ASSIGNMENT 5.
Summary Designing Clasroom Language Tests
1. TEST TYPES
1. Language Aptitude Tests
One type of test-although admittedly not a very common one-predicts a person's success prior 'to exposure to the second language. A languange aptitude test is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language.
2. Proficiency Tests
A proficiency test is not limited to anyone course, curriculwn, or single skill in the language; rather, it tests overall ability. ProfiCiency tests have traditionally consisted of standardized multiple-choice items on grammar, vocabulary, reading comprehension, and aural comprehension. A typical example of a standardized proficiency test is the Test of English as a Foreign Language (fOEFL produced by the Educational Testing Service.
3. Placement Tests
Certam profiCiency tests can act in the role of placement tests, the purpose of which is to place a student into a particular level or section of a language curriculum or school. A placement test usually, but not always, includes a sampling of the material to be covered in the various courses in a curriculum; a student's performance on the test should indicate the point at which the student will find material neither too easy nor too difficult but appropriately challenging.
The English as a Second Language Placement Test (ESLP1) at San Francisco State University has three parts. In Part I, students read a short articre and then write a summary essay. In Part II, students write a composition in response to an article. Part III is multiple-choice: students read an essay and identify grammar errors in it. The maximum time allowed for the test is three hours. Justification for this threepart structure rests largely on the test's content validation.
4. Diagnostic Tests
Adiagnostic test is designed to diagnose specified aspects of a language. A test in pronunciation, for example, might diagnose the phonological features of English that are difficult for learners and should therefore become part of a curriculum. Usually, such tests offer a checklist of features for the administrator (often the teacher) to use in pinpointing difficulties. A writing diagnostic would elicit'a writing sample from students that would allow the teacher to identify those rhetorical and linguistic features on which the course needed to focus special attention.
Diagnostic and placement tests, as we have already· implied, may sometLrnes be indistinguishable from each other. The San Francisco State ESLPT serves dual purposes. Any placement test that offers information beyond simply designating a course level may also serve diagnostic purposes.
2. SOME PRACI1CAL STEPS TO TEST CONSTRUTION
1. Assessing Clear, Unambiguous Objectives
In addition to knowing the purpose of the test you're creating, you need to know as specifically as possible what it is you want to test. Sometimes teachers give tests simply because it's Friday of the third week of the course, and after hasty glances at the chapter(s) covered during those three weeks, they dash off some test items? that students will have something to do during the class. This is no way to approach a test. Instead, begin by taking a careful look at everything that you think your students should "know" or be able to "do," based on the material that the students are responsible for. In other words, examine the objectives for the unit you are testing.
2. Drawing Up Test Specifications
Test specifications for classroom use can be a simple and practical outline of your test. (For large-scale standardized tests that are intended to be widely distributed and therefore are broadly generalized, test specifications are much more formal and detailed.) In the unit discussed above, your specifications will simply comprise (a) a broad outline of the test, (b) what skills you will test, and (c) what the items will look like. Let's look at the frrst two in relation to the midterm unit assessment already referred to above.
These informal, classroom-oriented specifications give you an indication of
• the topics (objectives) you will cover,
• the implied elicitation and response formats for items,
• the number of items in each section, and
• the time to be allocated for each.
3. Devising Test Tasks
Your oral interview comes frrst, and so you draft questions to conform to the accepted pattern of oral interviews (see Chapter 7 for information on constructing oral interviews). You begin and end with nonscored items (wann-up and wind-down) designed to set students at ease, and then sandwich between them items intended to test the objective (level cbeck) and a little beyond (Probe). You are now ready to draft other test items. To provide a sense ofauthenticity and interest, you have decided to ·conform your items to the context of a recent TV sitcom that you used in claSs to . illustrate certain discourse and. form-focused factors. The sitcom depicted a loud,noisy party with lots ofsmall talk.
4. Designing Mulltipie-Choice Test Items
In the sample achievement test above, two of the five components (both of the listening sections) specified a multiple-choice format for items. This was a bold step to take. MUltiple-choice items, which may appear to be the Simplest kind of item to construct, are extremely difficult to design correctly. Hughes (2003, pp. 76-78) cautions against a number of weaknesses of multiple-choice items:
a. The technique tests only recognition knowledge.
b. Guessing may have a considerabIe effect on test scores.
c. The technique severely restrict what can be tested.
d. It is very difficult to write successful items.
e. Washback may be harmful.
f. Cheating may be facilitated.
