Test and Non-Test Instruments in Indonesian Schools

Test and Non test instruments in Indonesian schools

Lamis Ahmad Esmat

A. BACKGROUND

In general, what is meant by an instrument is a tool that meets academic requirements, so that it can be used as a tool to measure a measuring object or collect data about a variable. In the field of research, the instrument is defined as a tool for collecting data regarding research variables for research needs, while in the field of education the instrument is used to measure student achievement, factors that are suspected to have a relationship or influence on learning outcomes, development of student learning outcomes, the success of the teacher's teaching and learning process, and the successful achievement of a particular program.(Ina Magdalena, 2021)  (Duden Saepuzaman, 2021).

Basically, the instrument can be divided into two, namely tests and non-tests. Based on the form or type, the test is divided into descriptive and objective tests, while the non-test consists of observation, interview, questionnaire, document analysis, and sociometry. Instruments in the form of tests are of maximum performance while non-test instruments are of typical performance.(Ina Magdalena, Juli2020) (Tri Isti Hartini, 2020)

Instruments for learning outcomes in the form of essay tests have many advantages such as being easy to arrange, not giving many opportunities to speculate and being able to encourage students to dare to express opinions and arrange answers in sentence form. However, the debate among teachers and even among parents is that descriptive tests are often unfair. There is even a view that the method of scoring the essay test is sufficient to look at the short length of the essay test.(Maimunah, Siti, 2021)

On the other hand, the use of non-tests to assess learning outcomes and processes is still very limited when compared to the use of tools through tests in assessing learning outcomes and processes. Even though there are aspects that cannot be measured in "real time" using only tests, such as in mathematics. On the test students were able to answer correctly when asked questions about the steps to paint corners using a compass without a bow, but when asked to paint directly on paper or a blackboard it turned out that they couldn't just use a compass. So by using non-test teachers can comprehensively assess students, not only from the cognitive aspect, but also affective and psychomotor.(Hambali Alman Nasution, 2020) (Kadek Wiwin Pratiwi, 2021)

Based on the problems mentioned above, it is necessary to take steps to prepare and develop both descriptive and non-test tests. It can also be used to obtain a valid test, so that the measurement results can accurately reflect the learning outcomes or learning achievements achieved by each individual test taker after completing the learning activities.(NAUFAL LINA AZMI, 2021) (Tri Isti Hartini, 2020)

B. PROBLEM FORMULATION

Based on the review proposed above, the formulation of the problem is proposed as follows:

1. How is the development of a description test type instrument?

2. How to develop nontes type instruments?

C. PURPOSE

Based on the formulation of the problem posed, the writing of this paper has the following objectives:

1. Develop a method for developing a description test type instrument.

2. Develop a non-test type instrument development method

DISCUSSION

A. TEST INSTRUMENTS

The test technique is a fact that humans in their lives differ from one individual to another. No two individuals are exactly the same, both physically and psychologically.

With these individual differences, it is necessary to create tools to diagnose or measure individual conditions, and these measuring devices are commonly called tests. With that measuring device in the form of the test, people will be able to find out the difference between individuals. Because there are different psychic aspects that can distinguish one individual from another, then various kinds of tests arise.

1. DEFINITION OF THE TEST

Literally, the word "test" comes from Old French: testum with the meaning: "plate for setting aside precious metals, in English it is written with test which in Indonesian is translated as "test", "exam", or "trial".  Testing means when it is carried out or when the measurement and assessment takes place. The tester is the person who carries out the test or test maker. Testee is the party subject to the test (test participant).

In terms of terms, according to Anne Anastasi in her writing entitled Psychological Testing, what is meant by a test is a measuring device that has objective standards so that it can be used widely, and can actually be used to measure and compare the psychological state or behavior of individuals.

In the world of educational evaluation, what is meant by a test is a way or procedure in measuring and evaluating in the field of education, in the form of giving assignments or a series of tasks/both in the form of questions (which must be answered), or orders by the testee, so that values can be generated that symbolize the testee's behavior or achievements, which values can be compared with the values achieved by other testees, or compared with certain standard values.(Kadek Perdinna Tri Astiwi, 2020) (Annisa Etika Arum, 2022)

2. TEST REQUIREMENTS

The test is attempted to follow the rules regarding the atmosphere, method, and procedures that have been determined, but the test itself contains weaknesses.

