Academic Assessment of Learners

ACADEMIC ASSESSMENT OF LEARNERS Background According to Rusmiyati (2017, Page 119) inclusive schools provide opportunities for all students of various backgrounds and conditions in one school system and try to find and develop the potential of pluralistic students. In developing student potential, it is not only applied to special needs students but also those who are not special needs. For the purposes of developing inclusive education teaching, the special needs of learners need to be identified and assessed. In their capacity as educators, academic assessment is the main task and function of teachers. Therefore, teachers can conduct academic assessments. Early childhood development is naturally different, both intelligence, talent, interest, creativity, personality, physical, social and emotional through the principle of maturity. This is because each child is unique, different and has unlimited abilities that already exist in themselves so that they can make children think creatively, independently and play their social roles. The development of each of these aspects affects one another. Educational experts argue that children's age is the golden ages. Research conducted by Osbon, White, and Bloom states that the intellectual development or intelligence of children at the age of 0-4 years reaches 50%, at the age of 8 years reaches 80%, and 20% more develops until reaching the age of 18 years. (Adi W. Gunawan. 2011, Page 11). Identification and Academic Assessment of Learners 1. Definition of Academic Assessment Assessment is a systematic, practical and efficient process of gathering comprehensive information about a learner that is useful for making considerations and decisions about appropriate placement, education and learningservices. The focus of educational assessment is on various academic and non-academic areas such as academic skills, language skills, social skills and other skills. Johnson in Harsiati (in Juhairiyah, 2017, Page 63) defines assessment as a process to find a number of descriptions of the level of certain characteristics that individuals have. Assessment is a systematic process of collecting data and information about the abilities that learners already have, the obstacles / difficulties experienced, and the learning needs currently faced individually. According to Putri & Sopandi, (2019, p. 28) identification and assessment is a process within the scope of special education. Through identification and assessment, it is hoped that later it can provide an overview of the potential and obstacles experienced by students. Thus, the assessment must include 4 (four) points, which consist of: a. What abilities or skills you already have, b. What obstacles or difficulties were experienced, c. Why the obstacle or difficulty was experienced, d. What needs (in terms of education and learning) should be met. Specifically in the field of education, assessment includes several concepts, including: a. Assess learners individually. b. Use a variety of procedures and techniques. c. Develop new instruments and other procedures for assessing academic and nonacademic skills. d. Identify other information relevant to learners. e. Assessing learners' environment is an important factor of assessment. f. Evaluate and monitor the learning program on an ongoing basis. g. Develop nondiscriminatory assessment procedures. h. Using a team approach in assessment. i. Developing the role of special education teachers in assessment. j. Use assessment data to make legal decisions appropriate to the child's condition. 2. Purpose of Academic Assessment According to Marlina & Mukhsim (2020, Page 2) the purpose of this academic assessment is divided into 6 (six), including: 1. Initial Identification (screening) Screening is aimed at identifying children who have academic problems and require special education services. The result of screening is the discovery of children with special needs and children who are at high risk, then an assessment is carried out based on the results of the identification that has been carried out. Assessments can be done formally using standardized test instruments or informally such as interviews and observations. 2. Determining the Learning Program Assessments are conducted to determine appropriate learning strategies and programs for children. Therefore, assessment information can be used in 4 (four) ways, namely: a. Before a child receives special education services, he or she is assisted by the general education teacher in determining an appropriate learning program. b. Assessment procedures can determine the effectiveness of learning strategies and programs. c. Assessments can provide referral information if needed. d. The results of the assessment are translated into an individualized education program for children who need special education services. 3. Determining Achievement Levels and Children's Learning Needs Children receiving special education services must have their learning needs identified. This is done by evaluating each child's ability level, which consists of preacademic, academic and social skills measures. The data is collected by the relevant expert. The data is used to identify the child's strengths and weaknesses and determine learning strategies that suit the child's needs. 4. Education Service Eligibility Decision Assessment data is used to determine the appropriateness of appropriate special education services for children. The aim is to identify children with significant academic and non-academic problems and provide information that involves relevant professionals. To receive special education services, a child must meet the necessary requirements. Academic ability, intellectual potential, sensory and other abilities are analyzed to determine eligibility for special education. If the data collected shows that the child's abilities are average, then he/she is not eligible for special education services. 