Assessing students’ learning achievement: An evaluation

Abstract

This research aimed to evaluate the use of alternative assessment, components of testing, and supplementary assessment by 127 lecturers (purposive sampling) of state and private universities in Pekanbaru, Indonesia in assessing students’ learning achievement. The CIPP Evaluation Model focusing on input and process served as a research design; and two sets of questionnaires served as data collection. The input factor contained knowledge on alternative assessment and components of testing while the process was concerned with the frequency of implementation and supplementary assessment. The research findings showed that the input factor was at a high level. In the process factor, the aspects of written, performance, self/peer, portfolio, rubric, validity, reliability, table of specification, test sources, and item analysis were at a moderate level; project, product, diligence, kinship, request, honesty, and try-out were at a low level; but attitude, reference, domain, participation, and attendance were at a high level. However, there was no significant difference on factors of input and process viewed from teaching experience except project assessment in terms of academic qualification. The implication of this research was that by having higher knowledge on alternative assessment and components of testing, the lecturers were encouraged to vary their types of assessment, increase the frequency of the implementation of testing components, and elaborate the factors of supplementary assessment.