Ø Sometimes the test (psychologically forced) offends a person's personality

Ø Tests cause anxiety so that it affects learning outcomes

Ø The test categorizes students permanently

Ø The test does not support the brilliance and creativity of students

Ø The test only measures a very limited aspect of behavior

3. CLASSIFICATION OF THE TEST

Tests can be classified on:

• How it is administered (individual or group test)

• How it was scored (objective test or subjective test)

• What response is emphasized (ability or speed)

• What type of response should the subject do (performance test or paper and pencil test)

• What will be measured (sample test or sign test)

• The nature of the groups to be compared (teacher-made tests or standardized tests)(Soka Hadiati, 2020)

4. FEATURES OF THE TEST

1. Validity

2. Reliability

3. Objectivity

4. Practical

5. Economical

6. CLASSIFICATION OF THE TESTS

  I. By function

v Selection test

Selection tests are often known as "screening exams" or "entrance exams". This test is carried out in the context of accepting new prospective students, where the test results are used to select prospective students who are classified as the best of the many candidates who take the test.

As a follow-up to the results of the selection test, candidates who are deemed to have met the predetermined minimum requirements are declared as test takers who have passed and can be accepted as new students, are declared not passed and therefore cannot be accepted as new students.(Dewi Pribadi, 2020) (K.A.Y. Kawi, 2021).

v Preliminary test

The initial test is often known as the pre-test. This type of test is carried out with the aim of knowing how far the material or subject matter to be taught has been mastered by students. So the initial test is a test that is carried out before the lesson material is given to students. Because of that, the questions are made easy.

After the initial test ends, the follow-up is:

a) If in the initial test all the material asked in the test has been well mastered by the students, then the material that has been asked in the initial test is not taught anymore,

b) If only part of the material can be understood by students, then what is being taught is subject matter that is not sufficiently understood by these students.

v Final test

The final test is often known as the post-test. The final test is carried out with the aim of knowing whether all the subject matter that is classified as important can be mastered as well as possible by the students.

o Diagnostic tests

Diagnostic tests are tests carried out to determine precisely. Types of difficulties faced by students in a particular lesson. By knowing the types of difficulties faced by students in a particular subject. By knowing the types of difficulties faced by students, further efforts will be made in the form of appropriate treatment. Diagnostic tests also aim to find answers to the question "are students able to master the knowledge which is the basis or foundation to be able to receive further knowledge?".

The material asked in the diagnostic test is generally emphasized on certain materials which are usually or according to experience difficult for students to understand. This type of test can be carried out orally, in writing, in action or a combination of the three.(Siti Nur Afifatul Hikmah, Juni2021) (M. Makbul, 2021).

v Formative tests

A formative test is a learning achievement test that aims to find out how far students have "formed" after they have followed the learning process for a certain period of time.

This formative test is usually carried out in the middle of a teaching program, which is carried out every time a unit of study or sub-topic ends or can be completed. In schools this formative test is commonly known as the "daily test".

The follow-up that needs to be done after knowing the results of the formative test is:

a) If the material being tested has been well mastered, then learning is continued with a new subject.

b) If there are parts that have not been mastered, then before continuing with a new subject, first repeat or explain the parts that have not been mastered by students.

v Summative test

The summative test is a learning achievement test that is carried out after a set of teaching program units has been given. The summative test is carried out in writing, so that all students get the same questions. The items raised in this summative test are generally also more difficult or more severe than the items in the formative test.(Woro Setyarsih, 2021)

The main purpose of the summative test is to determine the value that symbolizes the success of students after they have taken the learning process for a certain period of time.

II. Based on Psychological Aspects

v Intelligence test, namely a test carried out with the aim of uncovering or knowing the level of one's intelligence.

v Ability tests, namely tests carried out with the aim of uncovering the basic abilities or special talents possessed by the testee.

v Attitude test, which is a type of test that is used to reveal a person's predisposition or tendency to make a certain response to the world around him, either in the form of individuals or certain objects.

v Personality tests, namely tests carried out with the aim of uncovering the characteristics of a person who are more or less outward in nature.

v Tests of learning outcomes, which are also often known as achievement tests, are tests that are commonly used to reveal the level of achievement or learning achievement.(Liya Dachliyani, 2019)

III. Other Classification - Other

Ø In terms of taking the test

v Individual test

That is a test where the tester only deals with one testee.

v Group test

That is a test in which the tester is dealing with more than one testee.

Ø in terms of time

v Power test, namely a test where the time provided for the testee to complete the test is not limited.

v Speed test is a test where the time provided for the testee to complete the test is limited.

