A HOLISTIC ENGLISH MID-TERM ASSESSMENT

FOR JUNIOR HIGH SCHOOLS

Ika Fathin Resti Martanti

Sanata Dharma University

ABSTRACT

Assessment is one of integrated parts in learning. Due to the change of curriculum in

Indonesia, the assessment type which the teachers should use to assess their students is
different. According to Curriculum of 2013, teachers need to assess every student
thouroughly, including their knowledge, skills, and attitudes. In fact, teachers still find
difficulties in assessing their students. This phenomenon also happens to the teachers of
junior high schools. This research aims to develop a mid semester assessment model
which is more practical and less time-consuming for English teachers in junior high
schools. The data were collected from the studies of literature, group discussion, and
questionnaires. The result of the research is a holistic English assessment model which
can be used for mid semester assessment period. Holistic assessment covers the partial
and contextual aspects of teaching and learning. It consists of two types: student
assessment for teacher and portfolio assessment. This assessment model is expected to
improve the effectiveness of the assessment technique for junior high schools and to
provide more opportunities for teachers to conduct the mid-term assessment which is
not really taken into account as a part of classroom activities.

Keywords: assessment, holistic, mid semester, junior high school

Introduction
The change of the education system in Indonesia which is indicated by the
change of the curriculum, from School Based Curriculum into Competency Based
Curriculum or known as Curriculum of 2013, gives a great impact to the teaching
learning system at schools. One specific thing which is influenced is the assessment
technique that the teachers use. Formerly, teachers only assessed students’ performances
and skills, but recently those aspects are not adequate. Teachers are supposed to take
more concern on students’ attitudes as well.
The assessment technique applied in Curriculum of 2013 is authentic
assessment. It is an assessment model which is significantly meaningful to assess or
measure the students’ learning progress involving the three broad aspects: attitudes,
knowledge, and skills. While the attitude aspects are divided into two kinds: spiritual
and social attitudes (The Ministry of Education and Culture, 2013). It is also stated by
Wraggs (2001: 13) in Briggs et al. (2009) that the main aspects to assess are: knowledge
and understanding (about factual information, concepts, name labels, ideas, theories,
applications, connections, etc); skills (about techniques, specific competence in
particular fields, ability to link knowldge, etc); attitudes and values (about learning,
behaviours, beliefs, subject knowledge, people, and society); and behaviour (social
relationships, personal charactristics, etc). In fact, many problems have arisen when the
teachers are asked to assess those aspects. Authentic assessment consists of four
assessment types, namely performance assessment, project assessment, portfolio
assessment, and written assessment. The assessment technique is in line with the
scientific approach learning used in Curriculum of 2013. The teachers should assess
every student to know each individual’s progress in learning. In fact, the assessment
models for assessing those aspects are too complex. Many teachers think that it is
burdensome to fill in many forms of assessment because there are many other
responsibilities which the teachers should fulfill related to the teachers’ professional
development, including the administration affairs (syllabi, lesson plans, meeting
progress reports, etc) and also the preparation for teaching (preparing the materials and
media). As a result, the teachers get diffulties to complete the assessment forms. In
addition, the assessments are mostly done at the end of a lesson or a semester.
Meanwhile, they do not concern with the assessment for the mid-semester period.
Based on the problems, it is essential to provide an assessment model which is more
practical and simpler to be used by the teachers for mid-semester assessment which can
cope knowledge, skills, and attitudes.
Assessment
Assessment is an integrated part of teaching and learning process which is
beneficial for understanding students’ progress of learning. Goode et al. (2010) state
that assessment is an integral part of learning which values both the teachers and
students in the learning process. For the teacher, it is the process of gathering
information about the student learning that informs the teaching process. While for the
students, it shows their learning progress. According to Hanna and Dettmer (2004),
assessment is the process of gathering data done by the instructors to find out about
their teaching and their students.
 Many experts have different classifications of assessment types. According to
Hanna and Dettmer (2004), there are three types of assessment, namely diagnostic
assessment, formative assessment, and summative assessment. Diagnostic assessment is
the assessment to identify students’ current knowledge, skills, and capabilities before
teaching takes place. The types of diagnostic assessment are pre-tests, self-assessments,
discussion board responses, and interviews. The second type of assessment is formative
assessment i.e. the assessment done during the instructional processes, while learning is
taking place. Some types of formative assessment are observations during classroom
activities, homework exercises, reflection journals, question and answer sessions,
conferences, in-class activities when students informally present their results, and
student feedback. While summative assessment is the assessment which takes place
after the learning has finished and provides information and feedback that sum up the
