ASSESSING STUDENTS’ LEARNING ACHIEVEMENT: AN EVALUATION

Abstract

This research aimed to evaluate the use of alternative assessment, componentsof testing, and supplementary assessment by 127 lecturers (purposive sampling) of stateand private universities in Pekanbaru, Indonesia in assessing students‟ learningachievement. The CIPP Evaluation Model focusing on input and process was used as aresearch design; and two sets of questionnaires. The input factor contained knowledge onalternative assessment and components of testing; the process concerned with thefrequency of implementation and supplementary assessment. Research findings found thatinput factor was at a high level. In process factor, written, performance, self/peer,portfolio, rubric, validity, reliability, table of specification, test sources, and item analysis(moderate level); project, product, diligence, kinship, request, honesty, and try-out (lowlevel); but attitude, referenced, domain, participation, and attendance (high level).However, there was no significant difference on factors of input and process viewed fromteaching experience except project assessment in terms of academic qualification. Theimplication of this research was that having higher knowledge, lecturers were encouragedto vary their types of assessment, increase the frequency of implementation of componentsof testing, and elaborate the factors of supplementary assessment.

Key-words: alternative assessment, components of testing, supplementary assessment