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