ASSESMENT IN ELT

THE CONCEPT OF TESTING, MEASURING AND EVALUATING

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AFDILLA MOULIDYA 8226111001

AYUNDA WULANDARI 8226111003

RIZKY D. SILABAN 822611100_

LINGUISTIK TERAPAN BAHASA INGGRIS

PASCASARJANA
UNIVERSITAS NEGERI MEDAN
2022
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 CHAPTER I
INTRODUCTION

A. Background of the Study

The effectiveness or responsiveness of the teaching and learning process must constantly
be evaluated in the teaching-learning environment. In addition to taking place after instruction,
this crucial symbiotic activity, commonly known as assessment, can also be carried out prior to
or during instruction. Particularly, test, measurement, and evaluation principles continue to rule
educational practice globally. Despite the fact that numerous scholars have provided numerous
interpretations, definitions, and clarifications of these crucial educational ideas, student teachers,
education professionals, and even academics frequently fall prey to the temptation to mistake one
construct for the other. To put it another way, practitioners have frequently used these ideas
incorrectly to denote the same thing. This is unacceptable to us as professional educators since it
is a crucial part of a teacher's professional practice to be able to discriminate between these ideas
and apply one or more of them effectively in a particular situation. More specifically, teachers
have used several forms of evaluations over the years for various goals depending on the nature
and stage at which it is administered. This paper argues that an effective educational assessment
will remain a mirage unless classroom teachers acquire a proper understanding of the nature of
exams, measurement, and evaluation. As a result, this research will try to give a general
overview of tests, measurement, and evaluation.
Lynch (2001) offers a conceptual framework as the foundation for comprehending the
interrelated constructs of evaluation, measurement, and testing using an illustration of three
concentric rings. The concepts of evaluation, measurement, and testing as they are used in
education are schematically depicted. The goal of the conceptual framework was to show how
these notions were superordinate to one another and where they overlapped. One could consider
measurement and testing to be a part of the evaluation. In their postulation of evaluation,
Bachman (1990) and Lynch (2001) concur that evaluation is the superior term to both
measurement and testing. Measurement also includes testing, according to Bachman, when
decisions are made using a particular sample of behavior. In the part that follows, the principles
are further explained with regard to this study.

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B. Problems of the Study
Based on the background above, the problem is formulated as follows:
1. What is the definition of testing, measuring, assessing and evaluating?

C. Objectives of the Study

Based on the problems of the study, the objectives of the study are formulated as follows:
1. To identify the definition of testing, measuring, assessing and evaluating.

D. Significances of the Study

1. Theoritically
The results of this study are theoretically expected to be a development and
reference for future research that discusses about sentences. As a reference in similar
studies, especially those related to structure of a sentence, it is also hoped that this
research can provide a deeper understanding of the forms of atomic sentences or
proposition as learning materials.
2. Practically
The results of this study are expected to be practically beneficial for further research
regarding about atomic sentences and can be useful for:
1) Students
The sentences that contain atomic proposition in this study can hopefully be used
as an example to build new experience, especially in developing the values of
sentences.
2) Researcher
The results of this study can be used as a reference and inspiration to be
developed into further research.
3) Reader
This research is expected to increase knowledge and understanding of structure of
a sentence which is part of pragmatics which atomic sentences.

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 CHAPTER II
LITERATURE REVIEW

A. Theoretical Framework
1. The Concept of Testing
a. Definition of Testing

Testing is a device, method, or strategy used to gauge students' comprehension of a topic

or their capacity to complete an activity. In this sense, testing could also be thought of as an
evaluation. Some essential requirements, such validity and reliability, must be met by tests.
Tests may be multiple choice or include a weekly spelling test. Manichander (2019)
continues by saying that although the terms "tests" and "assessment" have been used
similarly, the distinguishing characteristic of a test is that it is a type of assessment. Braun
concept testing is the process of evaluating one or more ideas under a defined set of
circumstances. They are employed to gauge students' levels of learning. According to
Tritschler (2000), a test is when a tool is used or a process is followed to collect data from
students and use it as the basis for a judgment or evaluation of certain traits like knowledge,
values, or skill levels.

b. Types of Testing

Skinner (2002) has identified three different test kinds that can be used to assess a
student's progress in relation to the specified goal.

 Standardized tests
 diagnostic tests
 tests created by teachers are all examples of tests.

Diagnostic tests, also known as analytic tests, are exams used by teachers to gather data
outlining the students' development in a certain subject. The teacher does this by dividing the
subjects into units during the instructional process. Teachers create their own examinations
because they modify their teaching strategies in their lesson plans. As a result, instructors are
free to alter these exams. However, a drawback of teacher-made assessments is their

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inefficiency in identifying specific components of objectives, such as speaking and reading
abilities. From the foregoing justifications, it may be inferred that a test is a procedure or
instrument used to assess the levels of knowledge, aptitude, and abilities of students. This
indicates that the learner, the teacher, or both are expected to execute some action or activity.
It is especially important to tie a method to the approach when creating tests, when
intentional efforts must be made to find the right balance so that the questions are neither too
challenging nor too easy. Students will be inspired to participate in this way.

