Class-Based Performance Evaluation: An Evaluation

This study aimed to evaluate the implementation of Class-Based Assessment (among teachers Junior High School (SMP) State in Riau Province, Indonesia. The sample consisted of 297 English teachers. This study used the CIPP Evaluation Model which focused on the evaluation of these aspects: input, processes and products. Questionnaires were administered in the collection of data for these factors: input and process; while a checklist was used to collect data for the factor products. Findings for input shows that the training and attitudes towards class-based assessment is at a high level while the aspects of implementation of knowledge and skills in Classroom-Based Assessment is at a moderate level. In the aspect of process, it was found that the frequency aspects of the implementation of the type of class-based assessment is moderate; while aspects of Class-Based Assessment in inviting the experts and aspects of identifying honesty in a large group of students is a major constraint faced by teachers in implementing the Class-Based Assessment. In the aspects of product, it was found that the majority of teachers tend to use the same rubrics as are found in the curriculum. The results showed that there was no significant difference in the level of knowledge, attitudes and skills of teachers to conduct classes based assessment based on their location and school teaching experience. Overall, the sub-aspects of knowledge, attitudes and skills to contribute 41.2 percent of the variable performance-based assessment grades, while 58.8 per cent were attributed to other factors that are not taken into account in this study. Implications of the study is that in order to implement Classroom Based Assessment as a determinant of approval, the proposed school needs to implement a planned and systematic ongoing training, whether working with various parties, inviting experts in the Classroom Based Assessment seminar in school or sending teachers to attend seminars, courses and workshops Classroom-Based Assessment. This study have implications for the existing evaluation system in Indonesian schools because the majority of experts and teachers tend to Class-Based Assessment is seen as a more comprehensive evaluation system.

produce scientific working papers, products, and performance which are very beneficial for them once they graduate. Thus, this study categorizes Classroom-Based Assessment as a form of authentic assessment used as a procedure to evaluate learning outcomes in a classroom.

Research Problem
There is a significant discrepancy in the evaluation process of education in Indonesia when the government policy makers still tend to conduct public examinations in assessing the outcomes of learning and academic achievement (Yustisia, 2008) while the majority of academics and education experts Indonesia considers that the same evaluation system should be reviewed. They suggested that Classroom-based assessment better evaluates students' academic achievement because a school is an agent that has a lot of information about students' set of knowledge, attitudes, and skills (Ahmad, 2007;Syaiful, 2007;Isjoni, 2009;Koto, 2007;Karya, 2009;Nasution, 2007).
Past survey results also show that the skills of teachers in Indonesia were low in preparing and implementing classroom based assessment (Depdiknas, 2003). Kurta and Zmirlib (2008) found that class-based assessment as an alternative assessment is required to assess the student's academic achievement because it will help assess and motivate students towards subjects that they are taking. Studies conducted at the international level also show that the majority of primary school teachers' understanding and implementation of the types of Classroom-Based Assessment especially in the use of the journal, rubric, self / peer assessment, attitude scale, interviews, portfolios, and project assessments is at a low level in their performance (Birgin & Baki, 2009). This condition occurs because the Class-Based Assessment is a new method of evaluation for teachers in some countries (Birgin & Baki, 2009).
The findings of earlier studies done by Azhar (2007) found that 40% of teachers of English secondary schools in Pekanbaru, Indonesia has yet to implement Classroom-Based Assessment directly, 30% have not completed the concept of class-based assessment as a whole because the questions are provided by the administrative office of education, and another 30% have difficulty in implementing the Class-Based Assessment for being busy with teaching load, ie, 18-24 hours a week (Azhar, 2007). Preliminary findings have prompted the present study to assess the level of knowledge, attitudes, and skills of teachers of English national high school in Riau Province, Indonesia. The study focused on the implementation of class-based assessment that includes three main aspects: input, process, and product ).

Research Objectives
This study aims to identify the implementation of Classroom-Based Assessment among junior high school English teacher in Riau, Indonesia. Specifically, this study evaluated three key aspects in the implementation of class-based evaluation of inputs, processes and outputs (products).
In the area of input the study focuses to identify the level of knowledge, attitudes and skills in performing Class-Based Assessment. It also aims to identify differences in knowledge, attitudes and skills in the implementation of class-based assessment based on aspects of school location, academic qualifications, and work experience. Focus is also given to the efforts to identify the effectiveness of the training course related to Class Based Assessment attended by the teachers to be applied in the the educational process at the school.
In aspects of the process, this study aims to identify the process of implementation of Classroom-based Assessment in respect of: (a) aspects of the frequency of implementation of various types of Classroom Based Assessment, (b) aspects of form of support from the principal for teachers and inspectors in the performance of Class-Based Assessment , and (c) aspects of the forms of the constraints faced by teachers in implementing the Class-Based Assessment.
In terms of output or product, the study aims to identify the various types rubric Classroom-Based Assessment and the aspects concerned with the assessment used by teachers to assess and measure student academic achievement, either (a) not implemented directly, (b) perform according to the same rubric by rubric provided in the curriculum, or (c) execute according to different rubric provided in the curriculum.
In addition, this study also investigated the impact, or the contribution of the various sub-aspects of knowledge, attitudes, and skills on all aspects of frequency of implementation for different types of Classroom Based Assessment (evaluation copy, internship, products, projects, self, attitudes, and Portfolio).