5. Developing an Individualized Education Program (IEP) If a child receives special education services in a formal school, an individualized education program (IEP) must be developed. The IEP serves as a contract to identify the goals and timing of service delivery. In simple terms, an IEP is an individualized learning plan. 6. Monitoring and Reporting Learning Program Progress (Evaluation) Assessment is a process, therefore it is also done to monitor the progress of the learning program being conducted. Thus, assessment evaluation aims to: a. Determine goal criteria expressed in clear indicators. b. Determine appropriate evaluation procedures. Formal procedures are used to assess long-term goals, while informal procedures are used to assess short-term goals. 3. Academic Assessment Procedure In general, there are 2 (two) assessment procedures, namely formal and informal procedures. Formal procedures are assessment procedures that use standardized tests, while informal procedures are assessment procedures that use instrumentsthat are prepared by teachers themselves and involve many related parties in their implementation, for example: task analysis, questionnaires, observations, interviews, and so on. 4. Scope of Academic Assessment There are 2 (two) types of assessments, namely pre-academic (developmental) assessments and academic assessments. Academic assessments consist of: reading, writing and arithmetic. Meanwhile, pre-academic assessments include developmental aspects which consist of: a. Perception Perception is the act of compiling, recognizing and interpreting sensory information to provide a picture and understanding of the environment. Perception includes all signals in the nervous system, which are the result of physical stimulation of the sensory organs. Such as vision which is light hitting the retina of the eye, smell which uses the medium of odor molecules (aroma), and hearing which involves sound waves. b. Cognitive Cognitive in scientific language means the process of human thinking. While in its general meaning is the human mental process which includes the acquisition, storage, retrieval and use of knowledge. c. Language Development Language development assessment is aimed at collecting or gathering data/information about aspects of language development that include the ability to understand the meaning of words, the ability to express themselves verbally, and the ability to pronounce (articulation), so that it can help teachers in understanding the level and ability of children's language learning. d. Physical Motor Development Motor development assessment is aimed at finding out information about aspects of children's motor development which includes aspects of gross motor, fine motor, balance and coordination aspects. This assessment can help teachers in understanding the level of children's motor abilities. e. Emotional, Social, and Behavioral Development Social-emotional development is the process of children learning to adjust themselves to understand the circumstances and feelings when interacting with people in their environment obtained by listening, observing and imitating the things they see. This Academic Assessment consists of three parts, namely reading, writing, and counting. 5. Academic Assessment Mechanism Surapranata, S. & Hatta (in Juhairiyah, 2017, p. 66), explained that the procedure in determining assessment should collect information about the learning progress that students have achieved. As is generally known about the variety of assessment strategies, techniques, and procedures, educators need to know some principles that can be used as guidelines in determining meaningful learning assessments in order to obtain accurate information related to student learning outcomes. a. The learning objectives to be assessed must be clear. Before assessing a student, educators must really understand what is meant by knowledge, skills, and performance, because the information to be collected is related to these three aspects. Learning targets are the knowledge, skills, and performance that learners will learn and master. If the clarity (validity) of the learning targets to be achieved has been fulfilled, then the process of selecting the right assessment technique will be better. b. The selection of assessment techniques is adjusted to the learning objectives or learning standards. The objectivity of the assessment must focus on the aspects that will be assessed by the educator, for example, how do students solve problems in learning a particular field of study or how do students express their arguments and is there a student response to their friend's opinion in discussion activities? If so, then the educator must conduct a process assessment. c. The selection of assessment techniques can accommodate the needs of learners. The selection of the right assessment instrument will not only help educators to obtain data or information about a learning process and results, but will also be very meaningful for learners so as to improve their memory. The chosen assessment techniques should provide opportunities for learners to determine specifically to find out how much competence has been mastered and follow-up to improve performance and provide meaningful feedback for them. d. Diverse assessment formats. Avoid assessment formats that tend to emphasize only one aspect of a complex learning