, national examination, etc.
In curriculum 2013 there are so many aspects evaluated (stated above) when we
compare to Evidence-Centred Design (ECD), a methodology for test design and construction
developed at Educational Testing Service, there are also many aspects evaluated includes
students model, evidence model, task models, presentation models, assembly model, and
delivery model. Therefore, this design is thought as the foundation to make the curriculum
evaluation of 2013 that includes attitude, knowledge, and skill competences. However, the
government regulation also contributed in supporting the evaluation of curriculum 2013 to make
it better and applicable in Indonesia.
.
REFERENCES
Arifin, Zainal., (2013) Evaluasi Pembelajaran, Bandung : PT. Remaja Rosdakarya Offset
Fulcher, G. and Davidson, F. 2007. Language Testing and Assessment, an advanced resource
book. Abingdon, Oxon : Routledge.
Gronlund, N.E., (1985) Measurement and Evaluation in Teaching, Fifth Edition, New York: Mc
Millan Publishing Co., Inc.
Latifatul Muzamiroh, Mida., (2013) Kupas Tuntas Kurikulum 2013, Bandung : Solusi distribusi
Permendikbud number 66 of 2013 on the assessment standards of education.
Thorndike, R.L., and Hagen, H.P., (1977) Essentials of Educational Evaluation, New York : Holt
Rinehart and Winston