Measurement, Assessment, and Evaluation in Arabic Language Learning: Distinctions, Principles, and Purposes

Abstract

Measurement, assessment, and evaluation are three foundational concepts concepts in education that are often used interchangeably in Arabic language learning (ALL). Integrative studies specifically analyzing the differences among these three concepts along with their principles and objectives in the context of ALL in Indonesia remain limited, which constitutes a research gap addressed in this study. This article aims to analyze the fundamental differences among them, identify the principles underpinning their application, and examine their specific objectives in ALL. Employing a library research method with a conceptual analysis approach, this study reveals that measurement is quantitative-descriptive, assessment is interpretive-pedagogical, and evaluation is holistic-programmatic. Their application in ALL should be guided by the principles of validity, authenticity, language skills integration, and continuity. Their objectives encompass diagnosing Arabic language proficiency, monitoring learning progress, and comprehensively enhancing ALL program quality.

Keywords: Arabic language learning, Measurement, Assessment, Evaluation, Learning outcomes