objective, because the assessment format cannot reach the learning objective to be achieved as a whole. Therefore, if educators are able to obtain information about learner achievement from various evaluation techniques or procedures, it will increase the validity of the assessment applied. Matching exercises, for example, emphasize recall or recognition of factual information; essay questions emphasize students' ability to organize ideas and writing skills within time limits; and a month-long project emphasizes the free use of resources, research, and more in-depth analysis of a particular topic. All three assessment techniques can be necessary to ascertain the extent to which students have achieved specific learning objectives. e. When educators interpret assessment results, they must consider the weaknesses even if they use several types of assessments, because the information obtained is only a portion of the competencies that learners have achieved from the overall learning objectives. In other words, the information obtained from the assessment process has sampling error. In addition, a number of factors such as students' physical and emotional conditions also limit the accuracy of the information obtained. Therefore, if educators conclusively make decisions based on information from the assessment results, then a number of limitations or shortcomings that arise must still be taken into account. 6. Techniques for conducting academic assessments Marlina & Mukhsim (2020, Page 5) suggest that there are 9 (nine) techniques in carrying out assessments, namely: a. Observation Observation is one of the assessment techniques carried out by systematically observing and recording the symptoms of the object to be observed. Observation is used to obtain information about specific behaviors such as socialskills, academic skills, and learning habits. b. Work Sample Analysis Work sample analysis is an assessment technique carried out by observing and analyzing children's work, such as notes, drawing results, homework books, and so on. The most commonly used work sample analysis is error analysis and response analysis. In analyzing errors, children's work is assessed in order to determine errors, then children's errors are described and categorized to determine error patterns. c. Criterion Reference Test Criterion-referenced tests are an assessment technique that compares learning achievements to some criteria that have been determined in the curriculum. These tests are often used in academic assessments. Most criterion-referenced tests are created by teachers. Criterion-referenced tests are also based on curriculum and learning. d. Informal Inventory Formal inventories are assessment techniques used to determine children's learning needs that include reading, counting and writing. The most commonly used formal inventory in the classroom is the informal reading inventory. This technique is more comprehensive than criterion-referenced tests. e. Task Analysis Task analysis is an assessment technique carried out by breaking down a learning task into several detailed components/teachable units to achieve learning objectives. Task analysis is also defined as the process of separating, sorting and describing all task components in the form of detailed units. Analyzing tasks into task units is also called functional task analysis. Task analysis is used to break down tasks into teachable parts in the form of task units. For example, in learning to wear shoes. First take the shoes and socks, then place the socks and shoes in front of the child. The child sits on a chair facing the shoes. Take the right sock and put it on. Take the left sock, put it on, and so on. f. Checklist Checklists are an assessment technique used to assess unobserved behavior. Checklists reveal behavioral information in the form of a number of questions, and the child matches the statements to their own situation. The aspects it reveals also vary such as academic achievement, classroom behavior, and child development. g. Rating Scale Rating scale is an assessment technique used to record symptoms according to their levels. Rating scale consists of a list containing behavioral characteristics that must be recorded in stages. So it is almost the same as a checklist but the factors to be observed are arranged in stages according to their needs. h. Interviews and Questionnaires A questionnaire is an assessment technique that is carried out by making a list containing a series of questions about an issue or area to be assessed. Questionnaires are often used to obtain information, opinions and attitudes. i. Normative Benchmark Test Normative reference test is an assessment technique carried out by comparing a child's ability with the ability of other children (group) of the same age. This test is conducted on a group of children, then the score is compared with the group score. Identification and Assessment of Development in Learners 1. The Meaning of Learner Assessment Assessment is needed as early detection, which is an effort and the first step of intervention, for child growth and development. With the assessment of child development, it can be seen that the stages of development that children pass are progressive or not, then identify the triggers of problems that hinder the growth and development of children, so that appropriate stimulation can be provided so that children can develop optimally. In essence, assessment needs to be done as a step to correct, minimize, and improve delays in aspects of child development. 