Mamat Unggat IPG Kampus Rajang

 Tisih enggau peresa bisi disebut

dalam dokumen KSSR Tahun 1 Bahasa Iban, Kementerian Pelajaran Malaysia, 2010, lambar 14.
Dipasukka

dalam

bagi

pengisi

kurikulum

Tisih Formatif
Pelajar Jaku Iban

Dipejalaika sepemanjai taun dikena beratika

prestasi nembiak Ngambika pengajar ulih nyerenih tikas pengawa sereta nyeriranka pedagogi ngajar Nembiak tau diasuh ngaga folio, pansik beraban, kuiz enggau mayuh ke bukai

 Dipejalaika ngena chara meri peresa formal Dikena ngukur tikas profisiensi nembiak Pengajar patut nyendiaka dokumentasyen

baka rekod profil dikena nyimpan data prestasi akademik nembiak

TEACHING

ASSESSMENT

TEST

Gambar: Kaul antara ngajar, tisih enggau peresa

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Testing vs. Teaching

Testing and interrelated

teaching

are

closely

Tests focus on assessing the products of

learning Teaching concentrates on enabling students to succeed in the process of teaching Tests as one of the tools used to help a teacher do his job well
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 Test are prepared administrative procedures that occur at identifiable times in a curriculum when learners muster all

their faculties to offer peak performance, knowing that their responses are being measured and evaluated.
Assessment on the other hand, is an ongoing process that encompasses a much wider domain.

(Brown, 2004:4)
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Observing the performance of the 4 language skills

When you propose to assess someones ability

in one or a combination of the four skills, you access that persons competence, but you observe the persons performance. Sometimes the performance does not indicate true competence: a bad nights rest, illness, emotional distraction, test anxiety, a memory block, etc. (Brown,2004: 117)
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Principle for Assessing Competence

1. Consider the fallibility of the results

of a single performance, such as that produced in a test.

2. Must rely as much as possible on

observable performance of learners

Can the teacher directly observe

Language skills listening speaking reading writing The process? no yes no yes The product? no no no yes
(Source: Brown, 2004: 118)

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Possible assessment designs

Several tests that are combined to form an assessment
A single test with multiple test tasks to

account for learning styles and performance variables In-class and extra-class graded work Alternative forms of assessment (e.g. journal, portfolio, conference, observation, self-assessment, peer-assessment)
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Richards, 1983: Microskills of listening

1. Discriminate among the distinctive sounds of a languge 2. Retain chunks of language of different lengths in short-term memory 3. Recognize language stress patterns, words in stressed and unstressed positions, rhythmic structure, intonation contours, and their role in signaling information
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Richards, 1983: Microskills of listening

4. Recognized reduced forms of words 5. Distinguish word boundaries, recognize a core of words, interpret word order patterns and their significance 6. Process speech at different rates of delivery 7. Process speech containing pauses, errors, corrections, and other performance variables

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Richards, 1983: Microskills of listening 8. Recognize grammatical word classes, systems, patterns, rules, and elliptical forms. 9 Detect sentence constituents and distinguish between major and minor constituents 10. Recognize that a particular meaning may be expressed in different grammatical forms 11. Recognize cohesive devices in spoken discourse

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Richards, 1983: Macroskills of listening

12.Recognize the communicative functions of utterances, according to situations, participants, goals 13.Infer situations, participants, goals using real-world knowledge 14.From events, ideas,etc, describe, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification 15

Richards, 1983: Macroskills of listening

15. Distinguish between literal and implied meanings 16. Use facial, kinesic, body language, and other non-verbal clues to decipher meanings 17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appealing for help, and signaling comprehension or lack thereof
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KSSR 2010 Bahasa Iban: Pengelandik Mending Tikas Micro

1. Mending lalu respons ngagai stimulus (munyi ari rampa menua; munyi perengka muzik; munyi suara nyawa; munyi ari batang tubuh) 2. Mending lalu bebidaka munyi leka jaku (vokal tebuka; vokal besekat glotis) 3. Mending, mereti lalu meri respons ti seriran ngagai jaku perintah (dalam bilik kelas; nemu nuju ngagai endur ti diasuh)

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KSSR 2010 Bahasa Iban: Pengelandik Mending Tikas Macro

1. Mending ka munyi leka main anak mit / lagu 2. Mendingka ensera/ cherita 3. Meretika teks didinga serta meri respons verbal

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Designing Assessment Tasks: Intensive Listening

(i) Recognizing phonological and morphological

elements
Phonemic pair, consonants
Test-takers hear: Hes from Kanowit. Test-takers read: (a) Hes from Kanowit. (b) Shes from Kanowit.

