1).There are five principles of language assessment:
1. PRACTICALITY
Practicality is a practical test
• Is not excessively expensive
• Stay within appropriate time constraints
• Is relatively easy to administer, nd
• Has a scoring/ evaluation procedure that is specific and time efficient.
2. RELIABILITY
A reliable test is consistent and dependable. The issue of reliability of a test be addressed by considering a number of factors that may contribute to the unreliability of a test.
Consider following possibilities: fluctuations
• In the student (Student-Related Reliability)
• In scoring (Rater Reliability)
• In test administration (Test Administration Reliability)
• In the test (Test Reliability) itself
3. VALIDITY
Arguably, validity is the most important principle. The extend to which the assessment requires students to perform tasks that were included in the previous classroom lessons.
Five types of evidence below :
• Content validity
• Criterion-related Validity
• Construct Validity
• Consequential Validity
• Face Validity
4. AUTHENTICITY
In an authentic test
• The language is as natural as possible
• Items are as contextualized as possible
• Topics and situations are interesting, enjoyable, and/or humorous
• Some thematic organization, such as through a story line or episode is provided
• Tasks represent real-world tasks.
5. WASHBACK
Wash back includes the effects of an assessment on teaching and learning prior to the assessment itself, that is on preparation for the assessment.
• Informal performance assessment is by nature more likely to have built-in wash back effects because the teacher is usually providing interactive feedback.
• Formal tests can also have positive wash back, but they provide no wash back, if the students receive a simple letter grade or a single overall numerical score.
• Classroom test should serve as learning devices through which wash back is achieved.
• Students’ incorrect responses can become windows of insight into further work.
• Their correct responses need to be praised, especially when they represent accomplishments in a student’s interlanguage.
• Wash back enhances a number of basic principles of language acquisition : intrinsic motivation, autonomy, self confidence, language ego, interlanguage, and strategic investment, among others.
• One way to enhance wash back is to comment generously and specifically on test performance.
• Wash back implies that students have ready access to the teacher to discuss the feedback and evaluation he has given.
• Teachers can raise the wash back potential by asking students to use test results as a guide to setting goals for their future effort.
2) language aptitude test
• A language aptitude test is designed to measure capacity or general ability to learn a foreign language.
• Task in MLAT includes: Number learning, phonetic script, spelling clues, word in sentence, and repaired associated.
• There’s no unequivocal evidence that language aptitude test predict communicative success in a language.
• Any test that claims to predict success in learning a language is undoubtedly flawed.
Proficiency Test
• A proficiency test is not limited to any one course, curriculum, or single skill in language ; rather ,it test overall ability.
• It includes: standardized multiple choice items or grammar, vocabulary, reading comprehension, and aural comprehension.
• Proficiency test are almost always summative and norm referenced.
• They are usually not equipped to provide diagnostic feedback.
• Their role is to accept or to deny someone’s passage into the text stage of a journey.
Placement Test
• The ultimate objective of a placement test is to correctly place a student into a course or level.
• A placement test usually includes a sampling of the material to be covered in the various courses in a curriculum.
• In a placement test, a student should find the test material neither too easy nor too difficult but appropriately challenging.
• The English as a second language placement test (ESLPT) at San Francisco State University has three parts, part 1: student read a short article and then write a summary essay. Part 2: student write a composition in response to an article. Part 3: multiple choice; students read an essay and identify grammar errors in it.
Diagnostic Tests
• A diagnostic test is designed to diagnose specified aspects of a language.
• A diagnostic test can help a student become aware of errors and encourage the adoption of appropriate compensatory strategies.
• A typical diagnostic test of oral production was created by Clifford prator (1972) to accompany a manual of English pronunciation.
Achievement Test
• An achievement test is related directly to classroom lessons, units, or even a total curriculum.
• Achievement tests should be limited to particular material addressed in a curriculum within a particular time frame and should be offered after a course has focused on the objectives in question.
• The primary role of an achievement test is to determine whether course objectives has been meet – end of a period of instruction.
• Achievement test are often summative because they are administered at the end of a unit or term of study.
• Achievement test range from five-or ten- minutes quizzes to three hour final examinations, with an almost infinite variety of item types and formats.
• Practical steps in constructing classroom test.