The two prinCiples that stand out in support of multiple-choice formats are, of course, practicality and reliability. Since there will be occasions when multiple-choice items are appropriate, consider the following four guidelines for designing multiple-choice items for classroom-based and large-scale situations (adapted from Gronlund, 1998, pp.60-75, and]. D. Brown, 1996, pp. 54-57).
a. Design each item to measure a specific objective.
b. State both stem and options as simply and directly as possible.
c. Make certain that the intended answer is clearly the only correct one.
d. Use item indices to accept, discard, or revise items
3. SCORING, GRADING, AND GIVING FEEDBACK
1. Scoring
As you design a classroom test, you must consider how the test will be scored and graded. Your scoring plan reflects the relative weight that you place on each section and items in each section. The integrated-skills class that we have been using as an example focuses on listening and speaking skills with some attention to reading and writing. Three ofyour nine objectives target reading and writing skills. How do you assign SCOling to the various components of this test?
Your next task is to sign scoring for each item. This may take a little numerical common sense, but it doesn't require a degree in math. To make matters simple, you decide to have a 100-point test in which
• the listening and reading items are each worth 2 points.
• the oral interview will yield four scores ranging from 5 to I" reflecting fluency, prosodic features, accuracy of the target grammatical objectives, and discourse appropriateness. To weight these scores appropriately, you double a individual score and then add them together for a possible otal score.
• the writing sample has two scores: one for grammar/mechanics (including the correct use of so and because) and one for overall effectiveness of the message, each ranging fronl 5 to 1. Again, to achieve the correct weight for writing, you will double each score and add them, so the possible total is 20 points.
2. Grading
Your first thought might be that assigning grades to student performance on this test would be easy: just give an "A" for 90-100 percent, a "B" for 80-89 percent, and ,so on. Not so fast! Grading is such a thorny issue that all of Chapter 11 is devoted to the topic.
3. Giving Feedback
A section on scoring and grading would not be complete without some consideration of the forms in which you will offer feedback to your students, feedback that you want to become beneficial washback. Washback is achieved when students can, through the testing experience, identify their areas of success and challenge.
References:
Brown, H. Douglas. 2004. Language Assessment: Principle and Classroom Practices. New York: Pearson Education
Friday, March 27, 2020
Friday, March 20, 2020
Assignment 4.
Assignment 4
Summary of principles of language assessment include : practicality, reliability, validity, authenticity, and washback.
1. PRACTICALITY
And effective test is practical. This means that it
• is not excessively expe.nsive,
• stays within appropriate time constraints,
• is relatively easy to administer, and
• has a scoring/evaluation procedure that is specific and time-efficient.
A test that is prohibitively expensive is impractical. A test of language proficiency that takes a student five hours to complete is impractical-it consumes more time (and money) than necessary to accomplish its objective.
2. REABILITY
A reliable test is consistent and dependable. If you give the same test to the same student or matched students on two different occasions, the test should yield similar results.
The issue of reliability of a test may best be addressed by considering a ·number of factors that may contribute to the unreliability of a test. Consider the following possibilities (adapted from Mousavi, 2002, p. 804): fluctuations in the student, in scoring, in test administration, and in the test itself.
3. VALIDITY
By-far the most complex criterion of an effective test-and arguably the most important principle-is validity, "the extent to which inferences made from assessment results are appropriate, meaningful and useful in terms of the purpose of the assessment" (Gronlund, 1998, p. 226).
A valid test of reading ability actually measures reading ability not 20/20 vision, nor. previous knowledge ina subject, nor some other variable of questionable relevance. To measure writing ability, one might ask students to write as many words as they can in 15 minutes, then simply count the words for the fmal score.
Such a test would be easy to administer (practical), and the scoring quite dependable (reliable). But it would not constitute a valid test of writing ability without some consideration of comprehensibility, rhetorical discourse elements, and the organization of ideas, among other factors.
4. AUTHENTICITY
A fourth major principle oflanguage testing is authenticity, a concept that is a little slippery to define, especially within the art and science of evaluating and designing tests. Bachman and Palmer, (1996, p. 23) define authenticity as "the degree of correspondence of the characteristics of a given language test task to the features of a target language task," and then suggest an agenda for identifying those target language tasks and for transforming them into valid test items.
