Needs of English Teachers in Designing Instrument of Affective Assessment Based on Scientific Approach: A Challenge for Curriculum Development at 21st Century

摘要

The 21st century gives positive and negative impact to education. These impacts are caused by there are many products of technology that can be used by students at school, home, and their environment. In order to face the challenges of 21st century, scientific approach is chosen as the way of teaching that is hoped can improve the competences of students in three domains, such as cognitive, affective, and psychomotor. Hence, it becomes the new challenge in the curriculum development, even in developing the evaluation, especially, in designing the instrument of affective assessment. In addition, the assessment of affective domain based on scientific approach in English language teaching as difficult as the implementation of scientific approach itself. Due to this problem, before designing the instrument of affective assessment, it is needed to know the needs of teachers related to the designing of instrument itself in order to answer the challenge of 21st century. To gain the data, the descriptive study was used by distributing the open-ended questionnaires to six English teachers. So, needs of teachers is the base in designing the instrument of affective assessment. Based on the result, it was found that the English teachers need an observation sheet in assessing affective of students. Besides, there are five levels of taxonomy that can be designed in the instrument, i.e. receiving, responding, valuing, organizing, and characterizing. Then, there are 18 (eighteen) types of affective that can be assessed in each phases of scientific approach. Finally, by knowing the needs of teachers, it is expected that the appropriate instrument in assessing affective domain can be designed.