Transcript Principles and Classroom Practices Chapter 1. Testing

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
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
-offers a comment
-tries out a new word
-tries out a structure
- makes essay, listens to recorder
assessed by:
-teacher
-himself
-other students
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
(more informal tool)
ASSESSING
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
TEACHING
ASSESSING
ASSESSING
compare
TEST
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