Phonemic pair, vowels

Test-takers hear: Is he living? Test-takers read: (a) Is he leaving? (b) Is he living?
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Designing Assessment Tasks: Intensive Listening

Morphological pair, -ed ending
Test-takers hear: I missed you very much.
Test-takers read: (a) I missed you very much. (b) I miss you very much.

Stress pattern in cant

Test-takers hear: My girlfriend cant go to the party. Test-takers read: (a) My girlfriend cant go to the party. (b My girlfriend can go to the party.
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(ii) Paraphrase recognization

Dialogue paraphrase
Meretika teks ti didinga sereta meri respons verbal

Test-takers hear:

Man: Hi, Umang, my names Kebing. Woman: Nice to meet you, Kebing. Are you Iban? Man: No, Im Kayan.

Test-takers read:

(a) Kebing lives in Kuching. (b) Kebing is a Kayan. (c) Kebing comes from Baram. (d) Umang is an Iban.
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Designing Assessment Tasks: Responsive Listening

Appropriate response to a question Mending lalu meri respons ngagai stimulus enggau iring ti meruan Test-takers hear: How much time did you take to do your homework?

Test-takers read:

(a) (b) (c) (d)

In about an hour. About an hour. About $10. Yes, I did.

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Designing Assessment Tasks: Selective Listening

(i) Listening Cloze Meretika teks ti didinga sereta meri respons
Test-takers hear: Ladies and gentlemen, I now have some connecting gate information for those of you making connections to other flights out of Kuching. Flight seven-oh-six to Sibu will depart from gate seventythree at nine-thirty P.M. Flight ten-forty-five to Miri will depart at nine-fifty P.M. from gate seventeen. Test-takers write the missing words or phrases in the blanks.
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Designing Assessment Tasks: Selective Listening

(ii) Information transfer: a single-picture-cued verbal multiple-choice Meretika teks ti didinga sereta meri respons verbal Test-takers see: A photograph of a woman in a laboratory setting, with no glasses on, squinting through a microscope with her right eye, and with her left eye closed.

Test-takers hear: (a) Shes speaking into a microphone. (b) Shes putting on her glasses. (c) She has both eyes opened. (d) Shes using a microscope.
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(iii) Information transfer: chart-filling

Test-takers see:

Now you will hear information about Kilats daily schedule. The information will be given twice. The first time just listen carefully. The second time, there will be a pause after each sentence. Fill in Kilats blank daily schedule with the correct information.
Test-takers see the following weekly calendar grid:
Monday 8.00 10.00 12.00 2.00 4.00 6.00
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Tuesday Get up

Wednesday Get up

Thursday Friday Get up Get up

weekends

Get up

Designing Assessment Tasks: Extensive Listening

(i) Dictation
Mending lalu meri respons ngagai stimulus enggau iring ti meruan

First reading (natural speed, no pauses, Test-takers listen for gist Second reading (slowed speed, pause at each // break, test-takers write) Third reading (natural speed, test-takers check their work).
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(ii) Communicative stimulus-response tasks

Dialogue and multiple-choice comprehension items Test-takers hear: Directions: Now you will hear a conversation between Lynn and her doctor. You will hear the conversation two times. After you hear the conversation the second time, choose the correct answer for questions 11-15 below. Mark your answers on the answer sheet provided. Doctor: ... Lynn : .. Doctor: ...... Lynn : .. Test-takers read: 11. What is Lynns problem? 11. (A) ... 12. (B) ... 13. (C)
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ASSESSING SPEAKING
Brown, 2004: Micro and Macroskills of Oral Production

Microskills of Speaking 1. Produce differences among phonemes and allophonic variants 2. Produce chunks of language of different lengths 3. Recognize language stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours
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ASSESSING SPEAKING
Brown, 2004: Micro and Macroskills of Oral Production

