Principles and Classroom PracticesChapter 1. Testing, Assessing, and Teaching

Lecturer : Dr. Jan Mujiyanto M.Hum.

TEGUH ARDIANTOMAT IBNUSETYONO

UNNES, September 11, 2012

LANGUAGE ASSESSMENT

TOPICS OF DISCUSSION• FIRST SPEAKER

WHAT IS TEST, ASSESSMENT, TEACHING?

INFORMAL AND FORMAL ASSESSMENTFORMATIVE AND SUMATIVE ASSESSMENTNORM REFERENCE AND CRITERION-REFERENCED TEST

• SECOND SPEAKERAPPROACH TO LANGUAGE TESTING, A BRIEF STORY

DISCRETE POINT AND INTEGRATIVE TESTINGCOMMUNICATIVE LANGUAGE TESTINGPERFORMANCE-BASED ASSESSMENT

• THIRD SPEAKERCURRENT ISSUE IN CLASSROOM TESTING

NEW VIEW ON INTELLIGENCETRADITIONAL AND ALTERNATIVE ASSESSMENTCOMPUTER-BASED TESTING

SOURCE: Brown, HD, 2004, Language Assessment: Principles and Classroom Practices, New York, Pearson Education.

FIRST TOPICS

WHAT IS TEST?

WHAT IS ASSESSMENT?

WHAT IS TEACHING?

TESTINGTEST = a method of measuring a person’s

ability, knowledge, or performance in a given domain

method

measure

individual ability, knowledge

performance

given domain

a WAY.., HOW TO DO…Techniques, Strategy,

Process, Procedures, …..with characteristics ofStructured, Explicit

Instruments/tool to grade…, Specific Student’s Level of

Competence

Individual Skill, CompetenceBackground experience

Ability in performing language

Specific area, -Reading, Speaking, Listening, Writing,…

ASSESSINGTEST= 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

MID-TEST FINAL-TEST

A S S E S S M E N T

START

END

START

END

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

TEST

TEACHING

ASSESSING

teaching goalinteractio

n

skill, competence

, performanc

e

assessing goal

reflection(more informal

tool)

improvement

feedback

testing goal

measure(formal tool)

judgment(passed or

failed)

level/grade

goal

evaluation

(analytical tool resulted values for feedback)

PROPOSED DIAGRAM

TEST

TEACHING

ASSESSING

EVALUATION

DIAGRAM

TEST

TEACHING

ASSESSING

EVALUATION

TEST

TEACHING

ASSESSING

Class “A”Class “B”

compare

INFORMAL AND FORMAL ASSESSMENTINFORMAL 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 ASSESSMENTFORMAL 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 ASSESSMENTSNOT ALL FORMAL ASSESSMENTS ARE

TESTS

FORMATIVE AND SUMMATIVE ASSESSMENTFORMATIVE

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 ASSESSMENTSUMMATIVE

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

TESTSNORM-REFERENCED TEST-----FUNCTIONS

TO SCORECRITERION-REFERENCED TEST----

FUNCTIONS TO PROVIDE FEEDBACK

APPROACH TO LANGUAGE TESTING1950’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 TESTINGDISCRETE-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,

writinge.g. of unit of language:

phonology, graphology, morphology, lexicon, syntax, discourse

DISCRETE-POINT AND INTEGRATIVE TESTINGINTEGRATIVE 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