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Assessment: Test and Non-Test

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this is my summary about the test and non-test, actually I just want to save this file in internet, so if there is something wrong and not good to be the reference for your paper, I'm sorry it's just my duty
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  Assessment: Test and Non-Test In this summary I will try to summarize about Test and Non-test assessment. For the first I’lltry to define what the test is. According to Oxford learner’s dictionary test is an examination of somebody’s knowledge or ability, consisting of questions for them to answer or activities for themto perform 1 . Meanwhile, according to H. Douglas Brown (2004:3), “A test, in simple terms, is amethod of measuring a person’s ability, knowledge, or performance in a given domain”. Of course,at a glance, test and assessment almost have similar meaning. But, in this term assessment is thesystematic process of documenting and using empirical data on the knowledge, skills, attitudes and beliefs. By taking the assessment, teachers try to improve student learning 2 . So, what is thedifference between Testing and assessment in education? (ELT). Test and assessment are usedinterchangeably, but they do mean something different. A test is a “product” that measures a particular behavior or set of objectives. Meanwhile assessment is seen as a procedure instead of a product. Assessment is used during and after the instruction has taken place. After you’ve receivedthe results of your assessment, you can interpret the results and in case needed alter the instruction.Tests are done after the instruction has taken place, it’s a way to complete the instruction and get theresults. The results of the tests don’t have to be interpreted, unlike assessment 3 . Maybe we onceheard about the “product” of the test, just like IQ Test, TPA Test (an entrance exam in somecompanies in Indonesia), and etc. Sometimes, it is used for administrative purposes. According to Diane K. Brantley, besides testing and assessment, there is evaluation.Evaluation is the process of systematically analyzing assessment results in order to provide relevantinstruction. Evaluation requires one to consider strengths and needs 4 . Meanwhile, Ralph Tyler statesthat the evaluation is a process of a collecting data to determine the extent, in what thing, and howeducational goals have been achieved 5 . The evaluation learning can be defined as an evaluation of the teaching and learning process. Systematically, the evaluation of learning, which includes inputcomponents, that is behavior of students, instrumental input components that is about professionalism or teacher skills, curriculum components (study programs, methods, media),administrative components (tools, time and funds), process components is the procedure for implementing learning, the output component is the learning outcome that marks the achievementof the learning objectives, in this case the attention is directed only to the evaluation of the process 1  https://www.oxfordlearnersdictionaries.com/definition/english/test_1?q=test 2  https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/assessment-vs-testing/item10641 3    Ibid  . 4  K. Brantley, Diane.  Instructional Assessment of English Language Learners in the K-8 Classroom  (New York:Pearson), page 30. 5  https://turobu90.wordpress.com/2015/09/01/hubungan-antara-assesmen-dan-evaluasi-pembelajaran/    Name: A. Fahmi Y.M. NIM: 926.03.019.001  component in relation to the component input instrumental.In my opinion, it can be concluded that between evaluation and assessment have similarityin common which is equally to judge (measure). But, if we look again at the assessment andevaluation has a slight difference. Evaluation is an assessment by looking at the process thatstudents do and the results that students have made from a learning process. While the assessment isan assessment that sees the final results of students's learning. These differences make theassessment part of the evaluation.Usually, test that made by the teacher is not standardized test. The test that made by theteacher mainly assesses student progress in terms of achieving what is learned. In this case wedistinguish between two forms of the test 6 . For the first is subjective test. Generally, the form of thistest is essay. Essay test is a type of learning progress test that requires answer and discussion;usually some of them need description. The characteristics of the question are preceded by wordssuch as, describe, explain, why, how, compare, conclude and etc. Mostly, just like my experience,the question of essay test is about 5-10 questions that need 90-120 minutes to finish it. The secondis objective test. Kind of these tests just like multiple choices, true or false test, matching type, andcompletion type test (fill-in-the-blank).The discussion is the non-testing methods of student assessment. Teachers assess studentsto discover how well they understand the information taught and to determine how much growththey are making in developing their academic skills. Testing is a common assessment technique, butit is far from the only assessment option at teacher's disposal. By assessing through alternativemeans, teachers can ensure that test anxiety or an inability to perform on tests do not lead to amisunderstanding of a student's abilities. Here are the kinds of the non-test. For the first ishomework  7 . This is the general non-test that given by the teacher. Homework is a structured practice exercise that usually plays a part in grading. Sometimes instructors assign reading or other homework which covers the theoretical aspects of the subject matter, so that the class time can beused for more hands-on practical work. The second is observation. Teachers assess students todiscover how well they understand the information taught and to determine how much growth theyare making in developing their academic skills. Testing is a common assessment technique, but it isfar from the only assessment option at teacher's disposal. By assessing through alternative means,teachers can ensure that test anxiety or an inability to perform on tests do not lead to amisunderstanding of a student's abilities. The third is Project. By asking students to complete a project, teachers can see how well their students can apply taught information. The fourth isPortfolio. This is commonly accomplished by providing each student with a folder in which to store 6  Akbar, M. Rijalul. Tes Subjektif / Esai (Pengertian, jenis, penyusunan dan contoh). (Blog Pendidikan Bahasa danSastra), page 2. 7  https://www.slideshare.net/alunalienz/test-and-non-test-assessment  essays or other large activities. Upon compilation of the portfolio, the teacher can review the bodyof work and determine the degree to which the work indicates the student's understanding of thecontent. Usually, this duty given by the teacher in the end of the semester, collect it at that time anddo it in individual. REFERENCES -K. Brantley, Diane.  Instructional Assessment of English Language Learners in the K-8 Classroom.  New York:Pearson . -Akbar, M. Rijalul. Tes Subjektif / Esai (Pengertian, jenis, penyusunan dan contoh). (Blog Pendidikan Bahasadan Sastra)- https://www.oxfordlearnersdictionaries.com/definition/english/test_1?q=test- https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/assessment-vs-testing/item10641-https://turobu90.wordpress.com/2015/09/01/hubungan-antara-assesmen-dan-evaluasi-pembelajaran/-https://www.slideshare.net/alunalienz/test-and-non-test-assessment
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