Microskills of Speaking 4. Produce reduced forms of words and phrases 5. Use an adequate number of lexical units to accomplish pragmatic purposes 6. Produce fluent speech at different rates of delivery 7. Monitor ones own oral production and use various strategic devices - pauses, fillers, selfcorrections, backtracking to enhance the clarity of the message
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ASSESSING SPEAKING
Brown, 2004: Micro and Macroskills of Oral Production

Microskills of Speaking

8. Use grammatical word classes, systems, patterns, rules, and elliptical forms 9. Produce speech in natural constituents: in appropriate phrases, pause groups, and sentence constituents 10. Express a particular meaning in different grammatical forms 11. Recognize cohesive devices in spoken discourse
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ASSESSING LISTENING
Macroskills of Listening 12.Appropriately accomplish communicative functions, according to situations, participants, goals 13.Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, interrupting, and other linguistic features in face-to-face conversations 14.Convey links and connections between events and communicate such relation as focal and peripheral ideas, events and feelings, new information and given information, generalization, and exemplification

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ASSESSING LISTENING
Macroskills of Listening

15. Convey facial features, kinesics, body language, and other non-verbal clues along with verbal language 16. Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you
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ASSESSING SPEAKING
KSSR 2010 Bahasa Iban: Pengelandik Tikas Micro

1. Nyebut munyi leka jaku ti ngundan (vokal tebuka; vokal besekat glotis ) 2. Meri respons ngagai stimulus enggau iring ti meruan 3. Nyebut leka jaku siti patah enggau dua patah sebut ngena intonasyen ti betul 4. Nyaut tanya mudah sentang pekara ti dicherita

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ASSESSING SPEAKING
KSSR 2010 Bahasa Iban: Pengelandik Tikas Macro

1. Nyebut, belagu ngena leka main anak mit / lagu ngena iring ti meruan 2. Ngambi bagi dalam jaku randau (ngena jaku tabi basa; madahka dirim meri terima kasih; minta ampun) 3. Berandau ka pekara ti bekaul enggau topik ti ngenang diri empu enggau diri sebilik 4. Ngeluluka watak 5. Madahka juluk ati diri empu
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Designing Assessment Tasks: Imitative Speaking

Word repetition task
Meri respons ngagai stimulus enggau iring ti meruan Test-takers hear: Repeat after me: beat [pause] bit [pause] bat [pause] vat [pause] etc. I bought a boat yesterday. The glow of the candle is growing. etc. When did they go on vacation? Do you like coffee? Test-takers repeat the stimulus. etc.

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Designing Assessment Tasks: Intensive Speaking

1. Directed Response Task

Test-takers hear:

Tell me he went home. Tell me that you like rock music. Tell me that you arent interested in football.
Test-takers produce the correct grammatical output.
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Designing Assessment Tasks: Intensive Speaking

2. Read-aloud task
2a) Test-takers read-aloud stimulus, paragraph length
Scoring scale (Underhill, 1987: 10):
Pronunciation 0.0 -0.4 Frequent phonemic errors and foreign stress and intonation that cause the speaker to be unintelligible 0.5 1.4 Frequent phonemic errors and foreign stress and intonation that cause the speaker to be occasionally unintelligible 1.5 2.4 Some consistent phonemic errors and foreign stress and intonation patterns, but the speaker is intelligible 2.5 3.0 Occasional non-native pronunciation errors, but the speaker is always intelligible
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Designing Assessment Tasks: Intensive Speaking

2b) Test-takers read-aloud stimulus, paragraph length
Scoring scale (Underhill, 1987: 10):

Fluency
0.0 -0.4 Speech is so halting and fragmentary or has such a non-native flow that intelligibility is virtually impossible 0.5 1.4 Numerous non-native pauses and/or a non-native flow that interferes with intelligibility 1.5 2.4 Some non-native pauses but with a more nearly native flow so that pauses do not interfere with intelligibility 2.5 3.0 Speech is smooth and effortless, closely approximating that of a native speaker
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Designing Assessment Tasks: Intensive Speaking

3. Sentence / dialogue completion Tasks
Test-takers read (and then hear):
In a departmental store; Salesperson: May I help you? Customer : .. Salesperson: Okay, what size do you want? Customer : Salesperson: Hmmm. How about this green sweater here? Customer : Test-takers respond with appropriate lines.
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Designing Assessment Tasks: Intensive Speaking