5. WASHBACK
A facet of consequential validity, discussed above, is "the effect of testing on teaching and learning"(Hughes, 2003, p. 1), otherwise known among language-testing, specialists as washback. In large-scale assessment, washback generally refers to the effects the tests have on instruction in terms of how students prepare for the test.
Reference
Brown, H. Douglas. 2004. Language Assessment: Principle and Classroom Practice. New York: Pearson Education
Summary of principles of language assessment include : practicality, reliability, validity, authenticity, and washback.
1. PRACTICALITY
And effective test is practical. This means that it
• is not excessively expe.nsive,
• stays within appropriate time constraints,
• is relatively easy to administer, and
• has a scoring/evaluation procedure that is specific and time-efficient.
A test that is prohibitively expensive is impractical. A test of language proficiency that takes a student five hours to complete is impractical-it consumes more time (and money) than necessary to accomplish its objective.
2. REABILITY
A reliable test is consistent and dependable. If you give the same test to the same student or matched students on two different occasions, the test should yield similar results.
The issue of reliability of a test may best be addressed by considering a ·number of factors that may contribute to the unreliability of a test. Consider the following possibilities (adapted from Mousavi, 2002, p. 804): fluctuations in the student, in scoring, in test administration, and in the test itself.
3. VALIDITY
By-far the most complex criterion of an effective test-and arguably the most important principle-is validity, "the extent to which inferences made from assessment results are appropriate, meaningful and useful in terms of the purpose of the assessment" (Gronlund, 1998, p. 226).
A valid test of reading ability actually measures reading ability not 20/20 vision, nor. previous knowledge ina subject, nor some other variable of questionable relevance. To measure writing ability, one might ask students to write as many words as they can in 15 minutes, then simply count the words for the fmal score.
Such a test would be easy to administer (practical), and the scoring quite dependable (reliable). But it would not constitute a valid test of writing ability without some consideration of comprehensibility, rhetorical discourse elements, and the organization of ideas, among other factors.
4. AUTHENTICITY
A fourth major principle oflanguage testing is authenticity, a concept that is a little slippery to define, especially within the art and science of evaluating and designing tests. Bachman and Palmer, (1996, p. 23) define authenticity as "the degree of correspondence of the characteristics of a given language test task to the features of a target language task," and then suggest an agenda for identifying those target language tasks and for transforming them into valid test items.
5. WASHBACK
A facet of consequential validity, discussed above, is "the effect of testing on teaching and learning"(Hughes, 2003, p. 1), otherwise known among language-testing, specialists as washback. In large-scale assessment, washback generally refers to the effects the tests have on instruction in terms of how students prepare for the test.
Reference
Brown, H. Douglas. 2004. Language Assessment: Principle and Classroom Practice. New York: Pearson Education
Assignment 3.
Assignment 3.
The analysis of the 3 principles of language assessment (practicality, raliability, and validity)
Choosethebestanswerof A, B, C or D!
Textfor no. 1 - 2
Ali : Hi, Eka.
Eka : Hi, Ali. How are you?
Ali : I amfine. Thanks. Whoisshe?
Eka : Sheis Dewi, myclassmate.
Dewi : Hi, Ali. I am Dewi. Howdoyoudo?
Ali : Hi, Dewi. Howdoyoudo?
Eka : By theway, thisis Anto. He isDewi'sbrother.
Anto : Hello, Ali. Nice tomeetyou.
Ali : NIcetomeetyoutoo, Anto
1. Dewi is ....
A. Eka'ssister
B. Ekas'sclassmate
C. Ali'ssister
D. Anto'sfriend
2. Are Ali and Eka classmate?
A. Yes, they are
B. Yes, we are
C. Yes, they are not
D. No, we are not
3. Mary : Hi, Jane. How are you?
Jane : ...., how are you?
Mary : I'm ok.
A. Nice to meet you
B. Fine, thanks
C. Goodmorning
D. It'sgladtoseeyou
4. Kwan : Hi, Dian. Are youcomingtothefootballgame?
Dian : Hi, Kwan. Yes, I'mcomingtothegame.
Kwan : Ok, then. Seeyouthere.
Dian : ....
A. Hi
B. Hello
C. Very well
D. See you
5. X : Excuseme. Do youknowMr.Smith'shouseis?
Y : ....
A. Oh, I see. Thankyou
B. Whichone?
C. Ofcourse. Itis in front offruitstall
D. You are welcome
6. Rio : Can I borrowyour pencil?
Soni : Ofcourse, hereitis.