Minggu, 25 April 2010
Kamis, 15 April 2010
DESIGNING CLASSROOM LANGUAGE TESTS
In this chapter we will examine tests type and we will ask design tests and revise existing ones.
TEST TYPES
Defining your purpose will help you choose the right kind of test, and it will also help you to focus on the specific objectives of the test .
Below are the test types to be examined:
1. Language Aptitude Test
2. Proficiency Test
3. Placement Test
4. Diagnostic Test
5. Achievement Test
1. Language Aptitude Test
• A language aptitude test is designed to measure capacity or general ability to learn a foreign language.
• Task in MLAT includes: Number learning, phonetic script, spelling clues, word in sentence, and repaired associates.
• There’s no unequivocal evidence that language aptitude test predict communicative success in a language .
• Any test that claims to predict success in learning a language is undoubtedly flawed
2. Proficiency Test
• A proficiency test is not limited to any one course, curriculum, or single skill in the language ; rather , it test overall ability.
• It includes: standardized multiple choice items on grammar, vocabulary, reading comprehension, and aural comprehension.
• Proficiency test are almost always summative and norm-referenced.
• They are usually not equipped to provide diagnostic feedback.
• Their role is to accept or to deny someone’s passage into the text stage of a journey.
3. Placement Test
• The ultimate objective of a placement test is to correctly place a student into a course or level.
• A placement test usually includes a sampling of the material to be covered in the various courses in a curriculum.
• In a placement test , a student should find the test material neither too easy nor too difficult but appropriately challenging.
• The English as a Second Language Placement Test ( ESLPT ) at San Francisco State University has three parts, part 1: student read a short article and then write a summary essay. Part 2: student write a composition in response to an article. Part 3: multiple choice; students read an essay and identify grammar errors in it.
4. Diagnostic Tests
• A diagnostic test is designed to diagnose specified aspects of a language.
• A diagnostic test can help a student become aware of errors and encourage the adoption of appropriate compensatory strategies.
• A typical diagnostic test of oral production was created by Clifford prator (1972) to accompany a manual of English pronunciation.
Test-takers are directed to read a 150-word passage while they are tape recorded.
The test administrator then refers to an inventory of phonological items for analyzing a learner’s production.
After multiple listening, the administrator produces a checklist for errors in five separate categories.
Stress and rhythm.
Intonation,
Vowels,
Consonants, and
Other factors.
5. Achievement Test
• An achievement test is related directly to classroom lessons, units, or even a total curriculum.
• Achievement tests should be limited to particular material addressed in a curriculum within a particular time frame and should be offered after a course has focused on the objectives in question.
• The primary role of an achievement test is to determine whether course objectives has been meet – end of a period of instruction.
• Achievement test are often summative because they are administered at the end f a unit or term of study. But effective achievement tests can serve as useful wash back by showing the errors of a students and helping them analyze their weaknesses and strengths.
• Achievement test range from five-or ten-minutes quizzes to three hour final examinations, with an almost infinite variety of item types and formats.
• Some practical steps in constructing classroom tests:
Assessing Clear, Unambiguous Objective.
Before giving a test; examine the objectives for the unit you’re testing. Your first task in designing a test, then, is to determine appropriate objectives.
Example: “ students will recognize and produce tag question, with the correct grammatical from and final intonation pattern, in simple social conversation.“
Drawing Up Test Specification
Test specifications will simply comprise
A broad outline of the test
What skill you will test
What the items will look like
This is an example for test specification based on the objective stated above:
“Student will recognize and produce tag questions, with the correct grammatical form and final intonation pattern, in simple social conversation.”
Test specification
1. Speaking (5 minutes per person, previous day)
Format: oral interview, T and S
Task: T ask question to S
2. Listening (10 minutes)
Format: T makes audiotape in advance, with one other voice on it
Tasks: a. 5 minimal pair items, multiple choice
3. Reading (10 minutes)
Format: cloze test items (10 total) in a story line
Task: fill inn the blanks
4. Writing (10 minutes )
Format: prompt for a topic: why I like /didn’t like a recent TV sitcom
Task: writing a short opinion paragraph
Devising Test Task
As you devise your test items, consider such factors as
How students will perceive them (face validity)
The extent to which authentic language and contexts are present
Potential difficult caused by cultural schemata
Designing Multiple-Choice Test Items
There are a number of weaknesses in multiple-choice items:
The technique tests only recognition knowledge.
