National
Examination and Ideal Model of National Examination
Zubaidi and Novitasari (2014: 2) national Examination
is compulsory test
to determine whether
a student can
graduate from a primary and secondary level of education, or should
repeat. Steady debate over National
Examination practice in Indonesia
continues, mainly on the
format, effectiveness, and
effects of national
exam. Government believes
that establishing national examinations
will push teachers
to teach better
and students to
learn more. According to students’
opinion, the ideal model of national exam should at least
include the following criteria:
a.
Using
process-based assessment.
Most respondents
agree that graduation
must be determined
using not only
national exam, but also assessment on students’ learning process over
3-year study period.
b.
Considering
students’ progress report
This case especially relates to graduation
decision. According to students, graduation decision should also consider
students’ progress report.
c.
Evaluating
students’ four language skills
There is
a high demand
for national exam
to be able
to test all
four language skills, including listening,
speaking, reading, and
writing. The current
national exam failed
to test students’ speaking performance.
d.
Evaluating students’
current language mastery (what they actually learn in class)
It
often occurs that
what is tested
in graduation exam
is not what
has been taught
in classroom.
e.
Considering
school and students’ education situation and facilities
Students are aware of differences
among schools. National exam is likely too difficult for low achievement
school, and might
be too easy
for high achievement
schools. Such situational geographic-based difference
also exists between
schools in Java
and outside Java. Schools
outside Java might
have lower education
quality and/or poorer
facilities. Thus, it is
necessary to create
an exam which
fits each school
and students’ actual situation.
f.
National exam
not as the only consideration
Majority of students (97%) agree
with the use of national exam as a means of graduation assessment. However,
national exam should
not be the
only consideration. Students propose to consider other types of
formative and summative assessments in determining graduation, including:
1) Daily progress (learning process)
2) Teachers’ assessment,
3) Semester exam,
4) Practice exam covering four language skills
learned.
Students state
that progress based assessment and
teacher intervention will improve
test validity because teachers
understand students’ capabilities
and learning process. Moreover, such
exam can be
designed according to students’
actual language mastery level and their
actual learning process. Beyond the
national exam, students
also suggest improving
education supporting system
and facilities. Respondents state that it is important for the
government to support schools with better facilities and human resource so the
goal of education can be achieved and school could perform better in national
exam.