Rio : Thank you verymuch
Soni : ....
A. Oh no
B. I amsorrytohearthat
C. That's ok
D. See you
7. The roomisso hot. Please, ..... !
A. Closethedoor
B. Open thewindow
C. Cleantheblackboard
D. Putthebookonthetable
8. Teacher : I willwritesomething. .... Please!
Sinta : Yes, sir.
A. Closethedoor
B. Open thewindow
C. Putthebookonthetable
D. Cleantheblackboard
9. Dion : ..... about my mistake, Mam.
Mrs. Rina : Nevermind. But, nexttimeyoushould not doagain.
A. I amsorry
B. Pleasedon'tworry
C. It'slovely
D. That'salright
10. X : Thisismygrandmother
Y : Howoldisyourgrandmother?
A. They are sixtyyearsold
B. We are sixtyyearsold
C. Sheissixtyyearsold
D. He issixtyyearsold
11. My motherand I .... going to supermarket.
.... wantstobuysomefoodandotherthings.
A. am - We
B. are - She
C. is - We
D. is - I
12. Mr. Parminismyneighbor.
..... is a postman. His jobisdeliverletterstoourhouse.
A. She
B. He
C. I
D. They
13. I have ...., ....., and ..... in thebedroom.
A. soap, shampoo, pillows
B. toothpaste, soap, shampoo
C. a mattress, a blanket, twopillows
D. a blanket, twopillows, toothpaste
14. Roy : We'vefinishedourhomework. Shallweplayscrabble?
Sonya :Ok! ..... to play scrabble.
A. I like
B. I liked
C. I dislikeMichael
D. I could not like
15. David : Do youlikeplayingfootball?
Michael : .......
David : Why?
: Becauseitisfun.
A. Yes, I like it
B. Yes, I do
C. No, I hateit
D. No, I like
Analysis Practicality, Validity, and Reability.
1. Practicality
In this test the level of practicality has been fulfilled namely, the economic problem does not require funding from students, this Code of Conductis easy to follow and easy to understand, remains within the right time limit and the correct Test procedure is specific and saves time.
2. . Validity.
Validity a concept related to the degree to which the test has been measure what should be measured. The validity of the problem is to determine the can whether or not a problem distinguishes the group in aspects that are measured accordingly with differences in that group. The validity of the questions is index discrimination in distinguishing between high-abilitytesttakerswithlow-abilitytesttakers. Validation in this problem is a form of validation of the contents of the 9th grade UAS question for junior high school. The questions are then distributed to 9th grade students to get an answer score forthe questions which are then used to determine the level of the question's gratuity. The question consists of 15 multiple choice questions.
3. Reliability
Reability is an index that shows the extent of an instrument reliable and reliable gauges. A test is said to have provisi on if reliable, consistent / stable and productive whenever the test used. From this problem can in dicate the level of stability of 9th grades tudents in junior high school. This means that the test can be used to express or measure the level of student knowledge of English subjects.
References:
http://www.kursusmudahbahasainggris.com/2016/01/contoh-soal-uas-bahasa-inggris-smp.html?m=1
https://englishpost.org/reliability-validity-and-practicality/
The analysis of the 3 principles of language assessment (practicality, raliability, and validity)
Choosethebestanswerof A, B, C or D!
Textfor no. 1 - 2
Ali : Hi, Eka.
Eka : Hi, Ali. How are you?
Ali : I amfine. Thanks. Whoisshe?
Eka : Sheis Dewi, myclassmate.
Dewi : Hi, Ali. I am Dewi. Howdoyoudo?
Ali : Hi, Dewi. Howdoyoudo?
Eka : By theway, thisis Anto. He isDewi'sbrother.
Anto : Hello, Ali. Nice tomeetyou.
Ali : NIcetomeetyoutoo, Anto
1. Dewi is ....
A. Eka'ssister
B. Ekas'sclassmate
C. Ali'ssister
D. Anto'sfriend
2. Are Ali and Eka classmate?
A. Yes, they are
B. Yes, we are
C. Yes, they are not
D. No, we are not
3. Mary : Hi, Jane. How are you?
Jane : ...., how are you?
Mary : I'm ok.
A. Nice to meet you
B. Fine, thanks
C. Goodmorning
D. It'sgladtoseeyou
4. Kwan : Hi, Dian. Are youcomingtothefootballgame?
Dian : Hi, Kwan. Yes, I'mcomingtothegame.