teaching and learning process. The types of summative assessment are examinations,
final examinations, term papers, projects, portfolios, performances, student evaluation,
and instructor self-evaluation. Meanwhile, Mansell et al. (2009) discuss two main kinds
of assessment, namely formative and summative assessment. Formative assessment
refers to day-to-day or informal assessment to explore students’ understanding.
Meanwhile, summative assessment refers to the more formal summing up of students’
progress. The difference between both types is not the types or forms, but rather on how
the assessment is used. Therefore, a particular task or activity can belong to either
formative or summative assessments, depend on how and when it is used.
Assessment can also be categorized as informal, formal, and self assessment.
Harris and McCann (1994) provide significant differences among these terms. First,
informal assessment is conducted during the normal classroom activities by observing
students’ performances. It is done continuously over a period of time. Next, formal
assessment is related to testing. Tests are used to measure and know students’ progress
during a course of study and identify problems happening during the course. Then, the
last is self assessment which refers the assessment done by the students themselves to
know about their expectations, needs, problems, feelings, and general thoughts about
the course. In brief, assessment can be done before, during, or after the teaching
learning process occurs through the informal ways (observations and discussions) and
formal ways (tests).
 The results of the assessment gives reflections for teachers, students, and other
related parties what goals have been achieved and what aspects that need to be
improved related to classroom teaching and learning. Mansell et al. (2009) state some
broad purposes of assessment. First, assessment is used to help build students’
understanding within day-to-day lessons. Second, it provides information on pupils’
achievements for the outside parties, like parents, further and higher education
institutions, and employers through the test or examination reports. Third, it is to hold
individuals and institutions to account the results which encourage the outsiders to
make a judgment on the quality of those being assessed. Teachers conduct assessments
to measure how they are teaching and how their students are learning whether it is
effective or not. Hanna and Dettmer (2004) suggest that it will be beneficial to develop
a range of assessment strategies which match all aspects in the instructional plans. The
aspects to be assessed should match with the learning goals and objectives of each
course and the overall program.
A good assessment model should provide the ways to gather information about
the students’ learning process. According to Goode et al. (2010), a good assessment
considers students’ learning styles, strengths, and needs, and can reflect student’s
achievement against a set of criteria over a period of time conducted in varied
approaches. Thus the teachers need to conduct various types of assessment to gather
more adequate information about the students including their strengths and weaknesses
to make the learning more effective and efficient.
To define an effective model of assessment, it is important to understand some
guidances on how to conduct it. Alexander (2002) proposes seven principles to develop
an effective assessment. First, the effect of assessment on student learning behaviours
and outcomes should be taken into account. Second, the assessment should be aligned
with the learning outcomes and curriculum. Third, formative tasks and the explanation
of the structure of the assessment should be provided for the students. Next, the teachers
start to design quality assessment tasks and items. After that, the assessment data should
be reviewed. Then, the teachers need to understand how to set standards and grade cut-
offs. The last is giving feedback to the students. A well-designed model of assessment
does not guarantee the effectiveness of the assessment process, but it rather depends on
how teachers make use of that model. The preparation and the ongoing process of
assessment are also improtant, as well as the follow-up activity i.e. giving effective
feedback for the students to improve their performances.
An effective assessment should have clear criteria on what aspects should be
assessed and how they can represent students’ progress in learning. In addition, New
South Wales Government (2012) states that an effective assessment should be valid and
be based on syllabus outcomes, include criteria to clarify the aspects that students learn
which are being assessed, enable students to demonstrate their learning in different
contexts, be reliable (free from bias) and provide evidence which accurately represents
students’ knowledge, understanding, and skills, enable both teachers and students to use
feedback effectively, be accessible for all students, and be part of an ongoing process
where the progress is always monitored. To be in line with the Curriculum of 2013, an
affective assessment should be able to comprehensively assess students’ knowledge,
skills, and attitudes.
Holistic Assessment
To create an assessment model which comprises different aspects of students’
potentials and less complicated to be done by the teachers, the method should be
holistic. Keville (2012) defines holistic assessment as the assessment which is done by
considering the partial and contextual approaches together to arrive at a synthesis of
specific and general, discrete and dynamic. Partial approach focuses on the detailed
understanding of the various behavioral competences which constitute practice, while
contextual approach is an awareness of how practice is influenced by time and place.
