Name : Ayu Hilda Junaedi Yulita Estin Prihandini Class : 5B Assignment 1

(0902427) (0902485)

Evaluation
1. Introduction Testing is a universal feature of social life. Throughout history people have been put to the test to prove their capabilities or to establish their credentials. Tests to see how a person performance have become important social institutions and fulfill a gate keeping function in that they control entry to many important social roles. Tests can be categorized according to the types of information they provide. This categorized will prove useful both in deciding whether an existing test is suitable for a particular purpose and in writing appropriate new tests where these are necessary. The four types of tests are: proficiency tests, achievement tests, diagnostic tests, and placement tests. Proficiency tests are designed to measure peoples ability in a language, regardless of any training they may have had in that language. The content of proficiency test, therefore, is not based on the content or objectives of language courses that people taking the test may have followed. Rather, it is based on a specification of what candidates have to be able to do in the language in order to be considered proficient. Most teachers are unlikely to be responsible for proficiency tests. It is much more probable that they will be involved in the preparation and use of achievement tests. In contrast to proficiency tests, achievement tests are directly related to language courses, their purpose being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives. Diagnostic tests are used to identify learners strengths and weaknesses. They are intended primarily to ascertain what learning still needs to take

place. At the level of broad language skills this is reasonably straightforward. We can be fairly confident of our ability to create tests that will tell us that someone is particularly weak in, say, speaking as opposed to reading language. Indeed existing proficiency tests may often prove adequate for this purpose. Placement tests, as their name suggest, are intended to provide information that will help to place students at the stage (or in the part) of the teaching program most appropriate to their abilities. Typically they are used to assign students to classes at different levels.

2. Background Description a. Name of the test For this analysis of test, we chose one of the tests for elementary school. It was a final school test. The name of the test is Ujian Sekolah (US). Specifically, this test is an English test for elementary school (SD/MI). This test was made by Dinas Pendidikan, Pemerintah Kabupaten Cirebon. This test has been tested for school year 2009/2010. The contents of this test are comprehension reading and grammatical structures. b. Language Tested In the test that we analyzed, Ujian Sekolah SD/MI for school year 2009/2010, there are 30 multiple choice and 10 gap-filling items. This test designed to measure the comprehension reading, writing and grammatical structures. Most of the question is comprehension reading, some parts of the questions are identifying pictures and the others are grammatical structure. The questions of this test are simple questions because the test was for elementary school students. c. Purposes of the Test From the name of the test Ujian Sekolah, it means that type of this test is final achievement test. Final achievement test are those administered at the end of a course of study. They may be written and administered by ministries of education, official examining boards, or by members of teaching institutions. Clearly the content of these tests must be related to the courses with which they are concerned, but the

nature of this relationship is a matter of disagreement amongst language testers. From the content of a final achievement test should be based directly on a detailed course syllabus or on the books and other materials used. The purpose of this test is to establish how successful students or the courses themselves have been achieving objectives. d. Clientele The example of test that we analyzed, named Ujian Sekolah SD/MI, was tested for elementary school students grade sixth in school year 2009/2010. The test design by Cirebon government for elementary school students, 11 until 12 years old. e. Context for which the test has been developed The example of the test we analyzed, named Ujian Sekolah SD/MI, English test are tested for elementary school students. This test was held on Saturday, May 8, 2010 for school year 2009/2010. f. Scoring Procedure Achievement test are directly related to language courses, their purpose being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives. They are of two kinds: final tests and progress achievement tests. The kind of test that we analyzed is final achievement tests. 3. Overall Characteristics a. Validity A test is said to be valid if it measures accurately what it is intended to measure. In the development of a high stakes test, which may significantly affect the lives of those who take it, there is an obligation to carry out a full validation exercise before the test becomes operational. It is worth pointing out that if a test is to have validity, not only the items but also the way in which the responses are scored must be valid. It is no use having excellent items if they are scored invalidity.