Ø in terms of response

v Verbal test, namely a test that requires a response that is contained in the form of expressions of words or sentences, both orally and in writing.

v Non-verbal tests, namely tests that require a response from the testee not in the form of expressions of words or sentences, but in the form of actions or behavior, so the desired response appears from the testee is in the form of certain actions or movements.

Ø from how to ask questions - answer

v Written test is a type of test in which the tester in submitting questions or questions is done in writing and the testee also gives the answers in writing.

v Oral test, namely a test where asking questions or questions is done orally and the testee gives answers orally as well.

7. FUNCTION TEST

1) Function For Class

a. Conduct a diagnosis of student learning difficulties

b. Evaluate the gap between talent and achievement

c. Raise achievement level

d. Grouping students in class at the time of the group method

e. Plan teaching and learning activities for individual students

f. Determine which students need special guidance

g. Determine the level of achievement for each child

2) Function For Guidance

a. Determine the direction of the conversation with parents about their child

b. Assist students in making choices

c. Help students achieve educational goals and majors

d. Provide opportunities for mentors, teachers, and parents to understand children's difficulties

3) Function For Administration

a. Give instructions in grouping students

b. Placement of new students

c. Help students choose groups

d. Assess curriculum

e. Expand community relations

f. Provide information to other agencies

8. FORMS OF THE TEST

1) Subjective Test

Generally, in the form of an essay (description). The essay form test is a kind of learning progress test that requires answers that are discussion or description of words.

The goodness of subjective tests:

a. Easy to set up and organize

b. Doesn't give much opportunity for speculation or chancy

c. Encourage students to dare to express opinions and compose in the form of good sentences

d. Give students the opportunity to express their meaning in their own style and language

e. It can be seen to what extent students are deep into a problem being tested

Weaknesses of subjective tests:

a. The level of validity and reliability is low because it is difficult to know which aspects of the students have really mastered

b. Less representative in terms of representing the entire scope of the subject matter to be tested because there are only a few questions

c. Less representative in terms of representing the entire scope of the subject matter to be tested because there are only a few questions

d. The way of examination is much influenced by subjective elements

e. Examination is more difficult because it requires individual considerations

f. Time to correct it is long and can be delegated to others.

2) Objective Test

An objective test is a test which in its examination can be carried out objectively. This is indeed intended to overcome the weaknesses of the essay form test.(Ruqoyyah Fitri, 2020)

The goodness of objective tests:

a. Contains more positive aspects, more representative representing broad content

b. It's easier and faster to check

c. The inspection can be handed over to someone else

d. in his examination there is no subjective element that influences.

Disadvantages of objective tests:

a. Preparation for compiling it is much more difficult than an essay because there are many questions and you have to be careful to avoid other weaknesses

b. The questions tend to reveal memory and re-recognition only, and it is difficult to measure high mental processes

c. Lots of opportunities to play lucky

d. "Cooperation" between students when working on test questions is more open

9. KINDS OF TESTS

a. True-false test

b. Multiple choice test (multiple choice test)

c. Matching (matching test)

d. Filling test (completion test)

1. Definition of Non-Test Instruments

The non-test instrument is an assessment instrument to obtain an overview, especially regarding characteristics, attitudes, or personality. The non-test technique is an assessment tool that is used without going through a test. The non-test technique is a way of assessing student learning outcomes which is carried out without testing students but by making systematic observations.(Rina Suryani, 2019) (Rinto Hasiholan Hutapea, 2019)

2. Forms of non-test instruments

a. Observation

In general, the notion of observation is a way of gathering information (data) by observing and systematically recording the phenomena that are being observed. Observation as an evaluation tool is widely used to assess individual behavior or the process by which an activity is observed, both in actual situations and in artificial situations.

Observations can measure or assess learning outcomes and processes, for example: the behavior of students when the religious education teacher delivers lessons in class, the behavior of students during recess or when there is a vacancy in the lesson, the behavior of students during congregational prayers at school mosque, religious lectures, and so on.

There are three types of observation, namely direct observation, indirect observation, and participant observation. Direct observation is an observation made of the symptoms or processes that occur in an actual situation and is directly observed by the observer. While indirect observation is carried out using tools such as a microscope to observe bacteria, a solar lens to see skin pores. Participatory observation means that observers must involve themselves or participate in activities carried out by the individual or group being observed. With this participatory observation, observers can appreciate, feel, and experience themselves like the individuals they are observing.

