Class-Based Performance Evaluation: An Evaluation

Abstract

This study aimed to evaluate the implementation of Class-Based Assessment (among teachers Junior High School (SMP) State in Riau Province, Indonesia. The sample consisted of 297 English teachers. This study used the CIPP Evaluation Model which focused on the evaluation of these aspects: input, processes and products. Questionnaires were administered in the collection of data for these factors: input and process; while a checklist was used to collect data for the factor products. Findings for input shows that the training and attitudes towards class-based assessment is at a high level while the aspects of implementation of knowledge and skills in Classroom-Based Assessment is at a moderate level. In the aspect of process, it was found that the frequency aspects of the implementation of the type of class-based assessment is moderate; while aspects of Class-Based Assessment in inviting the experts and aspects of identifying honesty in a large group of students is a major constraint faced by teachers in implementing the Class-Based Assessment. In the aspects of product, it was found that the majority of teachers tend to use the same rubrics as are found in the curriculum. The results showed that there was no significant difference in the level of knowledge, attitudes and skills of teachers to conduct classes based assessment based on their location and school teaching experience. Overall, the sub-aspects of knowledge, attitudes and skills to contribute 41.2 percent of the variable performance-based assessment grades, while 58.8 per cent were attributed to other factors that are not taken into account in this study. Implications of the study is that in order to implement Classroom Based Assessment as a determinant of approval, the proposed school needs to implement a planned and systematic ongoing training, whether working with various parties, inviting experts in the Classroom Based Assessment seminar in school or sending teachers to attend seminars, courses and workshops Classroom-Based Assessment. This study have implications for the existing evaluation system in Indonesian schools because the majority of experts and teachers tend to Class-Based Assessment is seen as a more comprehensive evaluation system

Assessing Students’ Learning Achievement: An Evaluation

“…On the other hand, in terms of hypothesis testing, it was found that there was no significant difference in the aspects of knowledge (input factor), frequency of implementation (process factor) and supplementary assessment viewed from the aspects of teaching experience and academic qualification except project assessment in terms of academic qualification. This is in line with the Fadly Azhar's (2013c) research findings on teachers' teaching experience; but not on academic qualification in which teachers with bachelor degrees were better in terms of knowledge, attitude, and skill in the implementation of classroom-based assessment, alternative assessment, or authentic assessment than that of teachers with diploma qualification.…”

“…This research evidence seemed to be more comprehensive than that of the research activities done by Birgin & Baki (2009), Gansle et al (2006), Munoto & Meini Sondang (2006, Crooks (2011), Segers & Tillema (2011, Klenowski (2011), Petkovskaa, et al (2010, Western and Northern Canadian Protocol for collaboration in Education ( 2006), and Fadly Azhar (2013c). Their research findings only discussed the advantages, the weaknesses, and the needs for training whenever teachers were encouraged to use the a fore-mentioned types of classroom-based assessment; even, they did not discuss at all some factors of supplementary assessments either explicitly or implicitly influencing the final scores of students' learning achievement as well as components of testing.…”

“…04 -4.15). The range of the scores was much higher than that of the cognitive level of junior high school English teachers within Riau Province, Indonesia who got moderate level (3.29 -3.55) (Fadly Azhar, 2013c). This condition was contradictory to the results of pilot studies which discovered that lecturers had not yet applied various types of alternative assessment as well as components of testing in assessing students' learning achievement except in written assessment particularly multiple choice and essays (Fadly Azhar, 2013a).…”

“…Comparatively, Fadly Azhar (2013c) found that this result was really much more comprehensive compared to the frequency of implementation of classroom-based assessment conducted by junior high school English teachers within Riau Province, Indonesia in which the mean scores were at a the moderate level (2.76 -3.63) particularly for the implementation of various types of alternative assessment. This was due to the differences in terms of academic qualification whereby most of the lecturers already held masters degree as well as doctorate degree.…”