LANGUAGE ASSESSMENT Principles and Classroom Practices Chapter 1

LANGUAGE ASSESSMENT Principles and Classroom Practices Chapter 1. Testing, Assessing, and Teaching Lecturer : Dr. Jan Mujiyanto M. Hum. TEGUH ARDIANTO MAT IBNU SETYONO UNNES, September 11, 2012

TOPICS OF DISCUSSION • FIRST SPEAKER WHAT IS TEST, ASSESSMENT, TEACHING? INFORMAL AND FORMAL ASSESSMENT FORMATIVE AND SUMATIVE ASSESSMENT NORM REFERENCE AND CRITERION-REFERENCED TEST • SECOND SPEAKER APPROACH TO LANGUAGE TESTING, A BRIEF STORY DISCRETE POINT AND INTEGRATIVE TESTING COMMUNICATIVE LANGUAGE TESTING PERFORMANCE-BASED ASSESSMENT • THIRD SPEAKER CURRENT ISSUE IN CLASSROOM TESTING NEW VIEW ON INTELLIGENCE TRADITIONAL AND ALTERNATIVE ASSESSMENT COMPUTER-BASED TESTING SOURCE: Brown, HD, 2004, Language Assessment: Principles and Classroom Practices, New York, Pearson Education.

FIRST TOPICS WHAT IS TEST? ? T N E M S S E S S A WHAT IS ? G N I H C A E T S I WHAT

TESTING TEST = a method of measuring a person’s ability, knowledge, or performance in a given domain a WAY. . , HOW TO DO…Techniques, Strategy, Process, method Procedures, …. . with characteristics of Structured, Explicit measure Instruments/tool to grade…, Specific Student’s Level of Competence individual ability, knowledge performance given domain Individual Skill, Competence Background experience Ability in performing language Specific area, -Reading, Speaking, Listening, Writing, …

ASSESSING �TEST= is prepared administrative procedures that occurs at identifiable times. �ASSESSMENT= is an ongoing process. example: -student responds to a question assessed by: -offers a comment -teacher -tries out a new word -himself -tries out a structure -other students - makes essay, listens to recorder

THE DIFFERENT OF TEST-ASSESSMENT TEACHING PROCESS CONTINUUM END START MID-TEST FINAL-TEST END START A S S E S S M E N T

TEACHING -Teacher-students interaction -students must have the freedom to experiment -students try out their own hypotheses -freedom to practice their skills in a classroom without being formally graded -no teacher’s judgment in terms of their trials and errors TEACHING=the opportunities for learners to listen, think, take risk, set goals, process feedback from the teacher and then recycle through the skills that they are trying to master.

DIAGRAM teaching goal interaction TEACHING assessing goal skill, competence, performance improvement feedback reflection ASSESSING (more informal tool) evaluation (analytical tool resulted values for feedback) TEST testing goal level/grade goal judgment (passed or failed) measure (formal tool)

PROPOSED DIAGRAM TEACHING ASSESSING EVALUATION TEST

DIAGRAM Class “A” Class “B” TEACHING ASSESSING compare TEST EVALUATION

INFORMAL AND FORMAL ASSESSMENT �INFORMAL ASSESSMENT: - It is designed to elicit performance without recording results and making a fixed judgments about a student’s competence. - Example: - At the end of continuum are marginal comments on paper, responding to draft of an essay, advice of how to better pronounce a word, suggestion for strategy, showing how to modify a better note-taking to better remember of the lecture contents.

INFORMAL AND FORMAL ASSESSMENT �FORMAL ASSESSMENT -exercise specifically designed to tap into storehouse of skill and knowledge. -constructed to give an appraisal of students’ achievements. Is a formal assessment always a test? ALL TESTS ARE FORMAL ASSESSMENTS NOT ALL FORMAL ASSESSMENTS ARE TESTS

FORMATIVE AND SUMMATIVE ASSESSMENT �FORMATIVE it deals with the function. - evaluating students in the process of ‘forming’ their competencies and skills with the goal of helping them to continue the growth process CHARACTERISTICS: - delivered by the teacher - feedbacks are internalized by the students - eyed toward the future continuation - informal

FORMATIVE AND SUMMATIVE ASSESSMENT �SUMMATIVE It aims to measure or to summarize what a student has grasped. - A summation of what a student has learned implies looking back and taking stock of how well that student has accomplished objectives.

NORM-REFERENCED AND CRITERION-REFERENCED TESTS �NORM-REFERENCED TEST-----FUNCTIONS TO SCORE �CRITERION-REFERENCED TEST----FUNCTIONS TO PROVIDE FEEDBACK

APPROACH TO LANGUAGE TESTING � 1950’s an era of behaviorism-----testing focused on linguistic elements such as the phonological, grammatical, and lexical contrast between two languages � 1970 -1980’s era of communicative theories----testing focused on the whole communicative event. �Today-----testing focused on authentic and valid instruments that stimulate real world interaction.

DISCRETE-POINT AND INTEGRATIVE TESTING �DISCRETE-POINT TESTING constructed on the assumption that language can be broken down into its component parts and those parts can be tested successfully. e. g. of skill components: listening, speaking, reading, writing e. g. of unit of language: phonology, graphology, morphology, lexicon, syntax, discourse

DISCRETE-POINT AND INTEGRATIVE TESTING �INTEGRATIVE TESTING (Oller, 1979) argued that language competence is unified set of interacting abilities that can not be tested separately. communicative competence is a global and requires such integration that it can not be captured in additive tests of grammar, reading, vocabulary, etc. examples: cloze test, dictation

COMMUNICATIVE LANGUAGE TESTING

PERFORMANCE-BASED ASSESSMENT