2. The Concept of Measuring

a. Definition of Measuring
Similar to tests, the idea of educational measurement has many definitions. In most cases,
measurement involves assigning quantitative measurements using one or more tools, such a
test or rating scale. When considered in the context of education, a measurement may be
described as a procedure used to determine the level of a person's numerical competence. In
other words, measurement is done to put a number on the amount of knowledge or abilities a
student has learned. Measurement, according to Tripathi and Kumar (2018) is the process of
assigning symbols to a phenomenon's dimensions in order to as exactly characterize the
phenomenon's status as feasible. This means that putting an event or variable up against a
precise and quantitative standard is what measurement entails.
Similar to Scriven (1991), he asserts that measurement is done to ascertain a quantity's
magnitude. This determination is often made using a continuous numerical scale or a
criterion-referenced test scale. These measurement tools can be in the shape of a test, a
questionnaire, or any other piece of equipment. In some circumstances, the observer may
serve as the measuring instrument that needs to be validated. Measurement is a frequent and
occasionally significant component of standardized evaluations, but it makes up a very small
portion of their reasoning, or the justification for their results, according to Scriven.
According to Kizlik (2012), measurement is the process of figuring out the characteristics
or dimensions of a physical thing. The information gathered throughout the measuring
process is used to track pupils' development and, if necessary, to take corrective action. A
product, technique, or advancement must be evaluated for efficacy or attractiveness in light
of a set of widely regarded goals or values because measurement is concerned with the
implementation of its findings. According to the discussions up to this point, an educational

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measurement might refer to the practices and concepts that guide the usage of the practices
employed for assessments.

3. The Concept of Assessing

a. Definition of Assesing
The term assessment is defined by Stiggins (1994) as an assessment of student learning
processes, progress and outcomes (outcomes). Meanwhile the assessment is defined by
Kumano (2001) as "The process of collecting data which shows the development of
learning". Thus, it can be concluded that assessment is the right term for assessing student
learning processes. However, even though the student learning process is an important thing
that is assessed in the assessment, the learning outcome factor cannot be ruled out either.
Gabel (1993: 388-390) categorizes assessment into two major groups, namely traditional
assessment and alternative assessment. Traditional assessments are true-false tests, multiple
choice tests, complementary tests, and limited answer tests. Meanwhile, those belonging to
alternative assessments (non-tests) are essays/descriptions, practical assessments, project
assessments, questionnaires, inventories, checklists, assessments by peers/colleagues, self-
assessments, portfolios, observations, discussions. and interview (interview).
Wiggins (1984) states that assessment is a tool that chronologically assists teachers in
monitoring students. Therefore, Popham (1995) states that assessment should be part of
learning, not an integral part. Resnick (1985) states that in essence the assessment focuses on
the assessment of student learning processes. In this regard, Marzano et al. (1994) stated that
in uncovering students' mastery of concepts, assessments not only reveal the concepts that
have been achieved, but also about the development process of how a concept was obtained.
In this case the assessment can not only assess student learning outcomes and processes, but
also their learning progress.

b. Types of Assesment
There are different types of assessment:

 Formative assessment:

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 It is process-oriented and is also referred to as an ‘assessment for learning.’ It is an
ongoing process to monitor learning, the aim of which is to provide feedback to improve
teachers’ instruction methods and improve students’ learning.
 Summative assessment:
It is product-oriented and is often referred to as an ‘assessment of learning.’ It measures
student learning progress and achievement at the end of a specific instructional period.
 Alternative assessment:
It is also referred to as authentic or performance assessment. It is an alternative to
traditional assessment that relies only on standardized tests and exams. It requires
students to do tasks such as presentations, case studies, portfolios, simulations, reports,
etc.  Instead of measuring what students know, the alternative assessment focuses on
what students can do with this knowledge.

4. The Concept of Evaluating

a. Definition of Evaluating

Evaluation according to Kumano (2001) is an assessment of the data collected

through assessment activities. Meanwhile, according to Calongesi (1995) evaluation is a
decision about value based on measurement results. In line with this understanding,
Zainul and Nasution (2001) stated that evaluation can be expressed as a decision-making
process using information obtained through measuring learning outcomes, both using test
and non-test instruments.
Broadly speaking, it can be said that evaluation is the giving of value to the quality of
something. Apart from that, evaluation can also be seen as a process of planning,
obtaining, and providing information that is needed to make alternative decisions. Thus,
Evaluation is a systematic process to determine or make decisions to what extent the
teaching objectives have been achieved by students (Purwanto, 2002). Cronbach (Harris,
1985) states that evaluation is a systematic examination of all events that occur as a result
of the implementation of a program. Meanwhile Arikunto (2003) revealed that evaluation
is a series of activities aimed at measuring the success of an educational program.
Tayibnapis (2000) in this case reviews the notion of program evaluation in the
context of objectives, namely as a process of assessing the extent to which educational

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goals can be achieved. Based on its purpose, there is a notion of summative evaluation
and formative evaluation. Formative evaluation is stated as an attempt to obtain feedback
for program improvement, while summative evaluation is an attempt to assess program
benefits and make decisions (Lehman, 1990).

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 CHAPTER III
CONCLUSION AND SUGGESTION

A. Conclusion
This paper highlights the growing necessity to regularly review the idea of educational
assessment since it has become clear over time that it is a concept that is changing. Given that
the ideas of measurement, testing, and evaluation in the context of education have been the
subject of a deluge of scholarly articles by educators and academics interested in education, the
concepts are still challenging to grasp. However, there is broad consensus that evaluation, along
with measurement and testing, is essential to the practice of education. With the intention that
stakeholders in the educational enterprise will be better prepared for efficient educational
practice, this study defines the concepts with a thorough description of their various applications
from the expert perspective.

B. Suggestion

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REFERENCES

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