4. Picture-Cued Tasks Nyebut lalu bebidaka leka jaku (vokal)

(i) Picture-cued elicitaion of minimal pairs

Test-takers see:

Test-takers hear: [Test administrator points to each picture in succession] Whats this?
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Picture-Cued Tasks (ii) Picture-cued elicitaion of future tense

Meri respons ngagai stimulus enggau iring ti meruan Test-takers see:

Test-takers hear: [This family is at an airport going on their vacation. 1. [Point to the picture in general] Where are they going for the vacation? 2. [Point to the father] What will he do in Saratok? 3. [Point to the mother] What will she do there? 4. [Point to the girl] What is she going to do there? 5. [Point to the boy] What is he going to do in Saratok?
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Meri respons ngagai stimulus enggau iring ti meruan Test-takers see:

Test-takers 1 describes (for example) picture C; Test-taker 2 points to the correct picture.
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Designing Assessment Tasks: Responsive Speaking

i)

Questions eliciting open-ended responses

Nyaut tanya mudah sentang perkara ti dicheritaka

Test-takers hear: 1. What do you think about the weather today? 2. What do you like about Iban language? 3. Why did you choose your academic major?

Test-takers respond with a few sentences at most?

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Designing Assessment Tasks: Responsive Speaking

ii)

Eliciting instructions or directions

Nyaut tanya mudah sentang perkara ti dicheritaka

Test-takers hear:

1. Describe how to make a typical dish from your country. 2. How do you access email on a PC computer? 3. How do I get from to in your city?
Test-takers respond with appropriate instructions/directions
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Designing Assessment Tasks: Responsive Speaking

Paraphrasing a story
Meretika teks ti didinga serta meri respons verbal

Test-takers hear: Paraphrase the following little story in your own words. Maya musin panas Geranjang enda nemu hari malam. Iya bekenanas gawa ngumpul pemakai kena nabatka entika chelap ti deka datai. Pangan iya Buntak Dut enggai kiruh gawa tang deka ngelantangka ati. Meda Geranjang balat bendar nurun niki, iya lalu nundi Geranjang. Test-takers respond with two or three sentences.
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 Interview Role play Discussion and conversation

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ASSESSING READING

Genres of Reading
1. Academic reading General interest articles (in magazines, newspapers, etc.) Technical reports (lab reports), professional journal articles ; Reference material; Textbooks;Essays;Papers;Editorial and opinion writing 2. Job-related reading Messages Letters/ emails Memos Forms, applications, questionnaires Manuals Directions 3. Personal reading Newspapers and magazines Letters, emails, greeting cards, invitations Novels, stories, jokes, drama, poetry
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ASSESSING READING
Micro and macroskills of Reading

Microskills of Reading
1. Discriminate among the distinctive graphemes and orthographic patterns of Iban langauge 2. Retain chunks of language of different lengths in short-term memory 3. Process reading at an efficient rate of speed to suit the purpose 4. Recognize a core of words, and interpret word order patterns and their significance.
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ASSESSING READING
Micro and macroskills of Reading

Microskills of Reading 5. Recognize grammatical word classes, systems, patterns, rules, and elliptical forms 6. Recognize that a particular meaning may be expressed in different grammatical forms 7. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses

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ASSESSING READING
Macroskills of Reading

8. Recognize the rhetorical forms of written discourse and

their significance for interpretation 9. Recognize the communicative functions of written texts, according to form and purpose 10. Infer context that is not explicit by using background knowledge 11. From described events, ideas,etc, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification
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ASSESSING READING
Macroskills of Reading 12. Distinguish between literal and implied meanings 13. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata 14 Develop and use a battery of readinbg strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, appealing for help, and activating schemata for the interpretation of texts
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ASSESSING READING

KSSR 2010 Bahasa Iban: Pengelandik Tikas Micro

1. Ngelala tukuh urup dalam rintai urup roman 2. Nyepil nitihka patah sebut lalu macha inggar leka jaku belalauka gambar 3. Nyepil nitihka pengentap munyi urup vokal 4. Nunjuk ngagai gambar ti betul lebuh teks dibacha 5. Madahka reti sekeda leka jaku dalam teks 6. Macha lalu nunjuk ngagai leka jaku ti besenimbal enteli 7. Nyepil leka jaku pengawa nitihka patah sebut ti betul 8. Meretika ayat mudah belalauka gambar
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ASSESSING READING