Kwan : Ok, then. Seeyouthere.
Dian : ....
A. Hi
B. Hello
C. Very well
D. See you
5. X : Excuseme. Do youknowMr.Smith'shouseis?
Y : ....
A. Oh, I see. Thankyou
B. Whichone?
C. Ofcourse. Itis in front offruitstall
D. You are welcome
6. Rio : Can I borrowyour pencil?
Soni : Ofcourse, hereitis.
Rio : Thank you verymuch
Soni : ....
A. Oh no
B. I amsorrytohearthat
C. That's ok
D. See you
7. The roomisso hot. Please, ..... !
A. Closethedoor
B. Open thewindow
C. Cleantheblackboard
D. Putthebookonthetable
8. Teacher : I willwritesomething. .... Please!
Sinta : Yes, sir.
A. Closethedoor
B. Open thewindow
C. Putthebookonthetable
D. Cleantheblackboard
9. Dion : ..... about my mistake, Mam.
Mrs. Rina : Nevermind. But, nexttimeyoushould not doagain.
A. I amsorry
B. Pleasedon'tworry
C. It'slovely
D. That'salright
10. X : Thisismygrandmother
Y : Howoldisyourgrandmother?
A. They are sixtyyearsold
B. We are sixtyyearsold
C. Sheissixtyyearsold
D. He issixtyyearsold
11. My motherand I .... going to supermarket.
.... wantstobuysomefoodandotherthings.
A. am - We
B. are - She
C. is - We
D. is - I
12. Mr. Parminismyneighbor.
..... is a postman. His jobisdeliverletterstoourhouse.
A. She
B. He
C. I
D. They
13. I have ...., ....., and ..... in thebedroom.
A. soap, shampoo, pillows
B. toothpaste, soap, shampoo
C. a mattress, a blanket, twopillows
D. a blanket, twopillows, toothpaste
14. Roy : We'vefinishedourhomework. Shallweplayscrabble?
Sonya :Ok! ..... to play scrabble.
A. I like
B. I liked
C. I dislikeMichael
D. I could not like
15. David : Do youlikeplayingfootball?
Michael : .......
David : Why?
: Becauseitisfun.
A. Yes, I like it
B. Yes, I do
C. No, I hateit
D. No, I like
Analysis Practicality, Validity, and Reability.
1. Practicality
In this test the level of practicality has been fulfilled namely, the economic problem does not require funding from students, this Code of Conductis easy to follow and easy to understand, remains within the right time limit and the correct Test procedure is specific and saves time.
2. . Validity.
Validity a concept related to the degree to which the test has been measure what should be measured. The validity of the problem is to determine the can whether or not a problem distinguishes the group in aspects that are measured accordingly with differences in that group. The validity of the questions is index discrimination in distinguishing between high-abilitytesttakerswithlow-abilitytesttakers. Validation in this problem is a form of validation of the contents of the 9th grade UAS question for junior high school. The questions are then distributed to 9th grade students to get an answer score forthe questions which are then used to determine the level of the question's gratuity. The question consists of 15 multiple choice questions.
3. Reliability
Reability is an index that shows the extent of an instrument reliable and reliable gauges. A test is said to have provisi on if reliable, consistent / stable and productive whenever the test used. From this problem can in dicate the level of stability of 9th grades tudents in junior high school. This means that the test can be used to express or measure the level of student knowledge of English subjects.
References:
http://www.kursusmudahbahasainggris.com/2016/01/contoh-soal-uas-bahasa-inggris-smp.html?m=1
https://englishpost.org/reliability-validity-and-practicality/
Sunday, March 1, 2020
Assignment 2.
Assignment 2.
1) Types and objectives of assessment (achievement, diagnostic, placement, proficiency and aptitude tests)
• Achievement Test
The purpose of achievement tests is to determine whether course objectives have been met with skills acquired by the end of a period of instruction. Achievement tests should be limited to particular material addressed in a curriculum within a particular time frame. Achievement tests belong to summative because they are administered at the end on a unit/term of study. It analyzes the extent to which students have acquired language that have already been taught.