Guessing may have a considerable effect of test scores.
The technique severely restricts what can be tested.
It is very difficult to write successfully items.
Wash back may be harmful.
Cheating may be facilitated
Some important jargons in Multiple-Choice Items:
1. Multiple-choice items are all receptive, or selective, that is, the test taker chooses from a set of responses rather than creating a response. Other receptive items types include true-false question and matching lists.
2. Every multiple-choice item has a stem, which presents several option or alternatives to choose from.
SCORING, GRADING AND GIVING FEEDBACK
A. Scoring
As you design a classroom test, you must consider how the test will be scored and graded. Your scoring plan reflects the relative weight that you place on each section and items in each section.
Production 30%, listening 30%, reading 20% and writing 20% .
B. Grading
Grading doesn’t mean just giving “A” for 90-100, and a “B” for 80-89.
It’s not that simple . How you assign letter grades to a test in a product of
The country, culture, and context of the English classroom,
Institutional expectations (most of them unwritten),
Explicit and implicit definitions of grades that you have set forth,
The relationship you have established with the class, and
Student expectations that have been engendered (cause) in previous test and quizzes in the class.
C. Giving feedback
Feedback should become beneficial wash back. Those are some examples of feedback:
1. A letter grade
2. A total score
3. Four sub scores (speaking, listening, reading, writing)
4. For the listening and reading sections
An indication of correct/incorrect responses
Marginal comments
5. For the oral interview
Scores for each element being rated
A checklist of areas needing work
A post-interview conference to go over the results
6. On the essay
Scores for each element being rated
A checklist of areas needing work
Marginal and end –of-essay comments, suggestions
A post-test conference to go over work
A self-assessment
7. On all or selected parts of the test, peer checking of results
8. A whole-class discussion of results of the test
9. Individual conferences with each student to review the whole test
In this chapter we will examine tests type and we will ask design tests and revise existing ones.
TEST TYPES
Defining your purpose will help you choose the right kind of test, and it will also help you to focus on the specific objectives of the test .
Below are the test types to be examined:
1. Language Aptitude Test
2. Proficiency Test
3. Placement Test
4. Diagnostic Test
5. Achievement Test
1. Language Aptitude Test
• A language aptitude test is designed to measure capacity or general ability to learn a foreign language.
• Task in MLAT includes: Number learning, phonetic script, spelling clues, word in sentence, and repaired associates.
• There’s no unequivocal evidence that language aptitude test predict communicative success in a language .
• Any test that claims to predict success in learning a language is undoubtedly flawed
2. Proficiency Test
• A proficiency test is not limited to any one course, curriculum, or single skill in the language ; rather , it test overall ability.
• It includes: standardized multiple choice items on grammar, vocabulary, reading comprehension, and aural comprehension.
• Proficiency test are almost always summative and norm-referenced.
• They are usually not equipped to provide diagnostic feedback.
• Their role is to accept or to deny someone’s passage into the text stage of a journey.
3. Placement Test
• The ultimate objective of a placement test is to correctly place a student into a course or level.
• A placement test usually includes a sampling of the material to be covered in the various courses in a curriculum.
• In a placement test , a student should find the test material neither too easy nor too difficult but appropriately challenging.
• The English as a Second Language Placement Test ( ESLPT ) at San Francisco State University has three parts, part 1: student read a short article and then write a summary essay. Part 2: student write a composition in response to an article. Part 3: multiple choice; students read an essay and identify grammar errors in it.
4. Diagnostic Tests
• A diagnostic test is designed to diagnose specified aspects of a language.
• A diagnostic test can help a student become aware of errors and encourage the adoption of appropriate compensatory strategies.
• A typical diagnostic test of oral production was created by Clifford prator (1972) to accompany a manual of English pronunciation.
Test-takers are directed to read a 150-word passage while they are tape recorded.
The test administrator then refers to an inventory of phonological items for analyzing a learner’s production.
After multiple listening, the administrator produces a checklist for errors in five separate categories.
Stress and rhythm.
Intonation,
Vowels,
Consonants, and
Other factors.
5. Achievement Test
• An achievement test is related directly to classroom lessons, units, or even a total curriculum.