Methodology
This study used the CIPP evaluation model . CIPP is a Context, Input, Process, and Product. However, three aspects were investigated, namely input, process, and product. CIPP evaluation model www.ccsenet.org/ass Asian Social Science Vol. 9, No. 12; has been used in a variety of educational contexts, including evaluation of the implementation of class-based assessment and student academic achievement (Fritz, 1996;Stufflebeam & Shinkled, 1988;Carpenter, 1998).
Aspects related to the input include demography, knowledge, attitudes, and skills of performing Classroom Based Assessment. While in terms of the process also comprises the frequency of use of the types of Class-Based Assessment, principals and administrative support to the implementation of education Classroom Based Assessment, as well as the constraints faced by teachers in implementation of Classroom Based Assessment. Finally, the product also includes the use of rubric-based assessment by the class teacher to assess and measure the academic achievement of students, determining criteria Mastery learning, and CBA as a report (Stufflebeam & Shinkled 1985). There are two sets of questionnaires used to collect data from the input factors and process factors. Constructs-constructs and items for factor inputs used in the construction of the questionnaire was adapted and concluded from past studies by Hopkins & Stanley (1981), Popham (1981), Gronlund (1985), Linn & Miller (2005), Popham (1995), and Simpson (1966). While constructs and items for the process factor are developed from Oosterhof (2003), Bloom et al (1981), Angelo & Cross (1993), Brown (2004), Purboyo (2006), and Zakaria (2006). Data collection for the product factor used a checklist based on past studies conducted by Salim & Ekaningrum (2006), Setiadi (2006), Bastari & Witjaksono (2006), Tola (2006), and Surapranata (2006). Item selection for this study was done through a filter made through focus group discussions consisting of experts learning psychology at the University of Riau, Indonesia.
Items in the questionnaire is valid and reliable as Cronbach alpha value is exceeded> 0.60 (Mohd. Majid Konting 1998). The questionnaire contains 5 Pints Likert Scale. Number of samples is randomly selected consisting of 297 random samples of English teacher who taught in junior high schools nationwide.
Data analysis involved descriptive and inferential statistics. Descriptive statistics are used to describe the frequency, percentage, mean score, standard deviation, and the level of Interpretation of the findings. For inferential statistics, this study using the t-test, one-way ANOVA, and multiple regression analysis. Next, to identify the knowledge, attitudes, and skills of teachers to conduct classes based assessment, also includes the benefits of the various concepts of the Class Based Assessment exercised in a variety of training, the interpretation is as follows: 1:00 to 2:33 (low); 2:34 -3.66 (medium), and 3.67 -5.00 (high) (Santoso, 2006;Pallant, 2007;Baba, 1992).

