Assessment and Evaluation Profiles of Literary Subjects at English Literature Study Program

Abstract

This research discusses assessment  and evaluation profiles used in evaluating students’ competencies in English Literature subjects at English Literature Study Program of State University of Jakarta.  Assessment and evaluation process in literature classes were conducted by referring to revised Bloom taxonomy as one of pedagogical considerations besides CEFR and Indonesian KKNI, to measure the course learning outcomes achieved. This research aims at investigating  types of assessment and evaluation  used in assessing students competencies in literature classes and how those assessment types imply cognitive levels and high order thinking skills as reflected in the revised Bloom’s taxonomy. This qualitative research uses content analysis method to analyze  the data  and interview  as a supporting instrument to collect the data. The primary data are the question items of the tests, which are 153 test items and transcribed interview forms as secondary data. The data were then triangulated and  analyzed by referring to cognitive levels of revised Bloom taxonomy. The results show that multiple choice test type was type of assessment mostly used. Inferential questions were dominantly used rather than referential questions in the tests. The results also reveal that 3.3 % of the tests items are at C1 cognitive level (remembering), 24.8 % were  at C2 cognitive  level (understanding), 9.8 % were at C3 level (applying), 51.6 % were at C4 level (analyzing), 10.5 % were at C5 level (evaluating)  and 0 % was at C6 level (creating). It implies that assessment criteria  for literature classes was mostly created by applying high order thinking skills (62.1 %) or critical thinking,  included in C4 cognitive level and above in the taxonomy.