design the assessment

When I was in my senior high school I only learn about evaluation. Then when I entered to SSE, I found that there is another term of evaluation which is assessment. The concept of evaluation which was explained by my senior high school teacher and the concept of assessment which was explained by some lectures in SSE was quite the same.

As what I have learned in senior high school, evaluation is a process of measurement which is carried out to evaluate students’ knowledge, understanding and etc. Some measurement techniques during learning such as summative and formative test are included into evaluation

 Thus, my lectures in SSE said that the term assessment and evaluation is different. Both of the terms are overlapping. My PETA lecture said that assessment is boarder element rather than evaluation. Evaluation is an element in assessment which is making judgment. Another lecture said that evaluation is the boarder one rather than assessment. It means assessment is an element of evaluation which is conducted in classroom. Evaluation itself is the whole measurement not only in classroom but also in other parts in school such as evaluating lesson plan, evaluating curriculum, etc. Both of my lecturers’ explanations can be accepted because these terms may be interpreted different depends on the context.

Assessment itself is a process of collecting students’ information such as knowledge, understanding, ability, etc. The technique of assessment should be suit with our purpose so that the information that we get from students may be valid. From those information we may judge, grade or rate them. This judging also should be valid. We may use rubric to make it more valid. This rubric should be able to assess what we want to assess or in the other word this rubric assess some components which are contained in learning objectives.

According to me, a good assessment is varying because as we may know every student may have different portion of multiple intelligence. The students who have high intelligences in verbal may be have high interest and ability in making a text thus the kinesthetic students probably may not like it and do not do their best on it. A good assessment also relies on many data, for example teachers assess students based on their portfolio, observation and summative assessment. It may avoid extraneous variable which may influence the validity of assessment.

We may see that teacher should plan the suitable assessment with the learning objective such as the “test”, rubric, etc. then do the assessment and interpret it. It is not easy, because it is the complex work which cannot be separated each other. Let me quote my friend’s words, “it is because teachers are a designer”.