Assessment and Evaluation Profiles of Literary Subjects at English Literature Study Program.

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Autor/Urheber	Hanini Hasra; Nurul Rafikah Dewi
Institution	Fakultas Bahasa dan Seni Universitas Negeri Jakarta
Titel	Assessment and Evaluation Profiles of Literary Subjects at English Literature Study Program.
Quelle	In: doi:10.21009/ISLLAE.02105; Journal International Seminar on Languages, Literature, Arts, and Education (ISLLAE); Vol 2 No 1 (2020): Journal International Seminar on Languages, Literature, Arts, and Education (ISLLAE); 65 - 78 ; 2685-2365 ; 10.21009//ISLLAE.021(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.21009/ISLLAE.02105
Schlagwörter	assessment; evaluation; test; revised bloom taxonomy; critical thinking
Abstract	This research discusses assessment and evaluation profiles used in evaluating students' competencies in English Literature subjects at English Literature Study Program of State University of Jakarta. Assessment and evaluation process in literature classes were conducted by referring to revised Bloom taxonomy as one of pedagogical considerations besides CEFR and Indonesian KKNI, to measure the course learning outcomes achieved. This research aims at investigating types of assessment and evaluation used in assessing students competencies in literature classes and how those assessment types imply cognitive levels and high order thinking skills as reflected in the revised Bloom's taxonomy. This qualitative research uses content analysis method to analyze the data and interview as a supporting instrument to collect the data. The primary data are the question items of the tests, which are 153 test items and transcribed interview forms as secondary data. The data were then triangulated and analyzed by referring to cognitive levels of revised Bloom taxonomy. The results show that multiple choice test type was type of assessment mostly used. Inferential questions were dominantly used rather than referential questions in the tests. The results also reveal that 3.3 % of the tests items are at C1 cognitive level (remembering), 24.8 % were at C2 cognitive level (understanding), 9.8 % were at C3 level (applying), 51.6 % were at C4 level (analyzing), 10.5 % were at C5 level (evaluating) and 0 % was at C6 level (creating). It implies that assessment criteria for literature classes was mostly created by applying high order thinking skills (62.1 %) or critical thinking, included in C4 cognitive level and above in the taxonomy.
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