• Achievement tests should be limited to particular material addressed in a curriculum within a particular time frame and should be offered after a course has focused on the objectives in question.
• The primary role of an achievement test is to determine whether course objectives has been meet – end of a period of instruction.
• Achievement test are often summative because they are administered at the end f a unit or term of study. But effective achievement tests can serve as useful wash back by showing the errors of a students and helping them analyze their weaknesses and strengths.
• Achievement test range from five-or ten-minutes quizzes to three hour final examinations, with an almost infinite variety of item types and formats.
• Some practical steps in constructing classroom tests:
Assessing Clear, Unambiguous Objective.
Before giving a test; examine the objectives for the unit you’re testing. Your first task in designing a test, then, is to determine appropriate objectives.
Example: “ students will recognize and produce tag question, with the correct grammatical from and final intonation pattern, in simple social conversation.“
Drawing Up Test Specification
Test specifications will simply comprise
A broad outline of the test
What skill you will test
What the items will look like
This is an example for test specification based on the objective stated above:
“Student will recognize and produce tag questions, with the correct grammatical form and final intonation pattern, in simple social conversation.”
Test specification
1. Speaking (5 minutes per person, previous day)
Format: oral interview, T and S
Task: T ask question to S
2. Listening (10 minutes)
Format: T makes audiotape in advance, with one other voice on it
Tasks: a. 5 minimal pair items, multiple choice
3. Reading (10 minutes)
Format: cloze test items (10 total) in a story line
Task: fill inn the blanks
4. Writing (10 minutes )
Format: prompt for a topic: why I like /didn’t like a recent TV sitcom
Task: writing a short opinion paragraph
Devising Test Task
As you devise your test items, consider such factors as
How students will perceive them (face validity)
The extent to which authentic language and contexts are present
Potential difficult caused by cultural schemata
Designing Multiple-Choice Test Items
There are a number of weaknesses in multiple-choice items:
The technique tests only recognition knowledge.
Guessing may have a considerable effect of test scores.
The technique severely restricts what can be tested.
It is very difficult to write successfully items.
Wash back may be harmful.
Cheating may be facilitated
Some important jargons in Multiple-Choice Items:
1. Multiple-choice items are all receptive, or selective, that is, the test taker chooses from a set of responses rather than creating a response. Other receptive items types include true-false question and matching lists.
2. Every multiple-choice item has a stem, which presents several option or alternatives to choose from.
SCORING, GRADING AND GIVING FEEDBACK
A. Scoring
As you design a classroom test, you must consider how the test will be scored and graded. Your scoring plan reflects the relative weight that you place on each section and items in each section.
Production 30%, listening 30%, reading 20% and writing 20% .
B. Grading
Grading doesn’t mean just giving “A” for 90-100, and a “B” for 80-89.
It’s not that simple . How you assign letter grades to a test in a product of
The country, culture, and context of the English classroom,
Institutional expectations (most of them unwritten),
Explicit and implicit definitions of grades that you have set forth,
The relationship you have established with the class, and
Student expectations that have been engendered (cause) in previous test and quizzes in the class.
C. Giving feedback
Feedback should become beneficial wash back. Those are some examples of feedback:
1. A letter grade
2. A total score
3. Four sub scores (speaking, listening, reading, writing)
4. For the listening and reading sections
An indication of correct/incorrect responses
Marginal comments
5. For the oral interview
Scores for each element being rated
A checklist of areas needing work
A post-interview conference to go over the results
6. On the essay
Scores for each element being rated
A checklist of areas needing work
Marginal and end –of-essay comments, suggestions
A post-test conference to go over work
A self-assessment
7. On all or selected parts of the test, peer checking of results
8. A whole-class discussion of results of the test
9. Individual conferences with each student to review the whole test
Senin, 05 April 2010
1. What is teaching?
2. Who involves in teaching activities?
3. What sequences do you know in teaching?
4. What experiences do you have in teaching?
5. What is assessment?
6. What should we assess?
7. What are the function of assessment?
8. What should we ass...ess?
9. How should we assess?
10. What should we do with the information from our assessment?
11. What is a test?
12. What is the differences between assessment and test?
13. what types of test do you know? give the examples?
14. What is your experience of taking a test? When? What happened?
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