KSSR 2010 Bahasa Iban: Pengelandik Tikas Macro

1. 2. 3. 4. 5. 6. Macha lalu ngeluluka diri nitihka watak dalam dialog/teks Belabaka konten bup Macha lalu bekaulka peneleba diri enggau teks ti dibacha Macha lalu betatika ajar manah ari teks Macha beraban, meretika teks lalu nusun idea nitihka rurun Macha teks mudah enggau iring ti meruan (fiksyen; ukai feksyen)

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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Reading Aloud 1. Meretika ayat mudah belalauka gambar 2. Ngelala tukuh urup dalam rintai urup roman 3. Nyepil nitihka patah sebut lalu macha inggar leka jaku belalauka gambar

Test-taker sees separate letters, words, and/or short sentences and read them aloud, one by one, in the presence of an administrator. Since the assessment is of reading comprehension, any recognizable oral approximation of the target response is considered correct.
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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Multiple -Choice

Minimal pair distinction

1. 2. Macha lalu nunjuk ngagai leka jaku ti besenimbal enteli Nyepil nitihka pengentap munyi urup vokal Circle S for same or D for different.

Test-takers read: *

1. 2. 3. 4.

Led Bit Seat Too

let bit set to

S S S S

D D D D

In the case of very low level learners, the teacher/administrator reads

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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Multiple -Choice

Grapheme recognition task

Ngelala tukuh urup dalam rintai urup roman Nyepil nitihka pengentap munyi urup vokal Test-takers read: * Circle the odd item, the one that doesnt belong.
1. Piece 2. Book peace book piece boot

In the case of very low level learners, the teacher/administrator reads directions.

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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Picture-cued Items Picture-cued word identification task Nunjuk ngagai gambar ti betul lebuh teks dibacha

Test-takers hear: Point to the word that you read here.

mother

child

coffee
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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Picture-cued Items Picture-cued sentence identification task Meretika ayat mudah belalauka gambar

Test-takers hear: point to the part of the picture that you read about here. Test-takers see the picture and read each sentence written on a separate card. The mother is talking to her child. The child is standing on the kitchen cabinet.
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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Picture-cued Items Picture-cued true/false sentence identification task Meretika ayat mudah (belalauka gambar) Test-takers read: 1. They are in the kitchen. 2. The cup of coffee is under the kitchen cabinet. 3. The windows are closed. T T T F F F

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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Picture-cued Items Picture-cued matching word identification task Nunjuk ngagai gambar ti betul lebuh teks dibacha
With objects labeled A, B, C, D, E in the picture, test-takers read words and writes the appropriate letter beside the word

Test-takers read:

1. clock
2. chair 3. books 4. cat 5. table

__________
__________ __________ __________ __________
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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Picture-cued Items Multiple-choice picture-cued word identification task Test-takers transfer verbal to non-verbal mode. Nunjuk ngagai gambar ti betul lebuh teks dibacha Test-takers read: Rectangle Test-takers see, and choose the correct item:

D
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DESIGNING ASSESSMENT TASKS: SELECTIVE READING Multiple-Choice

Multiple-choice vocabulary /grammar task Madahka reti sekeda leka jaku dalam teks
1. Hes not married. Hes _____________________.
A. B. C. D. A. B. C. D. first single young a husband type kneel knock shout

2. If thres no doorbell, please __________________ on the door.

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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Multiple-Choice Contextualized multiple-choice vocabulary /grammar task Madahka reti sekeda leka jaku dalam teks

1.

Sabang: Do you like champagne? Lidam : No, I cant ___________________ it!

A. hate B. stand C. Prefer

2.