Akubuilo (2012) states that holistic assessment refers to a global approach in the
assessment of a student-learning outcome. The teachers should develop assessment
which covers complex aspects to the student’s work. In addition, Wright (2008)
proposes holistic scoring i.e. the whole evaluation of the learner’s work which is
considered in its totality and not conducted as a simple summation of the quality of the
various parts. This assessment type provides useful information for classroom teachers
for assessing every individual as well as in planning instruction for each of them.
There are some principles of a holistic assessment proposed by Keville (2012)
which can be a guidance to build a good practice. First, the progress of students on any
specific placement should be considered as part of their overall learning journey as
professionals. Second, assessment should be progressive and ongoing to lead to a final
assessment decision. Third, assessment should be supported by the sample of evidence
presented, but not be driven by it. Next, ongoing assessment and specifically the use of
a formal interim review should mean that practice educators can address and act on
concerns prior to final assessment point.
In addition, portfolio assessment is also used to gather evidence on how well
the students learn. Portfolio assessment is a planned collection of learner achievement
that documents what a student has accomplished and the steps taken to get there. The
collection represents a collaborative effort among teacher and learner, to decide on
portfolio purpose, content, and evaluation criteria. (Kubiszyn and Borich, 2010).
Through portfolios, teachers can conduct an ongoing assessment and at the end the
documents will show the progress of student learning.
Methodology
The data were collected from the studies of literature and the results of the
questionnaires, discussions in the colloquium, and also interviews conducted with some
students who join Evaluation in English Education class. The participants of the
colloquium were students of English Language Studies Program of the Graduate
Program at Sanata Dharma University and some English teachers in Yogyakarta. During
the colloquium session, the participants were asked to have focused-group discussion to
discuss about particular topics related to assessment. They were asked about their
opinions, comments, and suggestions about the assessment model being proposed.
In order to create a more effective model for mid semester assessment, the
method used in this research is Research and Development (R & D). According to Gall
et al. (2003), Educational R & D is an industry based development model in which the
research findings are used to design new products and procedures, which are
systematically field-tested, evaluated, and refined until they meet specific criteria of
effectiveness, quality, or similar standards.
The researcher develops the research by using the systems approach model by
Dick & Carey in Gall et al. (2003). The steps include assessing needs to identify
goal(s), conducting instructional analysis, analyzing learners and contexts, writing
performance objectives, developing assessment instruments, developing instructional
strategy, developing and selecting instructional materials, designing and conducting
formative evaluation, revise instruction, and conducting summative evaluation. There
are some modifications toward the steps.
Result and Discussion
The research was done by following the steps in Dick & Carey model of R & D.
The first step was assessing needs which was done by gathering relevant information
related to the assessment in junior high schools. The information was collected from the
results of group discussion, questionnaires, and review of literature. Based on the focus
group discussion which was conducted in the colloquium on Friday, October 17th,
2014, and some English teachers expressed their opinions toward the assessment model
in Curriculum of 2013. They feel that the assessment form is complicated and it is time
consuming to fill in the form. Moreover, the assessment should be conducted to every
single student. For teachers who teach big classes consisting of more than thirty
students, it will be very tiring to do so. From the problems found, it is necessary to
create an assessment model which is more practical and applicable.
Then, the next steps i.e. constructing instructional analysis, done by making a
plan about the instruments and the procedures to achieve the goal. From the study of
literature, a holistic type of assessment is proposed as the alternative problem to solve
the problems. There are many types of holistic assessment which can be applied by
teachers, such as constructive alignment, reflective journals, peer assessment, self
assessment, group presentations, report writing, and portfolio assessment (Akubuilo,
2012). Portfolio assessment is used for the mid-term assessment model.
The third step is analyzing learners and contexts. The design of the assessment
is adjusted with the contexts where the model will be applied i.e. junior high schools. It
was also done by analyzing the syllabus and curriculum of junior high school. After
that, the objectives are constructed. The objective is creating an assessment model
which is in line with the materials in the syllabus. In developing the mid semester
assessment model for junior high schools, the syllabus becomes the basic references to
elicit some important aspects that should be included in the assessment form. The
general aspects to be assessed are adopted from the core competences in junior high
schools. The core competences or known as Kompetensi Inti (KI). It can be seen in the
following.
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena
dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