2. Purpose of Learner Development Assessment Specifically, the objectives of child development assessment are as follows: a. Provides specific development information, b. Helps teachers set goals and plan programs, c. Obtain child profiles (teachers and parents), d. Useful for diagnosing children with special needs so that individualized education programs and services for families can be created, and e. Evaluation of program success. According to Yuliani (2009) the purpose of assessing early childhood development, among others, is to: a. Detecting development and guidance in conducting diagnostic assessments when indicated, which includes detection of early childhood health status, sensory sensitivities, language, gross motor, fine motor, and social-emotional development; b. Identifying early childhood interests and needs, c. Describes the progress of early childhood development and learning, d. Developing the curriculum, e. Improving and developing learning activities that are in line with early childhood development and needs, and f. Assessing programs and institutions (program and institution accountability). 3. Functions of Learner Development Assessment The results of early childhood development assessments can be used for the following purposes: a. Administrative Requirements The results of child development assessment can be used for: 1) progress reports from various development areas, namely cognitive, language, physical/motor, social and emotional, behavior (moral habituation and religious attitudes, discipline). In addition, it is also used to determine interests, special skills; 2) as a written report to parents about child development; and 3) used to provide periodic reports on the progress of the institution to related parties. b. Usefulness of Learning Activities The results of child development assessment can be used for the benefit of learning/activities, namely in terms of: 1) providing data that can be used to improve and develop learning/activities; 2) identifying children's development during learning/activities. c. Diagnostic Uses The results of child development assessments can be used as a diagnostic tool in guidance and counseling in analyzing various child problems. d. Usefulness of Research The results of child development assessments can be used for research materials related to development. This research is conducted in an effort to optimally develop potential. This assessment can be used as a basis for research related to children to better understand their behavior and measure the suitability of the experiences provided for them. 4. Principles of Learner Development Assessment (Early Childhood) The principles of assessment are in accordance with the article from the Staff Workshop Teacher Handout (2014) which discusses the principles and recommendations of assessment for early childhood, as follows: a. Assessments should benefit the children. Gathering accurate information from children is difficult. Formal assessments may also be useful and have a direct impact on programs and services for children. To ensure the implementation of assessments, there must be a clear benefit in both direct services for children and improving the quality of education programs. b. Assessments must be tailored to specific purposes and must be reliable, valid, and fair. Assessments designed for one purpose are not necessarily valid if used for another. In the past, many assessment violations with children have occurred due to misuse. The recommendations in this section are specific to the purpose of the assessment. Assessment policies should be designed according to the reliability and validity of the assessment according to the age level of the child. The earlier the age of the child, the more difficult it is to obtain reliable and valid assessment data. It is difficult to accurately assess cognitive abilities in children before the age of six. Thus, due to reliability and validity issues, some types of assessments should be postponed until the child reaches a certain age, while other types of assessments can be conducted but only those that are necessary. c. Assessments should be appropriate for the child's age level and data collection methods. Assessment of children should address a range of learning and development including physical well-being and motor development social and emotional development, approaches to learning language and cognitive development and general knowledge. Assessment methods should follow that children need an achievable context in which they can demonstrate their abilities. For example paper and pencil for abstract drawing can make it difficult for children to demonstrate what they know. d. The assessment must be adapted to the appropriate language, so that the assessment can be a measurement of language. Regardless of whether the assessment is intended to measure a child's early reading ability, knowledge of color names or early learning potential. The results of the assessment are subject to change and depend on the child's language proficiency, especially for children who have been taught language by their parents from an early age and have more language skills than children who have not received good language teaching from their families. e. Parents should be an important source of assessment information as well as observers of assessment results. Some direct assessments of children can be erroneous, so assessments should include several sources, especially reports from parents and teachers. Assessment results should also be provided to parents as part of the process of involving parents in their child's education. Sharing and communicating with the family about the child's behavior and development should be with the consent of the relevant parties e.g. the child and the teacher.