We think that the test that we analyzed is valid, because from various aspects it is suitable with the students, suitable with the materials and it is suitable with the competencies. b. Content validity A test is said to have content validity if its content constitutes a representative sample of the language skills, structure, etc. with which it is meant to be concerned. It is obvious that a grammar test, for instance, must be made up of items relating to the knowledge or control of grammar. In the test that we analyzed, test in school year 2009/2010, the content validity in the test that we analyzed is valid. Content in the test are language skill and grammatical structure. The language skill in the test is comprehension reading. Both of comprehension reading and grammar test in the test are suitable for elementary students. For tested comprehension reading test, there are questions related to the text, and for tested grammar structure there are jumble word items and gap-filling items. c. Construct validity The word construct refers to any underlying ability (or trait) that is hypothesized in a theory of language ability. The ability to guess meaning of unknown word from context, referred to above, would be an example. Another way of obtaining evidence about the construct validity of a test is to investigate what test takers actually do when they respond to an item. Two principal methods are used to gather such information: think aloud and retrospection. In the think aloud method, test takers voice their thoughts as they respond to the item. In retrospection, they try to recollect what their thinking was as they responded. In the test that we analyzed, test in school year 2009/2010, there are construct validity in the test. There are some questions that the students can construct their ability. For example, in gap-filling items, there is item that students should make a congratulatory card. And some questions in multiple choices, there are pictures and students can guess about that pictures and try to answers the questions.

d. Face Validity A test is said to have face validity if it looks as if it measures what it is supposed to measure. For example, a test that pretended to measure pronunciation ability but which did not require the test takers to speak (and there have been some) might be thought to lack face validity. We think face validity the test that we analyzed, which named Ujian Sekolah SD/MI was valid. The test is to measure the reading ability of the students and grammatical ability of the students. Because of the test is for elementary students, so the questions in the test are simple questions. For measure students reading ability, there are some texts in the test and then, there are some question related to the text. And for measure grammatical structure, there are gap-filling items and jumble words items. 4. Reliability a. Scoring In the test that we analyzed, that is use multiple choice items and short answer questions to measure the students skill in reading comprehension and grammatical structures. Multiple choice items are an objective scoring. And the short answer questions, the scorers should note any difficulties they have in assigning points and bring these to the attention of whoever is supervising that part of the scoring. b. Fairness The fairness of the test that we analyzed is fair. The test is suitable for the students in Cirebon elementary school. Because of the test was designed by government of Cirebon and for students in elementary school in Cirebon. The test was design on school year 2009/2010 and the test was held on May, 2010. So, the students know about the content and materials in the test. The questions in the test werent out of date. c. The Performance of the candidate from occasion to occasion To be satisfied that we had a really reliable measure in language test of the ability, we would want to see a large number of shots at the

target. It has been demonstrated empirically that the addition of further items will make a test more reliable. In the test that we analyzed, we think that is reliable test. In the performance in the test, there are comprehension reading skill test. In the test there are some texts, and there are questions related to the text, beside that there are some additional questions that can increase the students skill in that test. d. Test Bias In the test that we analyzed, we think there is not test bias. The test named Ujian sekolah SD/MI in school year 2009/2010 was designed by Cirebon Government for elementary school students in Cirebon. The test design with simple texts, simple sentences, simple questions and simple pictures for tested comprehension reading skill and there are simple grammatical structures too. Because of this text is for elementary schools that are learning simple materials, so the government designs a simple test for them. It is a very simple test and suitable test for elementary school students in grade sixth. 5. Authenticity This test is inauthentic material, because authentic material refers to texts, photographs, video selection, and other teaching resources that are not specifically prepared for pedagogical purposes. In other idea, we can say that authentic material is the material taken directly from the sources without any editing or adding. But in the test, in the multiple choice test there is a text for reading. And the text is absolutely inauthentic because the text has been editing or only taken a half of whole part from the authentic text.

6. Practicality a. Cost Basically, for national test cost are guaranteed by the government. The government has been guaranteed education cost and prepare budget for students for their school. The budget is:

- SD/MI b. Time Basically, the government made school test are not wasting time because the government orientated with syllabus. And then, questions test from past year can be editing for the next test questions. c. Administration The test that we analyzed held by Dinas Pendidikan, Pemerintah Kabupaten Cirebon. The test had instructions, here the instruction in the test: Students should be require to arrive well before the intended starting time for the test. The test started 09.15 until 10.45 If the students came late, they can enter the room but there is no addition time. The identity of the students should be checked. If possible, the students should be seated in such a way as to prevent friends being in a position to pass information each other. The examiner should give clear instructions to students about what they are required to do. These should include information on how they should attract the attention of an invigilator of this proves necessary, and what students who finish before time are to do. They should also warn students of the consequenses of any irregular behaviour, including cheating, and emphasise the necessity of maintaining silence throughout the duration of test. Test materials should be distributed to students individually by the invigilator in such a way that the position of each test paper and answer sheet is known by its number. A record should be made of these. Students should not be allowed to distribute test materials. The examiner should instruct students to provide the required details (such as examination number, date) on the answer sheet or test booklet. BOS Central Rp397.000,00/student/year BOS Province Rp30.000/student/year