Results and Discussions
In input aspect that is showing the teachers attended the training, the results showed that the mean score was at a high level. The mean score of teachers' knowledge-based assessment was moderate Class (3:29 to 3:55). The mean score for attitude towards class-based assessment was high (3.77 -3.95), but the skills of teachers to conduct classes based assessment was moderate (3:27 to 3:56). This means that even if teachers have a high attitude towards class-based assessment, they have the knowledge and skills that simple. This suggests that the competence of teachers in Classes Based Assessments still needs a lot of training. Thus, meaningful and continuing training should either be implemented by the school (the school) or various external parties. Tienken and Michael (2001) explained that teachers need ongoing training to enhance the learning and performance of Class-Based Assessment. Sumaryanto (2005) also agreed that continuous training of Class-Based Assessment is required because his study found that 80% of primary school teachers in the city of Semarang, Central Java -Indonesia did not understand the Classroom Based Assessment. This point is supported by McMilan (2000) who states that teachers and education ministry must implement a variety of training for success. Gimin (2002) who found that skills and training contribute significantly to the performance and competence of teachers, also supported training for teachers on an ongoing basis. Petkovskaa et al. (2010) suggest that training with respect to the types of classroom-based assessment is required of the teacher. His research in the Republic of Macedonia found that the implementation of training classes based assessment is an important tool for the evaluation and measurement of student academic achievement in the successful implementation of assessment in the country.
About aspects of the process, the mean score in terms of frequency of use of seven classes based assessment is moderate (2.76 -3.63). The lowest mean score was in project assessment and the highest mean score on self / peer assessment. This matter is caused by several factors: low creativity, curiosity, limited sources, inactive teacher association, over teaching load, limited Chances to attend seminars, conferences, and workshops. In the context of self / peer assessment, Noonan and Randy (2005) found that this assessment is very useful for assessing academic achievement. Malabonga et al. (2005) noted that 92% of students have a good competence in using the rubric self / peer through the computer. Ross (2006) Ross (2006) also explained that the strength of the self / peer assessment is dependent on the way to train their students to evaluate their own work either with or without the help of teachers.
www.ccsenet.org/ass Asian Social Science Vol. 9, No. 12; However, students who have a negative attitude in peer assessment (Cheng & Martin, 2005). With respect to portfolio assessment, Forgette and Marielle (2000) explains that there is a significant correlation between the input variables and the process of implementation of various portfolio assessment issue if both were jenerik frame completed properly. Therefore, Leahy (2005) explains that the portfolio as a daily assessment used to assist the process of evaluation. Meanwhile, Munoto andMeini Sondang (2006) says that the portfolio rubric is necessary to involve students in the context of exploration, discussion, tests, and whether the concept of learning in groups or individually. Garman and Prantanida (1991), Tierney (1991), and Ali (2005) concluded that students' academic achievement through portfolios will reflect the actual item so that they can be used to show to anyone, including parents. In the context of performance assessment, Quellmatz et al. (1999) suggest that the evaluation system should be focused on the central performance by students. Parallel to this, Brualdi (1998) explains that the performance assessment is indispensable as an endorsement of anything that is recovered by the students through their memory. However, Liang and Creasy (2004) argue that an assessment of the progress of learning, especially in performance, played by student assessment is to be reviewed through Web-CT which analyzes perception and experience of the trainers. In the context of attitude assessment, Olson and Zanna (1993) found that IQ factors, temperament, sentiments, clans, and beliefs influence one's attitude. For this, Anastasi (1992) and Fraenkel (1980) explained that one purpose of the assessment is to identify students' attitudes towards the various components involved in the subject, the teacher, the learning process, the explanation in the text book, and so on.
To support aspects of the implementation of Classroom-Based Assessment, it is found that inviting experts of Classroom Based Assessment is not supported by the principals and inspectors. While the aspect constraints faced by teachers in the implementation of Classroom-Based Assessment found that nearly all teachers find it difficult to identify honesty in students. However, the aspects of the product found that the majority of teachers tend to use the same rubric found in the curriculum. This matter is due to low confidence in using the project rubric, self / peer, attitude, and portfolio assessments. Past studies found that class-based assessment as authentic assessment, formative, summative, internal assessments with respect to the learning process will help students produce scientific writing, products, and performance that is very useful for them when they graduate (Ariev, 2005;Sapaat, 2004;Muchtar, 2010;Boston, 2002;Mistilina, 2006;Zunairi, 2008).
Findings indicated that there were no significant differences in knowledge, attitudes, and skills for Classroom-Based Assessment based on their location and school teaching experience. While the academic aspect that teachers who have obtained a bachelor's level of knowledge, attitudes, and skills that are better than the teacher s who have diploma. Overall, the sub-aspects of knowledge, attitudes, and skills to contribute, impact, and contribution of 41.2%, while 58.8% was contributed by other factors are not accounted for in this study.
Generally, if the teacher wishes to assess and measure student academic assessment in the context of doing an activity, then the performance assessment used; while in the context of research, project assessment used. Hafner and Hafner (2003) concluded that the rubric is valid and reliable for assessing and measuring the progress of learners because rubric is an effective strategy in the learning process including learning science. Andrade and Ying (2005) also agreed that the use of rubric will help students focus on their work, produce quality work, as well as scores better value. Moskal and Jon (2000) noted that the rubric is required in Classroom Based Assessment to ti-all rubric must meet the level of validity and reliability. Tierney and Marielle (2004) explains that many of the rubrics do not work very well in the learning process due to the lack of consistency and are not suitable for the assessment of student academic achievement. Muhammad Yaumi (2005) stated that the teacher become busier as they have a role not only as facilitators but also as supervisors in the implementation of class-based assessment. Therefore, teachers must have knowledge and ability to plan for the learning process, students' agenda, Quizzes, Modules, and Classroom Based Assessment rubric. Tillema et al. (2011) explain that the class-based assessment used should be of a good quality. Therefore, Classroom Based Assessment process must be focused on construction and implementation process and involving students in evaluation and measurement activities.

Implications and Recommendations
This study has implications for the process of evaluation in education, especially in Indonesia. As the teachers in the study had a positive attitude towards the implementation of school-based assessment, a more holistic effort primarily involving the top is running the evaluation. Even so, this study found that teachers still have shallow knowledge in school-based assessment and less skilled in the implementation, and therefore a comprehensive training framework is needed. The school and the education ministry are advised to use the training model designed by Pont (1991). This model starts with needs analysis, design approach, development of training materials, conducting training, and ends with evaluations conducted for each activity.
www.ccsenet.org/ass Asian Social Science Vol. 9, No. 12; In addition, for teachers skills development, it is recommended to use the types of Classroom-Based Assessment (except written assessments) due the consideration of the use of the Internet. Recognizing that there are teachers who do not have Internet access, direct methods can be carried out. In a portfolio context, it is proposed that they limit the involvement of teachers in the course of filing. Teachers need to be trained in a practical portfolio management, including the use of electronic portfolio which are accessible via the Internet. To enhance teachers' motivation to use project evaluation rubric, self / peer, attitude, and portfolios, it is recommended that teachers train themselves constantly. The effect is that teachers will become accustomed to using assessments as Classroom Based Assessment. Other recommendations are that teachers must work closely with experts in the use of assessments through seminars and workshops among teachers association or assembly.