SILABUS

I. COURSE IDENTITIES
Department : English Concentration Of Languageeducation
Course : Language Learning Evaluation
Semester :2
Credit/ Hours : 2/2
Time Allotment : 2 X 16 X 50 Minutes
Prerequisite :-

Standard of Competency: The students acquire the knowledge of language assessment involving the factual, conceptual, procedural, and meta-
cognitive knowledge, respectively.
Material Instructional Objectives Indicators Main Activities Sources
Historical perspectives: 1. Understanding the 1.1 Understanding the - exploring the 1. Nitko A. J. (1996).
the history of assessment, philosophy and the perspective histories of development of Educational Assessment
issues on assessment. meaning of assessment assessment assessment of Students, 2nd Ed.
1.2 Understanding the histories Columbus Ohio: Prentice
The concept of correlation between - exploring the Hall.
assessment: assessment and assessment 2. Popham, W. J. (1995).
the rationale, terminology, instruction terminology, kinds, Classroom Assessment,
relation between functions, and What Teachers Need to
assessment, evaluation, purposes Know. Boston: Allyn and
and measurement; the Bacon.
nature, principle, and 3. Stiggins, R. J. (1994).
function of assessment Student-Centered
Classroom Assessment.
N.Y: Maxwell Macmillan
International.
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English language syllabus
and lesson plan analysis in
relation with the selection
of appropriate assessment
instruments (test and non-
test), instruments
construction, instruments
validation (validity and
reliability), the relevant
statistic formula for
instrument validation
2 Planning to assess 2.1 Deciding methods of
English language assessment appropriate
abilities for the instructional
objectives
2.2 Deciding instruments
appropriate for the
instructional objectives
and methods of
assessment
2.3 Constructing the
instruments
2.4 Applying relevant
statistic to decide the
validity and reliability of
the instruments
4. Johnson, D. W. and
Johnson, R. T. (2002).
Meaningful Assessment.
Boston: Allyn and Bacon
5. The other relevant
references
- Exploring the 1. Nitko A. J. (1996).
syllabus and lesson Educational Assessment
plan to make a of Students, 2nd Ed.
decision on the Columbus Ohio: Prentice
appropriate Hall.
assessment 2. Popham, W. J. (1995).
methods Classroom Assessment,
- Discussing the What Teachers Need to
examples of the Know. Boston: Allyn and
existing Bacon.
instruments to find 3. Stiggins, R. J. (1994).
their strengths and Student-Centered
weaknesses based Classroom Assessment.
on the principles of N.Y: Maxwell Macmillan
good instruments International.
- Constructing 4. Johnson, D. W. and
assessment Johnson, R. T. (2002).
instruments Meaningful Assessment.
- Trying-out the Boston: Allyn and Bacon
instruments and 5. The other relevant
deciding their references
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How to administer the 3 Administering
assessment (class size,
time allotment, rater
judgment, control toward
the environmental effect)
3.1 Understanding the roles
assessment in administering the
assessment
3.2 Administering the
instruments
validity and
reliability
- Discussing the 1. Nitko A. J. (1996).
roles for Educational Assessment
administering the of Students, 2nd Ed.
assessment Columbus Ohio: Prentice
- Administering the Hall.
instruments in 2. Popham, W. J. (1995).
class Classroom Assessment,
What Teachers Need to
Know. Boston: Allyn and
Bacon.
3. Stiggins, R. J. (1994).
Student-Centered
Classroom Assessment.
N.Y: Maxwell Macmillan
International.
4. Johnson, D. W. and
Johnson, R. T. (2002).
Meaningful Assessment.
Boston: Allyn and Bacon
5. The other relevant
references

Criterion-referenced, 4. Reporting assessment 4.1 Mastering the way how Using the data from 1. Nitko A. J. (1996).
Norm-referenced, result to decide on the the result of Educational Assessment
minimum mastery criteria Criterion-referenced, administrating the of Students, 2nd Ed.
(KKM), weighting, and Norm-referenced, instruments as the Columbus Ohio: Prentice
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 reporting format.
Use of assessment results:
diagnostic, placement,
selection, certification,
credentialing
II. ASSESSMENT
A. Process (15%)
- presentation on the instrument development
- presentation on the result of instrument try-out
5.Using assessment results
in teaching
minimum acceptable
criteria of achievement,
and weighting
4.2 Applying relevant
statistic to analyze the
result of assessment
4.3 Making decision on the
result of assessment
(evaluation)
4.4 Reporting the result of
assessment
5.1 Understanding the use of
assessment result
5.2 Understanding the
impact of assessment
process and results on
teaching
source of data Hall.
description and 2. Popham, W. J. (1995).
analysis. Classroom Assessment,
Writing the result of What Teachers Need to
the assessment Know. Boston: Allyn and
Bacon.
3. Stiggins, R. J. (1994).
Student-Centered
Classroom Assessment.
N.Y: Maxwell Macmillan
International.
4. Johnson, D. W. and
Johnson, R. T. (2002).
Meaningful Assessment.
Boston: Allyn and Bacon
5. Other relevant references
- Exploring the use -idem-
of assessment result
- Differentiang the
functions of
assessment result
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 B. Product (85%)
- The concepts of assessment (Quiz): 25%
- the instruments developed by the students : 20%
- the report on the result of the instruments try-out : 20%
- the report on the result of administering the instruments : 10%
- final report on assessment result : 10%

Singaraja,
Ketua Program Studi Dosen Pengampu

Prof. Dr. I Made Gosong, M. Pd. Prof. Dr. AAIN. Marhaeni, M. A.

NIP. 194412311966111001 NIP 196403261990032002

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