Identification and Academic Assessment of Students

Identification and Academic Assessment of Students 1. Definition of Academic Assessment Assessment is a process of collecting comprehensive information that is carried out systematically, practically and efficiently about a student that is useful for making considerations and decisions about placement, appropriate education and learning services. The focus of educational assessment is various academic and non-academic fields such as academic skills, language skills, social skills and other skills. Johnson in Harsiati (in Juhairiyah, 2017, p. 63) defines assessment as a process to find a number of descriptions of certain levels of characteristics possessed by individuals. Assessment is a systematic process in collecting data and information about the abilities that students already have, obstacles/difficulties experienced, and 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 this identification and assessment, it is hoped that it can provide an overview of the potential and obstacles experienced by students. Thus, the assessment must cover 4 (four) points, consisting of: a) What abilities or skills are already possessed, b) What obstacles or difficulties are experienced, c) Why are the obstacles or difficulties 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) Assessing students individually. b) Using various procedures and techniques. c) Developing new instruments and other procedures to assess academic and nonacademic abilities. d) Identifying other information relevant to students. e) Assessing the student's environment as one of the important factors in the assessment. f) Evaluating and monitoring learning programs on an ongoing basis. g) Developing non-discriminatory assessment procedures. h) Using a team approach in assessment. i) Developing the role of special education teachers in assessment. j) Using assessment data to make legal decisions that are appropriate to the child's condition. 2. Objectives of Academic Assessment According to Marlina & Mukhsim (2020, p. 2) the objectives of this academic assessment are divided into 6 (six), including: 1) Early Identification (screening) Screening is intended to identify or recognize children who have academic problems and require special education services. The results of the screening are the discovery of children who have 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. The assessment can be carried out formally using standardized test instruments or informally such as interviews and observations. 2) Determining the Learning Program The assessment is carried out to determine the right learning strategies and programs for the child. Therefore, assessment information can be used in 4 (four) ways, namely: • Before a child receives special education services, he is assisted by a general education teacher in determining the right learning program. • The assessment procedure can determine the effectiveness of learning strategies and programs. • The assessment can provide referral information if needed. • The assessment results are manifested in the form of an educational program that is individualized for children who need special education services. 3) Determining the Level of Achievement and Needs of Children in Learning Children who receive special education services must have their learning needs identified. The method is to evaluate the level of ability of each child, which consists of pre-academic, academic, and social skills. Data on the measurement of the level of ability is collected by related experts. The data is used to identify the strengths and weaknesses of the child and determine learning strategies that are appropriate to the child's needs. 4) Decision on Eligibility for Education Services The assessment data is used to determine the eligibility for the right special education services for the child. The goal is to identify children who experience significant academic and non-academic problems, and to provide information involving 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 ability is average, then he/she is not entitled to 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 (IPP) must be created. IEP serves as a contract to identify the goals and timing of service delivery. Simply put, IEP is an individual learning plan. 6) Monitoring and Reporting the Progress of the Learning Program (Evaluation) Assessment is a process, therefore assessment is also carried out to monitor the progress of the learning program being carried out. Thus, the assessment evaluation aims to: • Determine the criteria for objectives stated in clear indicators. • 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 Procedures 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 instruments prepared by the teacher himself 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 assessment (development) and academic assessment. Academic assessment consists of: reading, writing, and arithmetic. While pre-academic assessment covers aspects of development consisting of: a. Perception Perception is the act of compiling, recognizing, and interpreting sensory information in order to provide an overview and understanding of the environment. Perception includes all signals in the nervous system, which are the result of physical stimulation of the sensory organs. For example, vision is light that hits the retina of the eye, smell uses the media of odor molecules (aroma), and hearing involves sound waves. b. Cognitive Cognitive in scientific language means the human thinking process. While in general terms it is the human mental process which includes the acquisition, storage, retrieval and use of knowledge. c. Language Development Language development assessment is intended to collect or gather data/information about aspects of language development which include the ability to understand the meaning of words, the ability to express oneself verbally, and the ability in pronunciation (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 intended to find out information about aspects of children's motor development which include gross motor aspects, fine motor aspects, 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 to understand circumstances and feelings when interacting with people in their environment which is obtained by hearing, observing and imitating the things they see. This Academic Assessment consists of three parts, namely reading, writing, and arithmetic.