DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

I-Writing: A CEFR-aligned e-Writing Assessment as the Final School Examination in the Senior High School Milieu.

David Imamyartha

Abstrak


ABSTRAK

 

Imamyartha, David (2015). I-Writing: A CEFR-aligned e-Writing Assessment as the Final School Examination in the Senior High School Milieu. Thesis. Department of English Language Teaching, Graduate Program of state university of Malang. Supervisors: (I) Prof. Dr. Gunadi Harry Sulistyo, M.A., (II) Dr. Emalia Iragiliati, M.Pd.

 

Keywords: test validity, assessment, I-Writing, CEFR-aligned, e-assessment.

 

This study was cushioned by the issues of test validity in writing test as the final school examination at some public senior high schools in Indonesia. The extensive administrative barriers of writing test has even caused enigma in its administration. Devoted to surmounting these issues of writing test, this study embarks on implementing Common European Framework of Reference (CEFR) and e-assessment.

This study applied Research and Development (R and D) to tackle the educational problems pertinent to writing test. The research part, which was the onset of the study, was carried out through a case study at three public senior high schools in Malang to probe the validity issues of writing test as the final school examination and generated a number of data as the bases for product development. 

The research part of the study unearthed myriads of data for development, which were also commensurate with the findings of the preliminary study. A review of related literatures resulted in adapting the communicative language ability (CLA), intertwining the canons of rhetoric and cognitively-based assessment on, of, and for learning (CBAL). These two concepts then scaffolded the development of test constructs, the multi-trait scoring rubrics, I-Writing Can-Do statements, and I-Writing Proficiency Scales. In the alignment of I-Writing to CEFR, four steps were implemented: 1) familiarization, 2) specification, 3) standardization, and 4) empirical validation.

Subsequent to tryout and expert validation, it was found out that I-Writing had been found to be valid. The expert validation evinced high ratings of product quality, in a 1-to-5 scale, as follows: theory-based validity (4.00), context validity (4.60), scoring validity (4.28), consequential validity (4.00), authenticity (5.00), and interactiveness (4.60). The empirical validation successfully corroborated the expert validation since high ratings were also evident, as follows: theory-based validity (3.96), context validity by students (4.11), context validity by teachers (3.90) scoring validity by survey (4.15), scoring validity by tryout (4.31), consequential validity by students (4.11), consequential validity by teachers (4.29) authenticity (4.66), interactiveness (4.36), practicality by teachers (3.99), practicality by students (3.57), and I-Writing website-usability (4.15). The validation also assured the alignment of I-Writing to CEFR. Notwithstanding, few aspects of the product needed revising.