Observations can also take the form of experimental observations, namely observations made in artificial situations. In experimental observation where the expected behavior appears because students are subjected to certain treatment or conditions, observation requires careful planning and preparation.

The advantages of observation are:

1.  The data obtained can be more objective in describing aspects of the personality of students according to real circumstances.

2.  Observational data can cover various aspects of the personality of each individual student, thus the processing is not one-sided or only emphasizes one aspect of their learning skills or achievements.

As for the weaknesses, namely:

1. Observation as a tool for assessing learning outcomes cannot always be done properly and correctly by teachers.

2.  The personality of the observer also often colors or sneaks into the assessment which is done by observation.

3.  The data obtained from observation activities can generally only reveal the outer personality.

b. Interview

An interview is a method of gathering information which is carried out by conducting oral debriefing unilaterally, face to face, with a predetermined direction and purpose.

There are two types of interviews, namely structured interviews and unstructured interviews. In structured interviews, possible answers have been prepared so that students can only categorize them according to the alternatives that have been made. The advantage is that it is easy to process and analyze to make conclusions. Whereas in unstructured interviews, answers do not need to be prepared so that students are free to express their opinions. The advantage of analyzing it is because the answers can vary.

c. Questionnaire or Questionnaire

Interviews and questionnaires have a very close relationship. This linkage can be shown as follows. To be able to conduct interviews properly, a teacher needs a tool, namely a questionnaire, at least with a fixed ended question model. In educational evaluation, a questionnaire is designed to obtain information from students.

d. Scale

The scale is a tool used to measure values, attitudes, interests, and concerns that are arranged in the form of statements to be assessed by respondents and the results are in the form of a range of values according to the specified criteria.

In this description we will discuss the rating scale and attitude scale.

Rating scale is a scale that measures the appearance or behavior of another person by someone through a statement of individual behavior at a continuum point or a category that has a meaningful value.

While the attitude scale is used to measure a person's attitude towards a particular object. The results are in the form of attitude categories, namely supporting, rejecting, and neutral. Attitude is essentially a tendency to behave in someone. Attitude can also be interpreted as a person's reaction to a stimulus that comes to him.

e. Case study

Case studies are basically an intensive study of an individual who is seen as experiencing a particular case. For example, specifically studying bad children, children who cannot get along with other people, children who always fail to study, or smart children, children who are the most liked by their friends. The case was studied in depth and over a long period of time. The main emphasis in case studies is why individuals do what they do and how their behavior in conditions and influences in the environment.

The advantage of case studies over other studies is that the subject can be studied in depth and thoroughly. However, the weakness is in accordance with the nature of the case study in that the information obtained is subjective, meaning that it is only for the individual concerned, and may not necessarily be used for the same case in other individuals.

f. Journal

Journals are educational records inside and outside the classroom that contain information from observations about the strengths and weaknesses of students related to attitudes and behavior. The journal can be said to be a continuous record of the results of observations.

g. Assessment between friends

Assessment between students is an assessment by asking students to assess each other's friends related to the achievement of competencies, attitudes, and daily behavior of students. The instrument used is an assessment sheet between students.

h. Assessment for work

Assessment for work is an assessment carried out by observing the activities of students in doing something. This assessment is suitable for assessing the achievement of competencies that require students to demonstrate performance. Performance can be observed such as playing a role, playing a musical instrument, singing. Work assessment can be done in two ways, namely: 1. Checklist Performance appraisal can be done using a checklist (yes-no). In performance appraisal using a checklist, students get a score if the criterion for mastering certain abilities can be observed by the assessor. The weakness of this method is that the assessor only has two absolute choices, for example true-false, observable-unobservable.

Thus, there is no middle value. 2. Range Scale Assessment of performance using a range scale allows the assessment to give a median value to the mastery of certain competencies because of the continuum of scoring, where there are more than two choices of value categories. The range scale is, for example, very competent-competent-somewhat competent-incompetent. i. Sociometry One way to find out the ability of students to adjust themselves, especially the social relations of students with their classmates. With the sociometric technique, a student's position in social relations with other students can be identified. For example, it is known that students who are isolated from their friends, students who are most liked by their friends, students who are close friends with several students, and students who have a chain relationship. The position of these students is very necessary in determining student grouping, class organization, giving group study assignments, teacher's treatment of students, student learning motivation.

3. Functions of Non-Test Instruments

Non-test instruments function in the evaluation of learning outcomes that are closely related to personal qualities, and skills that are only properly evaluated through performance as an effect of mastery of the skill domain. Non-test instruments are also appropriate to use for assessing, not only those related to the teaching and learning process, but also widely used in activities outside the classroom, such as: research or other forms of projects carried out in relation to the management of educational institutions.

