Helda Ana Firliana, 0203518006 (2023) THE COMPATIBILITY OF FORMATIVE ASSESSMENT ITEMS OF READING SKILLS USED IN THE ELEVENTH GRADE ENGLISH CLASSROOMS WITH THE BLOOM’S REVISED TAXONOMY AND THE 2013 CURRICULUM AT SMA NEGERI 3 PEMALANG. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

Assessment is one of the important parts in teaching and learning process. Based on the function, formative assessment is an assessment that can be utilized by teacher to maintain and evaluate both the student’s progress and the teaching method. Then, it is used as the daily assessment. Designing and preparing formative assessment should use the 2013 curriculum and Bloom’s revised taxonomy as a guide. So, the students can be assessed in HOTS level and it can train the students to have critical thinking, creativity, and problem-solving skill. But the reality showed several cases in which the students are not able to achieve the maximal result in doing the assessment and the students are still confused to practice HOTS reading assessment. Therefore, the problems above encouraged searching and analyzing the compatibility of the formative assessment items designed by teachers toward the 2013 curriculum and Bloom’s revised taxonomy in the eleventh grade English classroom at SMA Negeri 3 Pemalang. This study limits the analysis in the formative assessment items for the reading skills. This study employed qualitative approach and case study as the design of this study. The findings mentioned that there were online and offline formative assessment for reading skills. The formative assessment items of reading skills which assessing the explanation text were designed and delivered with LOTS level including the levels of remember and understand. The HOTS formative assessments were still needed to explore and develop the critical thinking of the students. There were obstacles faced by the teachers such as the student’s motivation and the time limitation. This study can be used as the reference to analyze further and deeply study discussing the formative assessment for reading skills or the other skills in English lesson.

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