The analysis of assessment instruments in English teacher lesson plans at junior high school in Singaraja Bali

Journal of Research on English and Language Learning (J-REaLL) Pub Date : 2021-05-02 DOI:10.33474/j-reall.v2i2.10118

Desak Ketut Indriyani, L. Artini, L. D. S. Adnyani

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Abstract

Education and Culture Ministry Regulation 81A Year 2013 has demanded teachers to use authentic assessment as a method of assessing students’ competences which is applied in English teachers’ lesson plans. This research aims to describe types of assessment instruments used in lesson plans, the relevancy between the assessments and indicators in the lesson plans, and the authenticity of assessment instruments used by English teachers as demanded by Curriculum 2013. The data were collected through document analysis of 20 English teachers' lesson plans from 4 Junior High Schools in Singaraja, Bali. The research model from Miles and Huberman (1984) was adopted in data analysis process. The instruments were derived and modified from principles of authentic assessment in Education and Culture Ministry Regulation 81A Year 2013. As the result, it was found that performance assessments and project assessment were used as the assessment types in the implementation of authentic assessment. The assessment instruments were relevant to the indicator of learning and the skills’ aspects in assessment instruments used was authentic as demanded by Curriculum 2013.

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新加坡峇里岛初中英语教师教案评量工具分析

教育文化部2013年第81A号条例要求教师使用真实评估作为评估学生能力的方法，并应用于英语教师的课程计划中。本研究旨在描述课程计划中使用的评估工具的类型，评估与课程计划中指标的相关性，以及英语教师使用的评估工具的真实性。数据是通过对巴厘岛Singaraja 4所初中20名英语教师的教案进行文献分析收集的。在数据分析过程中采用了Miles和Huberman(1984)的研究模型。这些工具是根据2013年教育和文化部条例81A中的真实评估原则衍生和修改的。结果发现，在实施真实性评估时，采用绩效评估和项目评估作为评估类型。评估工具与学习指标相关，所使用的评估工具中的技能方面符合2013年课程的要求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Journal of Research on English and Language Learning (J-REaLL)

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