TSL 3123 : LANGUAGE ASSESSMENT

TESL 2: GROUP 1

BADRUL AMIN BIN MAHADI

MOHAMAD AZMAN KAMARUDIN

MARCINI ANAK MINGGU

TOPIC 1 OVERVIEW OF ASSESSMENT

CONTEXT ISSUES TRENDS

DEFINITION OF TERMS:Test, Measurement, Evaluation,

Assessment

Historical Development in Language Assessment

Changing trends in language assessment – Malaysian

context

TEST

Instrument

Activity

Protocol

Measures

attribute of

interest

Accumulate data on a person’s ability to perform a specified

task

Types of Test

Proficiency tests

Diagnostic tests

Placement tests

Achievement tests

Aptitude tests

Admission tests

Progress tests

Language dominance

tests

Measurement

A measurement takes place when a “test” is given and a “score” is obtained

If the test collects

quantitative data, the score

is a number.

If the test collects

qualitative data, the score

may be a phrase or word

such as “excellent.”

Subjective and objective

Measurement Process

Define the characteristic

s

Select the appropriate

testAdminister

the testCollect and

record

Eval

uatio

n

The process of making judgments about the results of measurement in terms of the purpose of the measurement.

The process of obtaining information (data) and using it to

form judgments, which in turn are used in decision making.

EvaluationSummativ

e

Product-Oriented

Prescriptive

Judgmental

Fixed

Comparative

Competitive

Assessment

Formative Process-Oriented Reflective Diagnostic Flexible Absolute Coöperativ

e

Formative: Ongoing to Improve LearningProcess-Oriented: How Learning Is GoingReflective: Internally Defined Criteria/GoalsDiagnostic: Identify Areas for ImprovementFlexible: Adjust As Problems Are Clarified

Absolute: Strive for Ideal Outcomes

Coöperative: Learn from Each Other

Historical Development In Language Assessment

1950 – created by Robert Lado and David Harris

1961 – TOEFL by Education Testing Service, ETS

(Princeton, New Jersey)

Many tests were developed by companies, universities and agencies• Assess ability of students and

teaching assistant• Known as proficiency and

achievement assessment1960-1970 – influenced by structural linguistic (Chew 2005)• To assess students’ mastery of

different areas in linguistic

Then communicative theories were adopted.

Social context of language was considered essential and

appropriateness was viewed as important as grammatical correctness (Hymes 1972)

Changing Trends in Language Assessment-Malaysian context

Malaysia are centralized by the

Malaysian Examination

Syndicate which is under the

Malaysian Ministry of Education.

For example: Lower

Secondary School

Examination

According to the Ministry of

Education, the new assessment system

promotes a combination of

centralized and SBA (School Based Assessment)

As a guidelines to provide a

framework to assist in making

appropriate decisions in

academic content areas.

Factors influencing:• - Linguistic

background.• - Levels of

proficiency in English.

• - Educational background factors.