The next step is developing assessment instruments. The questionnaire was

made for the evaluation toward this assessment model. After that, instructional
strategies were developed in order to achieve the objectives. The strategies include
determining the concept, design, and implementation. Then, the materials for the
assessment are developed adjusted with the core competences and basic competences.
After the design was finished, the formative evaluation was conducted to obtain the
feedback from the respondents. The first product was shown to three of the respondents
and they were asked to give some evaluation toward the initial model. The discussion
was conducted to them. Their suggestion and recommendation became the
consideration to conduct a revision.
After the feedback was gathered, it was then used to make a revision toward the
model. From the formative evaluation, the feedback was about the format and
compatibility between the statement in the assessment model and the core competences
and basic competences. Then, the last step was conducting the summative evaluation. It
was done by distributing questionnaires and conducting interviews to the respondents.
The feedback and result of the interviews are used to make the holistic
assessment model. To be in line with the principle of holistic assessment, the core
competences and basic competences are shown by the indicators and they are assessed
holistically. The focus of KI 1 is on students’ spiritual attitudes, while KI 2 is on social
attitudes. Meanwhile, KI 3 and KI 4 focus on student knowledge and skills. KI 1 and KI
2 are integrated in KI 3 and KI 4 so those competences are assessed implicitly in the
indicators for KI 3 and KI 4. The assessment model is presented below.
Table 1. The Students Assessment for Teachers
No SKOR TOTAL
ASPEK YANG DINILAI
. 1 2 3 4 5 SKOR
1. Memahami pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang
ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
Meeting :
Hari/Tanggal :
Tema :
Materi :
Aktivitas Pembelajaran :
1. ................................
2. ................................
3. ................................
Indikator Ketercapaian: 1 2 3 4 5
1. ................................
2. ................................
3. ................................
Catatan:

2. Mencoba, mengolah, dan menyaji dalam ranah

konkret (menggunakan, mengurai, merangkai,
memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
Meeting :
Hari/Tanggal :
Tema :
Materi :
Aktivitas Pembelajaran :
1. ................................
2. ................................
3. ................................

Indikator Ketercapaian: 1 2 3 4 5
1. ................................
2. ................................
3. ................................

Catatan:
The column “Catatan” in the table above provides space for teachers to give more
attention to either student’s positive or negative attitudes. For instance, teachers may
write that the student is very active, confident, and sociable, then give extra points for
him/her. On the contrary, when a student often comes late and makes noise in the class,
teachers may give less points to him/her. The column “Indikator Ketercapaian” should
be filled in with the indicators of achievements derived from the basic competences.
Those indicators become the criteria for teachers in assessing students’ performances.
There are some procedures on how to fill in the form. First, the teacher should
write the identity of each student on the top of the form, including their names, class,
and student number. After that, s/he should come to the aspects that want to be assessed:
attitudes, knowledge, or skills. The scores of each aspect is presented in Likert scale,
like in a questionnaire. The range of the score is 1 – 5. The detailed explanation of each
score is presented in the following.
1 = poor
2 = very poor
3 = fair
4 = good
5 = excellent
For KI 3 and KI 4, the teacher should write down the dates, topics, materials,
and activities for each meeting. Besides, the learning indicators should be mentioned in
the table. The learning indicators are taken from the basic competences which are learnt
in one mid semester period.
The second assessment model is portfolio assessment. The portfolio is used by
teachers to document the students’ works in accomplishing some projects. It contains
students’ documents as the evidence that they have done the tasks given by teachers.
The portfolio assessment model is shown in the following table.
Table 2. The Portfolio Assessment
NO HARI/TANGGA DESKRIPSI LAMPIRA
CATATAN
. L KEGIATAN N
1. Jumat, 31 Siswa membuat dialog Hal yang sudah Naskah
Oktober 2014 berisi sapaan dan dipelajari: percakapan
merespon dengan
ekspresi yang tepat.
 Hal yang perlu
ditingkatkan:

Guskey and Bailey (2001) and O’Connor (2009) in Lee (2010) also suggest that to
adopt holistic reporting and communication, there are some assessment techniques that can be
used, including portfolio (progress, development and achievement), qualitative feedback
(formative), and grades/marks and comments (summative). In this model, self assessment and
peer assessment are not included because of some considerations. In the colloquium, the
assessment models which were presented consist of self assessment, peer assessment, student
assessment done by teachers, and portfolio assessment. Based on the discussion in the
colloquium, teachers think that those models are good in nature because by conducting self and
peer assessment students can know their own progress. However, practically there are too many
forms to be recapped. As the forms are to assess each individual, at the end the one who should
recapitulate the results is the teacher. To simplify the models, therefore the assessment models
will be only two types: student assessment for teachers and portfolio assessment.
The two models of holistic mid semester assessment provide opportunities for
teachers to assess every student including the aspects that each individual has achieved
and what aspects that they need to improve. From the student assessment form, teachers
can assess students’ performances within one mid-semester period. What teachers need
to is by writting down the indicators taken from basic competences from one mid-
semester. Meanwhile, by using portfolio assessment, teachers can keep a record on
students’ works during one mid semester period.
There were nine respondents who were asked to give evaluation toward the
product. They were asked to fill in the questionnaires related to the mid-semester
assessment model. The result of the questionnaire is presented in the following table.
Table 3. The Result of the Questionnaires

No. Statements Answers Number Percentage

1. This assessment a. Strongly Agree 1 11.11 %
model helps the b. Agree 6 66.67 %
teacher teach c. Doubt 2 22.22 %
better. d. Disagree 0 0%
e. Strongly Disagree 0 0%
2. This assessment a. Strongly Agree 2 22.22 %
model helps the b. Agree 5 55.56 %
teacher more easily. c. Doubt 2 22.22 %
d. Disagree 0 0%
e. Strongly Disagree 0 0%
3. This assessment a. Strongly Agree 0 0%
model is applicable b. Agree 5 55.56 %
in the classroom. c. Doubt 4 44.44 %
d. Disagree 0 0%
e. Strongly Disagree 0 0%
4. This assessment a. Strongly Agree 2 22.22 %
model is practical. b. Agree 6 66.67 %
c. Doubt 1 11.11 %
d. Disagree 0 0%
e. Strongly Disagree 0 0%
5. This assessment a. Strongly Agree 2 22.22 %
model is holistic. b. Agree 5 55.56 %
c. Doubt 2 22.22 %
d. Disagree 0 0%
e. Strongly Disagree 0 0%
6. This assessment a. Strongly Agree 1 11.11 %
model is authentic. b. Agree 4 44.44 %
c. Doubt 4 44.44 %
d. Disagree 0 0%
e. Strongly Disagree 0 0%
7. This assessment a. Strongly Agree 2 22.22 %
model is effective. b. Agree 6 66.67 %
c. Doubt 1 11.11 %
d. Disagree 0 0%
e. Strongly Disagree 0 0%
8. This assessment a. Strongly Agree 0 0%
model is efficient. b. Agree 5 55.56 %
c. Doubt 4 44.44 %
d. Disagree 0 0%
e. Strongly Disagree 0 0%

Based on the table above, it can be seen that 66.67 % of the respondents state that this
model can help teachers teach better and 55.56 % say that it can help teachers to teach
easily. Most of the respondents said that this assessment model is applicable and
practical to be applied. Besides, this model is holistic to assess the students’
performances i.e. 55.56 % of the respondents said so. Related to its authenticity, there
were 44.44 % of the respondents who regard this model as being authentic, but there
were 44.44 % who were not sure about its authenticity. Therefore, it becomes
consideration for the researcher to improve the model. Most of the respondents state
that this model is effective to be applied in the classroom. It is shown by 66.67 % of the
result. Regarding with the effciency, 55 % of the respondents considered that the model
is efficient, but 44.44 % were not sure about it.
In conclusion, most of the respondents agree that this model is effective and
practical to be applied by the English teachers in junior high schools to assess their
students holistically, including the students’ knowledge, skills, and attitudes.
Conclusion
Assessment is a tool for teachers to find out the improvement as well as the
problems encountered by the students in the learning process. Nowadays, many
teachers find difficulties to deal with too much forms containing lists of aspects of the
student performance to be assessed. Sometimes, teachers spend too much time to assess
every student. Therefore, it is necessary to create an assessment model which is simpler
and easy to use so that the progress of the learning can be assessed effectively.
The data of the research were collected from the review of literature, focused
group discussion, questionnaires, and interviews, by following the steps in Dick &
Carey model of R & D. To create more practical model of assessment, the holistic
assessment is proposed. Holistic assessment covers the partial and contextual parts of
teaching and learning process. The focus of this assessment model is not on the detailed
parts of knowledge, skills, and attitudes, but on the accomplishment of the whole parts
of each aspect. There are two types of assessment that are used. The first is the student
assessment for the teachers and the second is portfolio assessment.

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