This paper explains and critiques the implementation of CBT (Computer-Based Test) and PBT (Paper-Based Test) as English language assessment in Indonesian Junior High Schools. The policy analysis was done by scrutinizing two regulations of Badan Nasional Standar Pendidikan (Indonesian Bureau of Standardised Education): BSNP: 0075/SDAR/BSNP/XII/2016 about the contents of National Examination, and BSNP: 0043/P/BSNP/2017 about the national examination procedures. The comparison to the validity and reliability of English language assessment was also done based on the implementation in 2017. There are some findings: 1) The regulation reduced the high-stakes of national examination; 2) 4,2 million examinees did two different administration procedures in the examination: 11,096 schools (1,349,744 students) used CBT, while 2,855,633 students in 45,092 schools used PBT ; 3) Sixty percent of 11,096 schools could do CBT independently whereas the others should take test on other schools, 4) The content and construct validity of the English testing was challenged by the fact that the listening and speaking skills were not assessed in both CBT and PBT, the use of multiple choice could not accommodate students’ higher-order thinking, and the educational gaps among Indonesian regions; 5) The reliability of this assessment was also reduced due to the different forms of administration, technological barriers, and test schedules causing different psychological impact on the test takers; 6) Although there were limitations of these policies implementation, the Indonesian government was optimistic to increase the quality and quantity of CBT use in the national examination to improve the accountability of Indonesian education.
Heny Solekhah, Flinders University, Australia
Stream: Educational change through technologies
This paper is part of the ACEID2018 Conference Proceedings (View)
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