Manager : Do you like to work by yourself? Employee : Yes, I like to __________________. A. definitely B. impatiently C. Independently
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DESIGNING ASSESSMENT TASKS: SELECTIVE READING

Multiple-Choice Multiple-choice cloze vocabulary /grammar task Madahka reti sekeda leka jaku dalam teks
Ive lived in the United States (21) _________ three years. I (22) ____________ live in Malaysia. I (23) ___________ speak any English. I used to (24)________ homesick, but now I enjoy (25) __________ here. 21. A. for B. since C. during 22. A. was B. use to C. used to 23. A. can B. could C. couldnt
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24. A. be B. been C. being 25. A. live B. to live C. living

DESIGNING ASSESSMENT TASKS: SELECTIVE READING Matching Tasks

Vocabulary matching task Madahka reti sekeda leka jaku dalam teks
Write in the letter of the definition on the right that matches the word on the left. ____________ 1. exhausted ____________ 2. disappointed a. tired b. excited

____________ 3. enthusiastic
____________ 4. empathetic

c. unhappy
d. understanding of others
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DESIGNING ASSESSMENT TASKS: SELECTIVE READING

Matching Tasks
Selected response fill-in vocabulary task Madahka reti sekeda leka jaku dalam teks Write in the letter of the definition on the right that matches the word on the left. 1. At the end of the long race, the runners were totally __________________. 2. My parents were ____________ with my bad performance on the final exam. 3. Everyone in the office was ______________ about the same salary raises. 4. The _____________ listening of the counselor made Lemba feel well understood. Choose from among the following: disappointed empathetic exhausted enthusiastic
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DESIGNING ASSESSMENT TASKS: SELECTIVE READING Editing Tasks

Multiple-choice grammar editing task (Phillips, 2001: 219)

Test-takers read: Choose the letter of the underlined word that is not correct. 1. The abrasively action of the wind wears away softer layers of rock. A B C D 2. There are two way of making a gas condense: cooling it or putting it A B C D under pressure

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DESIGNING ASSESSMENT TASKS: SELECTIVE READING Gap-Filling Tasks Sentence completion task Macha lalu bekaulka peneleba diri enggau teks ti dibacha
Oscar : Doctor, what should I do if I get sick?

Doctor : It is best to stay home and __________________________________. If you have a fever _________________________________________. You should drink __________________________________________.

The worst thing you can do is ________________________________.

You should also ___________________________________________.
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DESIGNING ASSESSMENT TASKS: INTERACTIVE READING

Cloze Tasks

Cloze procedure, fixed-ratio delection (every seventh word) Macha lalu bekaulka peneleba diri enggau teks ti dibacha
The recognition that ones feelings of (1) _______________ and unhappiness can coexist much like (2) _________________ and hate in a close relationship (3) ____________ offer valuable clues on how to (4) _____________ a happier life. It suggests, for (5) ___________ that changing or avoiding things that (6) ___________ you miserable may well make you (7) _______________ miserable but probably no happier.
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DESIGNING ASSESSMENT TASKS: INTERACTIVE READING

Cloze Tasks
Cloze procedure, rational delection (prepositions and conjunctions) Macha lalu bekaulka peneleba diri enggau teks ti dibacha

The recognition that ones feelings (1) _______________ happiness (2) __________ and unhappiness can coexist much like love and hate (3) _________________ a close relationship may offer valuable clues (4) ____________ on how to lead a happier life. It suggests, (5) ___________ example that changing (6) ____________avoiding things that make you miserable may well make you miserable (7) _________ probably no happier.
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DESIGNING ASSESSMENT TASKS: INTERACTIVE READING

Short-Answer Tasks
Open-ended reading comprehension questions 1. What do you think the main idea of this passage is?

2. What would you infer from the passage about the future of
air travel? 3. In line 6 the word sensation is used. From the context, what do you think this word mean?

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DESIGNING ASSESSMENT TASKS: INTERACTIVE READING

Odering Tasks
Sentence-ordering task Macha lalu bekaulka peneleba diri enggau teks ti dibacha

Put the following sentences in the correct order:

A it was called The Last Waltz

B the street was in total darkness C because it was one he and Richard had learnt at school

D Peter looked outside

E he recognized the tune F and seemed deserted G he thought he heard someone whistling
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ASSESSING WRITING Brown, 2004: Micro and macroskills of writing

Microskills of writing 1. Produce graphemes and orthographic pattern of Iban language. 2. Produce writing at an efficient speed to suit the purpose. 3. Produce an acceptable core of words and use appropriate word order patterns. 4. Use acceptable grammatical system. 5. Express a particular meaning in different grammatical forms 6. Use cohesive devices in written discourse.
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Macroskills of Writing

7. Use the rhetorical forms and conventions of written discourse. 8. Appropriately accomplish communicative functions of written texts according to forms and functions. 9. Convey links and connections between events, and communicate such relations as main idea, supportin idea, new information and given information, generalization, and exemplification
74

