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.
Highlights
Assessment is a systematic and scientific activity that provides proof of strength and weaknesses (Stufflebeam & Shinkled, 1985; Rossi et al, 2004; Gredler, 1996)
In aspects of the process, this study aims to identify the process of implementation of Classroom-based Assessment in respect of: (a) aspects of the frequency of implementation of various types of Classroom Based Assessment, (b) aspects of form of support from the principal for teachers and inspectors in the performance of Class-Based Assessment, and (c) aspects of the forms of the constraints faced by teachers in implementing the Class-Based Assessment
In input aspect that is showing the teachers attended the training, the results showed that the mean score was at a high level
Summary
Assessment is a systematic and scientific activity that provides proof of strength and weaknesses (Stufflebeam & Shinkled, 1985; Rossi et al, 2004; Gredler, 1996). Classroom-Based Assessment is given emphasis in the educational system of Indonesia (Depdiknas, 2002 & 2003; Yustisia, 2008). Indonesian Minister of Education suggested Classroom-Based Assessment as the core of evaluating learning outcomes (Depdiknas, 2002). Classroom-Based Assessment is seen as a complete evaluation system which includes three main aspects: knowledge, attitudes, and skills. One other strength of class-based assessment is that it involves the seven types of learning outcomes assessment: written, performance, product, project, self / peer, attitude, and overall portfolio which implemented by the teacher in the learning process (on-going assessment). Classroom-Based Assessment focuses on academic exams as well as comprehensively inclusive. Classroom-Based Assessment is seen as an authentic assessment (O’Mally & Pierce, 1996)
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