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CHAPTER I
INTRODUCTION
1.1 Background of The Problem
Education is important for everybody as it helps to gain knowledge
and live life without depending on others. Each person must have tried to get
a good education in the formal and non-formal institutions. success or failure
of a school is often measured by the results of the assessment at the end of the
learning process, although it is not the sole determinant tool an education, it is
still used in the world of education.
To find out the educational process has run according to the program,
and has reached the goal efficiently and effectively, or the educational
process does not run according to the program and does not reach the
expected goals, then knowing this requires activities called evaluation.
Educational evaluation is applied to find out learners' achievements
and diagnose educational outcomes and plays a vital role in improving
education quality. It is used to determine whether the educational goals are
fulfilled or they are on the process of fulfillment, and to what extent.
1.2 Formulation of The Problem
Based on the background of the above problems, the formulation of
the problem is as follows:
1. What is evaluation?
2. What is the measurement?
3. What is an assessment?
4. What is the test?
1.3 The Purpose of Writing
The preparation of this paper aims, namely:
1. To describe and explain about teaching and learning evaluation.
1.4 The Benefits of Writing
The benefits of writing this paper are that people know about teaching
and learning evaluation.

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CHAPTER II
DISCUSSION
2.1 Evaluation
2.1.1 Definition of Evaluation
According to Thorndike and Hegan, the term evaluation is close re-
lated to measurement. It is in some respect, inclusive including informal and
intuitive judgment of pupil's progress. Evaluation is describing something in
term of selected attributes and judging the degree of acceptability or
suitability of that which has been described. And Norman E. Gronlund and
Robert L. Linn said that evaluation is a systematic process of collecting,
analyzing and interpreting information to determine the extent to which
pupil's are achievement instructional objectives. From the definitions above,
it can be said that evaluations are more comprehensive and inclusive term
than the measurement and test.
2.1.2 Function of Evaluation
The main aim of the teaching-learning process is to enable the pupil
to achieve intended learning outcomes. In this process, the learning
objectives are fixed then after the instruction learning progress is
periodically evaluated by tests and other evaluation devices.
The function of the evaluation process can be summarized as
follows:
1. Evaluation helps in preparing instructional objectives:
Learning outcomes expected from the classroom discussion can be fixed by
using evaluation results.
What type of knowledge and understanding the student should develop?
What skill they should display?
What interest and attitude they should develop?
Can only be possible when we shall identify the instructional objectives and
state them clearly in terms of intended learning outcomes. Only a good
evaluation process helps us to fix up a set of perfect instructional objectives.
2. The evaluation process helps in assessing the learner's needs:

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In the teaching-learning process, it is very much necessary to know

the needs of the learners. The instructor must know the knowledge and skills
to be mastered by the students. Evaluation helps to know whether the
students possess the required knowledge and skills to proceed with the
instruction.

3. Evaluation helps in providing feedback to the students:

An evaluation process helps the teacher to know the learning
difficulties of the students. It helps to bring about an improvement in
different school practices. It also ensures an appropriate follow-up service.
4. Evaluation helps in preparing programmed materials:
Programmed instruction is a continuous series of learning sequences.
First, the instructional material is presented in a limited amount then a test is
given to response the instructional material. Next feedback is provided on
the basis of correctness of response made. So that without an effective
evaluation process the programmed learning is not possible.
5. Evaluation helps in curriculum development:
Curriculum development is an important aspect of the instructional
process. Evaluation data enable the curriculum development, to determine
the effectiveness of new procedures, identify areas where revision is needed.
The evaluation also helps to determine the degree to what extent an existing
curriculum is effective. Thus evaluation data are helpful in constructing the
new curriculum and evaluating the existing curriculum.
6. Evaluation helps in reporting the pupil's progress to parents:
A systematic evaluation procedure provides an objective and
comprehensive picture of each pupil's progress. This comprehensive nature
of the evaluation process helps the teacher to report on the total
development of the pupil to the parents. This type of objective information
about the pupil provides the foundation for the most effective co-operation
between the parents and teachers.
7. Evaluation data are very much useful in guidance and counseling:
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Evaluation procedures are very much necessary for educational,

vocational and personal guidance. In order to assist the pupils to solve their
problems in the educational, vocational and personal fields the counselor
must have objective knowledge of the pupil's abilities, interests, attitudes,
and other personal characteristics. An effective evaluation procedure helps
in getting a comprehensive picture of the pupil which leads to effective
guidance and of counseling.
8. Evaluation helps in effective school administration:
Evaluation data helps the administrators to judge the extent to which
the objectives of the school are being achieved, to find out the strengths and
weaknesses of the curriculum and arranging special school programs. It also
helps in decisions concerning admission, grouping, and promotion of the
students.
9. Evaluation data are helpful in school research:
Evaluation data help in research areas like a comparative study of
different curricula, the effectiveness of different methods, the effectiveness
of different organizational plans, etc.
2.1.3 Types of Evaluation
There are two main levels of evaluation viz: program level and
student level. Each of the two levels can involve either of the two main
types of evaluation – formative and summative at various stages. Program
evaluation has to do with the determination of whether a program has been
successfully implemented or not. Student evaluation determines how well
a student is performing in a program of study.
1. Formative Evaluation
The purpose of formative evaluation is to find out whether, after a
learning experience, students are able to do what they were previously
unable to do. Its ultimate goal is usually to help students perform well at
the end of a program.
2. Summative Evaluation
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Summative evaluation is judgemental in nature and often carries a