• Diagnostic Test
The purpose is to diagnose specific aspects of a language. These tests offer a checklist of features for the teacher to use in discovering difficulties. Proficiency tests should elicit information on what students need to work in the future; therefore the test will typically offer more detailed subcategorized information on the learner. For example, a writing diagnostic test would first elicit a writing sample of the students. Then, the teacher would identify the organization, content, spelling, grammar, or vocabulary of their writing. Based on that identifying, teacher would know the needs of students that should have special focus.
• Placement Test
The purpose of placement test is to place a student into a particular level or section of a language curriculum or school. It usually includes a sampling of the material to be covered in the various courses in a curriculum. A student’s performance on the test should indicate the point at which the student will find material neither too easy nor too difficult. Placement tests come in many varieties: assessing comprehension and production, responding through written and oral performance, multiple choice, and gap filling formats. One of the examples of Placement tests is the English as a Second Language Placement Test (ESLPT) at San Francisco State University.
• Proficiency Test
The purpose of proficiency test is to test global competence in a language. It tests overall ability regardless of any training they previously had in the language. Proficiency tests have traditionally consisted of standardized multiple-choices item on grammar, vocabulary, reading comprehension, and listening comprehension. One of a standardized proficiency test is TOEFL.
• Language Aptitude Test
The purpose of language aptitude test is to predict a person’s success to exposure to the foreign language. According to John Carrol and Stanley Sapon (the authors of MLAT), language aptitude tests does not refer to whether or not an individual can learn a foreign language; but it refers to how well an individual can learn a foreign language in a given amount of time and under given conditions. In other words, this test is done to determine how quickly and easily a learner learn language in language course or language training program.
2). Identify issues in language assessment.
• Behavior
In the middle of 20 century, teaching and testing were influenced by behaviorism. Testing focused sentence structure, translation from L1 to L2, grammar and vocabulary items.
• Integrative
The integrative approach refers to a test that seeks to integrate knowledge of systematic components of language (pronounciation, grammar, vocabulary) with an understanding of contex (McNamara, 2000). In an integrative test language is not viewed in a discrete component and isolated from its context. According to Heaton (1989), the integrative approach does not separate the skills like in discrete tests but requires students to use more than one skill simultaneously.
• Communicative language
Communicative language test is a test of learners’ language performance in meaning/real life situations. The test does not only test the learners’ competence, that is, what the learners know about the language and about how to use it, but also to the performance, that is, to what extent the learners are able to actually demonstrate in a meaningful or real life situations.
• Performance based assessment
Performance based assessment measures student’ ability to apply the skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process (Chun,2010).
3). Identify hot topics relating to classroom-based assessment.
Gardner groups student capabilities into eight broad categories (each student's unique learning style is a combination of these intelligences):
• Logical/mathematical (uses numbers effectively)
• Visual/spatial (is artistically or spatially perceptive)
• Bodily/kinesthetic (excels at tasks that require physical movement)
• Musical (perceives and/or expresses musical forms and patterns)
• Linguistic (uses words effectively)
• Interpersonal (responds well to others)
• Intrapersonal (is reflective and inner-directed)
• Naturalist (makes distinctions in the natural world)
According to Muller (2008), traditional assessment is an assessment that refers to choosing a response and more to measuring students' memories related to information obtained. This can be done through measurement of multiple-choice tests, cloze tests, true-false tests, matching and the like. Students typically choose an answer or memorize information to complete the assessment.
Authentic assessment is a form of task that requires learners to demonstrate meaningful performance in the real world, which is the application of the essence of knowledge and skills. Authentic assessment emphasizes the ability of learners to demonstrate their knowledge in a tangible and meaningful way. Assessment activities are not just asking or tapping knowledge that has been known to learners, but the real performance of knowledge that has been mastered.
Computer Based Test is a test conducted using a computer. Computer-based test items in the form of multiple choice (objective). For certain conditions, we can use this test to assess students.
Reference
www.google.com/amp/s/thejoyoflanguageassessment.wordpress.com/2012/12/19/kind-of-test/amp/
https://www.slideshare.net/mobile/RahilaKhan6/assessments-concepts-and-issues
http://www.proenglishteacher.com/2015/04/asesmen-pengertian-asesmen-asesmen.html?m=1
1) Types and objectives of assessment (achievement, diagnostic, placement, proficiency and aptitude tests)
• Achievement Test
The purpose of achievement tests is to determine whether course objectives have been met with skills acquired by the end of a period of instruction. Achievement tests should be limited to particular material addressed in a curriculum within a particular time frame. Achievement tests belong to summative because they are administered at the end on a unit/term of study. It analyzes the extent to which students have acquired language that have already been taught.
