Language Assessment Task

Classroom Language Test: Aptitude Tests,

Proficiency Tests, Placement Tests, Diagnostic Tests,

Achievement Tests

A r r a n g e d B y :

E n e n g S y a m s i a hK i n k i n S u s a n s i

N u r V i a P a h l a w a n i t a

2014

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TEST IS…

A method measuring student knowledge, ability and understanding about the materials also their performance in learning process.

In learning language, there are kinds of tests to measure students achievements from what they have learned in the classroom. Each test has its own characteristics, usability, and certain purposes that surely beneficial for the improvement of the students.

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TESTS…

Based on Response

Subject ive test

Object ive test

Based on the Orientation and the Way to Test

Language Compete

nce

Direct Competen

ceIndirect Competen

ce

Language Performan

ce

Direct Performa

nceIndirect Performan

ce

Based on Purposes

Language Apt i tude

Profi c iency

P lacement

Diagnost ic

APTITUDE TESTS

A test to measure potency that someone has in learning foreign language to

predict the successful of study in the classroom.

The examples of standardize language aptitude tests in United States are: the Modern Language Aptitude Test (MLAT) and The Pimsleur Language Aptitude Battery (PLAB)

The characteristics of these tests that differ from other language tests are their type of tasks. For example in MLAT there are 5 different tasks: Number learning, Phonetic script, Spelling clues, Words in sentences, and Paired associates

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PROFICIENCY TESTSW h a t i s p r o fi c i e n c y t e s t ?

A comprehensive tests to measures a learner’s level of language that includes all aspects such as listening, speaking, reading, grammar and writing.

W h e r e i s i t h e l d ?I t is implemented in educational

inst itut ions, embassies, government offi ces, and companies.

W h a t i s i t f o r ?One of the requirement in many

companies for employees who are sent to attend seminars, courses or training

using Engl ish as the language.

• The result is accurate and highly rel iable.

• For example: TOEFL and IELTS

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TOEFL (Tes t o f Eng l i sh as a Fore ign Language )

• The most widely respected English-language test in the world that developed by English Testing System (ETS).

• Recognized in more than 130 countries including U.S Australia, Canada, U.K.

W h a t f o r ?for residential and work visasfor professional certification purposesto measure progress in learning English

2 t y p e s o f T O E F L t e s t :TOEFL iBT ( Internet -based Test)• administered via Internet with international

reputation.• consists of 4 sessions: Reading, Listening, Speaking,

and Writing.

TOEFL ITP ( Inst i tut iona l Test ing Program)• for local and regional institutions• for specific scholarship application.• consists of 3 session: Listening, Structure, Reading

Comprehension.

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IELTS(In ternat iona l Eng l ish Language Test ing

System)

• A test for higher education as preparation for living in English speaking country such as U.K, Australia, Canada, New Zealand to study or work there.

• Assesses all of English skills: reading, writing, listening and speaking that has international reputation.

• Uses a one-on-one speaking test to assess English communication skills.

• Recognized by professional bodies, immigration authorities and government agencies.

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PLACEMENT TEST…?• a test to check the academic skills level of

entering students because they may have very different skill levels.

• To place students in class at the right level that suit their needs.

DIAGNOSTIC TESTS…?• a test to diagnose specific aspects of a

language. For example pronunciation diagnose phonological features of English.

• to measure students strengths and weakness to fix their weakness and to determine how much more they still need to learn before leave the class.

• it uses formative assessment.

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ACHIEVEMENT TESTSAlso called progress tests

to evaluates academic ability related to syllabus or classroom lesson or even a total curriculum within a particular time. For example : UN (National Test)

Two types of progress tests:Short-term

to check how well students have understood learned material during certain period. Teacher can decide whether remedial is required.

Long-term Also called Course Tests

• to check progress over the entire course as the sole basis of decisions to promote to a higher level. It can be structured as quizzes and be formulated as presentation, poster, assignment, research, projects.

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CONCLUSIONS…

A test with its different forms, standardized or non-standardized test, administered formally or informally has significant purposes for students. Through test, teachers will know the proficiency of students, identify their strengths and weakness in study, their comprehension to the materials, find problems in learning process, and for achievement as well.

Whatever the results, teacher should encourage the students to be better and better next time and make some progresses. Teachers should make effort to recognize their students strengths, aptitude, and maximize their potency as a guidance for students future. Above all, tests should be for the benefit of the students, not the teacher, school, district, or state .

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SOURCES

Brown, H. Douglas (2013). Language Assessment Principles And Classroom Practices.

www.learnnc.org/lp/editions/linguafolio/6305

http://thejoyoflanguageassessment.wordpress.com/2012/12/19/kind-of-test/