threat with it in that the student may have no knowledge of the evaluator
and failure has a far-reaching effect on the students. However, it is more
objective than a formative evaluation.
2.2 Measurement
2.2.1 Definition of Measurement
Measurement is therefore a process of assigning numerals to
objects, quantities or events in other to give quantitative meaning to such
qualities. The process of measurement as it implies involves carrying out
the actual measurement in order to assign a quantitative meaning to a
quality.
2.3 Assessment
2.3.1 Definition Of Assessment
Brown (2004: 4) states, assessment is the process of measure that is
done by the teacher whenever students practice language skills. The teacher
can assess the students during the learning process and after the learning
process. Moreover, Caldwell (2008: 15) says “Assessment and instruction
can happen at the same time.” It can be said that the assessment is a part of
the teaching process. Assessment can be done by the teacher during the
lesson; when students respond to a question, give comment, and ask
questions. According to Brown (2004: 5), assessment is divided into two
types. The first type is informal assessment. It is done by the teacher without
designing the assessment first. The form of this assessment is incidental,
unplanned comment or responses or impromptu feedback to the students
like “Good job”, “Great”, and “Well-done”. Moreover, this kind of
assessment can be done by commenting on students’ paper, and correcting
students’ pronunciation. The second type is formal assessment. It is in the
opposite of informal assessment. Using this kind of assessment, the teacher
prepares first some exercises to assess students’ competence, for example
quizzes, assignments, and examinations. Nevertheless, formal assessment is
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not testing, because it is designed by the teacher himself not by the

administrative of government
2.4 Test
2.4.1 Definition of Test
A test supposed to be able to measure learning outcome which
distinguish the every single student’s ability between students already
mastered and not yet the learning material. Therefore, testing is one of the
powerful tools to measure students’ abilities as well as enhance their
attitudes towards learning. Brown (2004:3) stated that a test is a method of
measuring a person’s ability knowledge, or performance in a given domain.
2.4.2 Purpose of Tests
This section discusses the reasons for testing. Why do we have to
test you? At the end of a course, why do examiners conduct tests? Some of
the reasons are outlined in this section.
1. We conduct tests to find out whether the objectives we set for a particular
course,
lesson or topic have been achieved or not. Tests measure the performance
of a candidate in a course, lesson, or topic and thus, tell the teacher or
course developer that the objectives of the course or lesson have been
achieved or not. If the person taught performed badly, we may have to
take a second look at the objectives of the course of the lesson.
2. We test students in the class to determine the progress made by the
students. We want to know whether or not the students are improving in
the course, lesson, or topic. If progress is made, we reinforce the progress
so that the students can learn more. If no progress is made, we intensity
teaching to achieve progress. If progress is slow, we slow down the speed
of our teaching.
3. We use tests to determine what students have learned or not learned in
class. Tests show the aspects of the course or lesson that the students
have learned. They also show
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areas where learning has not taken place. Thus, the teacher can re-teach for
more effective learning.
2.5 Assessment Instrument
1. Technique : Reading aloud
2. Forms : Reading a text
3. Scoring Criteria/Rubric Reading Skill
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CHAPTER III
CONCLUSION
3.1 Conclusion
Evaluation is the process of providing information to made as
consideration for determining the price and services (the worth and merit) of
the objectives are achieved, the design, implementation and impact to help
make decisions, to help improve accountability and understanding of the
phenomenon. According to the formula, the core of the evaluation is
providing information that can be used as consideration in decision.
Evaluation is the procedures used to determine whether the subject
(i.e. student) meets a preset criteria, such as qualifying for special education
services. This uses assessment (remember that an assessment may be a test)
to make a determination of qualification in accordance with a predetermined
criteria.

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REFERENCES
https://www.academia.edu/34793647/Measurement_and_Evaluation
Black, Paul, & William, Dylan (October 1998). Inside the Black Box: Raising
Standards Through Classroom Assessment. Phi Beta Kappan
Brown, H. Douglas (2004). Language assessment: Principles and classroom
practices. White Plains, NY: Pearson Education
https://www.thejakartapost.com
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APPENDIX
The Storyy of Gamelan Makers
Mon, July 1, 2019 / 04:51 pm

Maksum Nur Fauzan

A gamelan ensemble makes a beautiful and harmonious sound. However, people

usually only appreciate the instrumentalists. We know very little about gamelan
makers who can still be found in Wirun village, Mojolaban district, Sukoharjo
regency, Central Java.

It was 7:30 a.m. and the gamelan makers came in one by one. It was hot and
stuffy inside and there was only an old fan to keep them cool. Those gamelan
makers worked from 8 a.m. to 3 p.m. with an hour lunch break. Before they
started working, they chatted and joked around

Then they mixed and heated lead and copper before putting it into molds of
gamelan instruments such as gong, kenong, kempul and bonang.

The gamelan instruments they have produced are already sold throughout
Indonesia, such as in Surakarta, Yogyakarta, Jakarta and Bali. They have even
reached overseas markets. A gamelan ensemble is usually sold for Rp 600 million
(US$41,380).

The gamelan makers have plied their trade for decades and they hope their
creations can be enjoyed by the younger generation in Indonesia and in the end
will help preserve the culture. [yan]