• Diagnostic Test
The purpose is to diagnose specific aspects of a language. These tests offer a checklist of features for the teacher to use in discovering difficulties. Proficiency tests should elicit information on what students need to work in the future; therefore the test will typically offer more detailed subcategorized information on the learner. For example, a writing diagnostic test would first elicit a writing sample of the students. Then, the teacher would identify the organization, content, spelling, grammar, or vocabulary of their writing. Based on that identifying, teacher would know the needs of students that should have special focus.
• Placement Test
The purpose of placement test is to place a student into a particular level or section of a language curriculum or school. It usually includes a sampling of the material to be covered in the various courses in a curriculum. A student’s performance on the test should indicate the point at which the student will find material neither too easy nor too difficult. Placement tests come in many varieties: assessing comprehension and production, responding through written and oral performance, multiple choice, and gap filling formats. One of the examples of Placement tests is the English as a Second Language Placement Test (ESLPT) at San Francisco State University.
• Proficiency Test
The purpose of proficiency test is to test global competence in a language. It tests overall ability regardless of any training they previously had in the language. Proficiency tests have traditionally consisted of standardized multiple-choices item on grammar, vocabulary, reading comprehension, and listening comprehension. One of a standardized proficiency test is TOEFL.
• Language Aptitude Test
The purpose of language aptitude test is to predict a person’s success to exposure to the foreign language. According to John Carrol and Stanley Sapon (the authors of MLAT), language aptitude tests does not refer to whether or not an individual can learn a foreign language; but it refers to how well an individual can learn a foreign language in a given amount of time and under given conditions. In other words, this test is done to determine how quickly and easily a learner learn language in language course or language training program.
2). Identify issues in language assessment.
• Behavior
In the middle of 20 century, teaching and testing were influenced by behaviorism. Testing focused sentence structure, translation from L1 to L2, grammar and vocabulary items.
• Integrative
The integrative approach refers to a test that seeks to integrate knowledge of systematic components of language (pronounciation, grammar, vocabulary) with an understanding of contex (McNamara, 2000). In an integrative test language is not viewed in a discrete component and isolated from its context. According to Heaton (1989), the integrative approach does not separate the skills like in discrete tests but requires students to use more than one skill simultaneously.
• Communicative language
Communicative language test is a test of learners’ language performance in meaning/real life situations. The test does not only test the learners’ competence, that is, what the learners know about the language and about how to use it, but also to the performance, that is, to what extent the learners are able to actually demonstrate in a meaningful or real life situations.
• Performance based assessment
Performance based assessment measures student’ ability to apply the skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process (Chun,2010).
3). Identify hot topics relating to classroom-based assessment.
Gardner groups student capabilities into eight broad categories (each student's unique learning style is a combination of these intelligences):
• Logical/mathematical (uses numbers effectively)
• Visual/spatial (is artistically or spatially perceptive)
• Bodily/kinesthetic (excels at tasks that require physical movement)
• Musical (perceives and/or expresses musical forms and patterns)
• Linguistic (uses words effectively)
• Interpersonal (responds well to others)
• Intrapersonal (is reflective and inner-directed)
• Naturalist (makes distinctions in the natural world)
According to Muller (2008), traditional assessment is an assessment that refers to choosing a response and more to measuring students' memories related to information obtained. This can be done through measurement of multiple-choice tests, cloze tests, true-false tests, matching and the like. Students typically choose an answer or memorize information to complete the assessment.
Authentic assessment is a form of task that requires learners to demonstrate meaningful performance in the real world, which is the application of the essence of knowledge and skills. Authentic assessment emphasizes the ability of learners to demonstrate their knowledge in a tangible and meaningful way. Assessment activities are not just asking or tapping knowledge that has been known to learners, but the real performance of knowledge that has been mastered.
Computer Based Test is a test conducted using a computer. Computer-based test items in the form of multiple choice (objective). For certain conditions, we can use this test to assess students.
Reference
www.google.com/amp/s/thejoyoflanguageassessment.wordpress.com/2012/12/19/kind-of-test/amp/
https://www.slideshare.net/mobile/RahilaKhan6/assessments-concepts-and-issues
http://www.proenglishteacher.com/2015/04/asesmen-pengertian-asesmen-asesmen.html?m=1
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