1. We do have assessment, evaluation, test in our teaching and learning pro cess.

Assessment According to Eko Putra Widoyoko assessment can be defined as the activity data t o interpret the measurement result based on criteria as well as certain rules. So, in teaching and learning process we do have assessment to selecting or speci fying a particular object to know qualitative, good or bad, tall or short, based on specific criteria and to determine whether or not the students have mastered the objective and to help the students by diagnosing academic weaknesses. Evaluation According to Oxford Dictionary Advanced Learnerss Dictionary of Current Home (AS Hornby, 1986), the evaluation is to find out, decide the amount or value, which means an attempt to determine the value or amount. So, in teaching and learning process we do have evaluation to get the results wh ich measuring and assessing a program or activity in order to achieve a goal. According to Lee J. Cronbach (1970) the test is systematic procedure for observi ng and describing ones behavior with the help of a numerical scale or category sy stem. So, in teaching and learning process we do have test to get the value that represents the level of behavior or achievement of learners. 2. To examine our validity of our test. Validity is a test is valid when the available evidence indicates that the test and its subscale measure the attribute it is intended to measure. That is, if a test measure what it claims to, it is considered a valid test. Example: the test maker assumes that the person process reflect what the test is trying to measure. If the test is measuring ability at mathematical problem sol ving, then the individuals mental processes should reflect problem solving rathe r than. Say, remembering an answer that they already had memorized. Studies that examine think aloud protocols provide one way of determining whether response p rocess validity is present. 3. Reliability is the refers to the consistency of a measure. A test is con sidered reliable if we get the same result repeatedly. If a test is designed to measure a trait (such as introvesion), then each time t he test is administered to a subject, the result should be approximately the sam e. Unfortunately, it is impossible to calculate reliability exactly, but it can be estimated in a number of different ways. Example: the teacher try to provided two schools to be object of the test. For e xample, SMU N.3 Gunungsitoli and SMU N.1 Gunungsitoli, designer or a teacher tes t the student which both of the different schools. After he/she get the result a nd try to compare about score of the student in SMU N.3 Gunungsitoli and SMU N.1 Gunungsitoli. For example, SMU N.1 their score average 7 and also the students of SMU N.3 Gunungsitoli get 7 point too for that we can conclude that the test i s reliability. 4. To decide the level of test difficulty, in my opinion

5. The example of the types of authentic assessment: Oral interviews: teacher ask students question about personal background, activi ties, readings, and other interests. Example: Teacher : Do you like to cook? Student : Yes, I love it! It helps me relax. Plus, I like to eat what I cook so I get to enjoy it twice (smile). Teacher : Would you like to work as a chef?

Student : No, I dont think so. Teacher : Why not? Student : Well lets see, probably because I have an uncle who is a chef and he wo rks really hard. He is always working on weekends and holidays and I dont think I would like to do that. Story text retelling: students retell main ideas or selected details or text exp erienced through listening or reading. Example: organize the students into groups of four. If the number of the student s is not divisible by four, then see the what to do about surplus students secti on below. Show them that you have prepared four different stories. Explain that you will let each member in group read a story quietly, then you will collect th e stories back again and they will have to retell the story. Explain that they d ont have to remember each word, just the general meaning of passage. Distribute t he stories so that each member in group gets the different one. It is best stori es A,B,C,D go around the group like this: A B C D Give the students time to read their stories. Tell them to look at their letter A,B,C, and D remember it (check by asking the as to put their hands up, etc.) Collect the stories, by asking the students to pass the sheets to front of the c lassroom. Draw a diagram on the board the letters A,B,C, and D as the four corners of a sq uare. Explain and indicate on the diagram, that student A will tell their story to student B and then B will tell their story to A. Similarly, C and D will talk each other. Now come to surprise: you must listen very carefully, (point to your ear!), because later you will tell the story you hear to somebody else. While the students are talking, circulate with a copy of each story in your hand in case s ome students need to be reminded of the details. It may also be necessary to hur ry some students a long if they are going to slowly, because otherwise the rest of the class will have to wait for them. Once all students have finished telling their stories, erase your previous scribbles from the diagram and indicate the next student A will talk to student D, while B talk to C. Instruction check: Will you tell the story you read (point to sheet) or the story just hears (point to ear)? Now warn them that they will have to listen very carefully again, beca use they will have to retell this story too! Once the students have finished swa pping stories, explain the next pairing, which is actually the same as the first : A talks to B, while C talks to D. tell them that they must listen carefully on ce again, but this time because you will choose one student to tell the story th ey hear to the class. Carry out your threat; choose a random student to tell their story. Everybody in the class should have heard this story by now, so ask them to listen and see if the chosen student tells is correctly. Afterwards, invited comments on how the story has changed through being to retold. Writing samples: student generates narrative, expository, persuasive, or referen ce paper. Example: students produce written documents it can be score on content and langu age. It can determine writing process. Project/exhibitions: students works with other student as a team to create a pro ject that often involves multimedia production, oral and written presentations, and display. Example: students make formal presentation, written report or both, teacher can observe oral and written production and thinking skills score with rubric or rat ing scale. Experiment/demonstrations: students documents a series of experiment, illustrate the procedures, perform the necessary steps to complete a task, and documents t he result of the action. Example: students complete experiments or demonstrate use of materials. Student make oral presentation, written report or both, can observe oral and writer prod

ucts: score with rubrics or rating scale. Constructed Response Items: Students response in writing to open-ended question. Example: student response in writing to open-ended question. Student produce wri tten report. Usually score on substantive information and thinking skills. A sho rt response might ask a student to write an example, list three reasons or compare and contrast two techniques. The short response items are designed to take abou t five minutes to complete and the students is allowed up to 8 lines for each an swer. The short response are scored using a 2-point scoring rubric. A complete a n correct answer is worth 2-point. A partial answer is worth 1 point. Teacher observation: teacher observe and document the students attention and int eraction in class, response to instructional materials, and cooperative work wit h other students. Example: focused collection of students work to show progress overtime. Integrat es information from a number of source. Gives overall, the evaluator is expected to spend at least 50 minutes observing. Notes and material gathered during the pre-conference are to be used as part of the information to answer the fourth qu estion list to on the instructional observation form. The following form and que stions are suggested for used during the observation conference. These forms and questions are not required and are only offered as one way to organized and doc ument the observation conference. Portfolios: a focus collection of student work to show progress overtime. One aim of a portfolio is to promote reflective practice in teaching, the portfo lio becomes a process, not just an idle snapshot. Reflective practice and improv ement is a part of a good teaching. Example: in developing criteria for judging good writing, older students are mor e likely to able to help determine the criteria by which work is selected, perha ps through brainstorming session with the teacher and other student. The teacher ask to the students come to the field to observe something and then the student here creative to collect data from the field and will be submitted t o the teacher all of the result which the student get. And then teacher try to f ind out to the result it has progress or not so student show their result but in progress overtime.