Name : M.

Robi Yanur

Student Number : AAA 117 004

-Evaluation A-

Meeting 2

Nature of evaluation in English language ability

Evaluation is an inseparable part of the organization of language learning as a

whole. The series of teaching and learning activities in learning is carried out using
instructional materials and exercises that are carefully selected and arranged so
that learning objectives can actually be achieved as formulated. That is essentially
the position of evaluation in the design of the implementation of learning as the
final part of a series of three main components of the organization of learning,
namely learning objectives, learning activities, and evaluation of the results of
learning activities. These three components constitute the main elements (anchor
points) of the implementation of learning as an inseparable and interrelated
whole in learning design. And to find out the achievement of the goals that have
been pursued, an evaluation is carried out to determine the level of success.

The purpose and usefulness of language skills evaluation

As part of the organization of learning, evaluation of language skills in general is

more limited in relation to the level of learning success that has been held.
Evaluation of the level of success is most often associated with the level of
success of learners in the form of values obtained from teachers at certain times,
especially at the end of the school year. That value is also what in reality will be
seen and taken into account by the community, especially when fighting over
opportunities for further learning or getting a job.
 The existence and continuity of students' understanding as reflected in the
achievement of the evaluation results. Although there are still other causative
factors that might include talent, level of intelligence, and learner skills. The
results of the evaluation can be feedback for the initial component in the
implementation of learning, namely learning objectives. From the level of success
or small learners can be an indication that the identification and details of
learning objectives are not in accordance with the needs and real circumstances.
All this shows that the evaluation conducted at the end of a learning program not
only provides feedback to learners in the form of the value of the ability level but
can also be material to assess the components of the implementation of learning
in general. Even directly or indirectly, the evaluation results are also material to
assess and review the components of the learning objective.

Objective of evaluation in English language ability

The objective of conducting language skills evaluation is the ability to use

language, which includes four types of abilities, namely the ability to hear, speak,
read, and write. The four language abilities also can be divided into two, namely
passive-receptive language skills (the ability to hear and read), and active-
productive language skills (the ability to speak and write). In addition to
evaluating language skills, language is also directed at language acquisition, which
consists of several language elements, namely phonology (language sounds,
phonemes, sound pressure, and intonation), vocabulary (meaning and formation
of words), and grammar.
 Meeting 3

Evaluation, measurement, and language ability tests

Evaluation in the implementation of learning is understood as an effort to

collect information about the organization of learning as a basis for making
various decisions. More broadly, the information generated through evaluation
activities can also be related to various parties outside the learner, including
managers, instructors, parents, and all parties who have interests (stakeholders)
and are responsible for the learning activities that are held. Evaluation is a
procedure or method of knowing whether or not the teaching and learning
process has been done by the teachers effectively and properly; whether the
indicators, the materials, the learning strategies and media, the assessment and
measurement procedures, and test items are in agreement with the
competencies, the learners, and the learning situation.

According to Brown (2003:4), measurement is an ongoing process that

encompasses a much wider domain. If a teacher thinks that it is not enough for
him or her to take the students’ scores only from the test, and the teacher needs
to consider the students’ participation, motivation, presentation, performance,
paper, port-folio, presence, homework, etc in determining the final scores, at the
time the teacher does an assessment. It can be done through observation,
interviews, and filling out the questionnaire. Besides, assessment can also be
done by collecting information through calculations and measurements and tests
with more objective results, or at least less subjective, and more easily verified.

Measuring a person’s ability or knowledge in a given domain is a method of the

test. According to Brown (2003: 17-37), the qualities of a test include its
practicality, reliability, and validity. Reliability covers student-related reliability,
rater reliability, test administration reliability, and test reliability. Validity covers
content-related evidence, criterion-related reliability, construction-related
evidence, consequential validity and face validity. Thus a good test must possess
those three qualities. Language tests can be aimed at measuring the level of
language skills in general, or one of the four languages, namely: listening,
speaking, reading, and writing. The same is true for one element of language:
grammar, vocabulary, and sound pressure and intonation.