 If spoken test instructions are to be given in addition to those written on the paper trst, the examiner should read these, including whatever examples have been agreed upon. It is essential that the examiner time the test precisely, making sure that everyone starts on time and does not continue after time. Once the test is in progress, invigilators should unobtrusively monitor the behaviour of students. They will deal with any irregularities in the way laid down in their instructions. During the test, students should be allowed to leave the room only one at a time. Invigilators should ensure that students stop work immediately they are told to do so. Students should remain in their places until all the materials have been collected and their numbers checked. 7. Impact or Wash back a. Negative Because the test that we analyzed is for elementary school, and the test is English test, indirectly students will get mental pressure before they start the test. For the elementary students, especially in Indonesia, English is one of the frighten subject in the school. So, the students sometimes had the difficulty when they do the test. b. Positive The power of tests in determining the life chances of individuals and in influencing the reputation of teachers and schools means that they can have a strong influence on the curriculum. Sometimes in reading test for young learners can interest students for reading because equipped with pictures. So that, the students can easier doing the test. In the test that we analyzed already fulfill that criterion. There are instructions or pictures that provide in the test. The purpose of the reading is to get readers to focus on the specifics of what is said, how it is said, in these source texts. Questions are provided to further this purpose that they are designed to direct attention to points in each text, how they compare across texts, and how they deal with the issues discussed in the survey. The idea is to

give readers or students an initial familiarity with the more specialist idiom of the linguistics literature, where the issues might not be so readily accessible, and to encourage them into close critical reading. Because of the test is for elementary school, so the test was simple design so that the students can understand the questions in the test. Reading test can develop comprehension reading skill for students. And if the students learn English from earlier, it can train students skills and develop their language skills.

8. Conclusion Testing is a universal feature of social life. Tests can be categorized according to the types of information they provide. For this analysis of test, we chose one of the tests for elementary school. It was a final school test. The name of the test is Ujian Sekolah (US). Specifically this test is an English test for elementary school (SD/MI). This test was made by Dinas Pendidikan, Pemerintah Kabupaten Cirebon. This test has been tested for school year 2009/2010. The contents of this test are comprehension reading and grammatical structures. There are 30 multiple choice and 10 gap-filling items. Most of the question is comprehension reading, some parts of the questions are identifying pictures and the others are grammatical structure. The questions of this test are simple questions because the test was for elementary school students. This test was held on Saturday, May 8, 2010 for school year 2009/2010. The kind of test that we analyzed is final achievement tests. The purpose of this test is to establish how successful students or the courses themselves have been achieving objectives. From some aspects of validity, the validity of the test that we analyzed is valid. Content in the test are language skill and grammatical structure. The language skill in the test is comprehension reading. Both of comprehension reading and grammar test in the test are suitable for elementary students. The test is to measure the reading ability of the students and grammatical ability of the students. From the authenticity aspect, the test that we analyzed is inauthentic material, because authentic material refers to texts, photographs, video

selection, and other teaching resources that are not specifically prepared for pedagogical purposes. Basically, for national test cost are guaranteed by the government. The government has been guaranteed education cost and prepare budget for students for their school. And the government made school test are not wasting time because the government orientated with syllabus. And then, questions test from past year can be editing for the next test questions. And the test was held by Dinas Pendidikan, Pemerintah Kabupaten Cirebon in school year 2009/2010. From this test, there are negative and positive wash back. The negative wash back is indirectly students will get mental pressure before they start the test. For the elementary students, especially in Indonesia, English is one of the frighten subject in the school. So, the students sometimes had the difficulty when they do the test. And the positive wash back from the test is can develop comprehension reading skill for students. And if the students learn English from earlier, it can train students skills and develop their language skills. 9. References Achmad, Pram Prasetya. (2011). Mengawal Akuntabilitas Biaya

Pendidikan Sampai dengan Tingkat SMA. [Online]. Available in http://inspektorat.purworejokab.go.id/index.php?option=com_conten t&view=article&id=87:mengawal-akuntabilitas-biayapendidikan&catid=81:pendidikan&Itemid=56 [10 November 2011]

Hughes, Arthur. 2003. Testing for Language Teachers. Cambridge: Cambridge University Press.

McNamara, Tim. 2007. Language Texting. Oxford: Oxford University Press.