The function of the non-test assessment is as follows:

a. A tool to determine whether or not instructional objectives have been achieved.

b. Feedback for improving the teaching and learning process.

c. In compiling reports on student learning submissions to their parents.

B. NON-TEST INSTRUMENTS

In the previous chapter, it was mentioned that one way to measure students' abilities is to test with various variations. But it should be noted that the test is not the only way to evaluate student learning outcomes, another technique that can be done is the non-test technique. With this technique evaluation of student learning outcomes is carried out without testing the student, but is carried out by systematic observation (observation), conducting interviews

(interview), distributing questionnaires (questionnaire), checking or researching documents (documentary analysis). This non-test technique plays an important role, especially in the framework of evaluating student learning outcomes in the domain of life attitudes (affective domain) and the realm of skills (psychomotoric domain), while test techniques are often used to evaluate student learning outcomes in terms of the domain of thinking (cognitive domain).

1) OBSERVATION

In general, the notion of observation is a way of gathering information which is carried out by observing and systematically recording the phenomena that are the target of observation.

Observations can be carried out in a participatory and non-participatory manner. In participatory observation, the observer engages himself in the middle of observing. Whereas in non-participatory observation, the observer acts as a spectator only. Observations can also be experimental in nature, carried out in artificial situations or carried out in natural situations. While systematic observation carried out with a very mature planning.

The following is an example of an observation sheet:

In the evaluation of learning outcomes where non-systematic observation is used, namely observation where the observer or evaluator in observing and recording is not limited by a definite framework. So, the observation activities are limited only by the purpose of the observation itself.

For example: a teacher makes observations at several prayer rooms, in order to find out and then assess the activity of his students in carrying out the taraweh and witir prayers.

The advantages of observation are:

a. Observation data is obtained directly from the field, such data is objective in describing aspects of the student's personality according to reality.

b. Observation data includes various aspects of the personality of each individual student.

The disadvantages of observation are:

a. If the teacher is less proficient in making observations, then his observations become less reliable.

b. The personality of the observer or evaluator often influences the assessment made by observation.

c. Data obtained from observations generally reveal only the "outer shell".

2) INTERVIEW

In general, the interview is a way of collecting information which is carried out by means of oral questioning and answering unilaterally, face to face, and with a predetermined direction and purpose.

Two types of interviews that can be used as an evaluation tool are:

a. Guided interviews are known as structured interviews or systematic interviews. In systematic interviews the evaluator conducts oral question and answer with students, parents of students to gather information needed for the assessment process of these students. This interview was carefully prepared adhering to the interview guide.

b. Unguided interviews are known as free interviews, simple interviews or unsystematic interviews. In this interview, the interviewer as the evaluator asks questions to students or parents of students without being controlled by certain guidelines.

The advantages of the interview are:

a. Interviewers can communicate directly with students so as to produce a complete and in-depth assessment.

b. Students can express their hearts more freely.

c. The data obtained can be in the form of qualitative data and quantitative data.

d. Questions that are not clear can be repeated and explained again and answers that are not clear can be asked for more explanation so that they are more focused.

e. Interviews can be equipped with tools so that the data obtained can be recorded more fully.

The weaknesses of the interview are: If the interview conducted is a free interview, then the weakness lies in the various questions and answers and sometimes they are not directed at the focus of the evaluation

3) QUESTIONNAIRE

The questionnaire is an evaluation tool that is used to reveal the background of students/parents of students, find difficulties experienced by students in participating in the learning process, learning motivation, learning facilities and so on.

The advantages of a questionnaire compared to interviews and observations are:

a. Data collection is much more practical

b. Save time and effort.

The disadvantages of the questionnaire include:

a. The answers given are often not in accordance with reality.

b. The questions presented are often less sharp, resulting in the answers given only to relieve the appraiser's relief.

Questionnaires can be in the form of multiple choices and can also be in the form of an attitude scale (Likert scale).

Example of a multiple-choice scale questionnaire:

4) EXAMINATION OF DOCUMENTS (DOCUMENTARY ANALYSIS) Evaluation of the progress, development, or success of student learning without testing can also be done by examining documents such as information about the student's curriculum vitae or the student's parents. This information can be recorded through a document in the form of a form that must be filled out by students the first time they are accepted as students at the school concerned.(Duden Saepuzaman, 2021).

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