Macroskills of Writing 10.Distinguish between literal and implied meanings when writing. 11. Correctly convey culturally specific references in the context of written text. 12. Develop and use a battery of writing strategies, such as accurately assessing the audiences interpretation, using pre-writing devices, writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.
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KSSR 2010 Bahasa Iban: Micro and Macroskills of Writing

1. Ngayanka pengelembut tapa enggau tunjuk jari sebedau nulis 2. Nulis urup mit enggau urup besai ngena pola tulis ti betul 3. Nulis ngena tanda baca ti betul sereta engkeman 4. Nulis ayat mudah 3-5 leka jaku ngena tanda bacha ti engkeman 5. Nulis ngena teknik tunda-tulis leka jaku enggau ayat mudah
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KSSR 2010 Bahasa Iban: Micro and Macroskills of Writing

6. Nulis informasyen enggau engkeman 7. Nulis ayat ngundan 3-5 leka jaku enggau iring ti meruan 8. Nyepil leka jaku nitihka gambar; sebut-tulis 9. Ngelukis kar tauka gambar belalauka ensera enggau cherita ti ditusui 10.Nulis ayat nitihka gambar ti bekait enggau rampa menua
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DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING Tasks In Handwriting Letters, Words, and Punctuation Copying: handwriting letters, words, and punctuation 1. Nulis ngena teknik tunda-tulis 2. Nulis urup mit enggau urup besai ngena pola tulis ti betul 3. Nulis ngena tanda baca ti betul sereta engkeman The test-taker read: Copy the following words in the spaces given: bit ___ bet ____ bat ____ but ____ Oh? ____ Oh! ____

Bin
___

din
___

gin
____

pin
_____

Hello, John
_________
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DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING

Tasks In Handwriting Letters, Words, and Punctuation

Listening cloze selection task

Nulis ayat ngundan 3-5 leka jaku enggau iring ti meruan

The test-takers hear:

Write the missing word in each blank. Below the story is a list of words to choose from. Test-takers see:
Have _______ ever visited San Francisco? It ____________ a very nice
____________. It is __________ in __________ summer and __________ in the winter. I __________ the cable cars ________ bridges. is like you and cool warm city the
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DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING

Tasks In Handwriting Letters, Words, and Punctuation

Writing numbers and abbreviations

Nulis ngena teknik tunda-tulis leka jaku (enggau ayat mudah)

The test-takers hear: Fill in the blanks with words.

Test-takers see: 9.00 Tues. _____________ _____________ 5.45 _______________ 5/3 ________________

726 S. Main St. _________________________________

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DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING

Tasks In Handwriting Letters, Words, and Punctuation Multiple-choice reading-writing spelling tasks Nulis informasyen enggau engkeman (form turai juru ti betul; lis; dijir); nyepil leka jaku The test-takers read: Choose the correct spelling to fit the sentence, then write the word in the space provided. 1. He washed his hands with _______________________________. A. B. C. D. sop sope soap soup
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DESIGNING ASSESSMENT TASKS: INTENSIVE WRITING

Picture-Cued Tasks
Picture-cued sentence writing (Brown, 1999: 40) Nulis ayat ngundan 3-5 leka jaku enggau iring ti meruan

The test-takers see the following pictures: 1. 2. 3.

Test-takers read: What is the woman doing? What is the man doing? What is the boy doing? Test-takers write: 1. She is eating. She is eating her dinner. She is holding a spoon, etc.

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Picture-cued Story Sequence (Brown, 1999: 43) Nulis ayat nitihka gambar (ti bekait enggau rampa menua)
The test-takers see:

7.00

7.05

7.20

7.35

7.50

8.00

Test-takers read:

Describe the mans morning routine in six sentences

Test-takers write: 1. He gets up at 7.00. 3. At 7.20 he gets dressed. 5. About 7.50 he brushes his teeth.

2. He takes a shower at 7.05. 4. Then he eats breakfast. 6.He leaves the house at 8.00.
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DESIGNING ASSESSMENT TASKS: INTENSIVE WRITING

Vocabulary assessment Tasks Vocabulary writing tasks (Read, 2000: 179) Nulis ayat mudah 3-5 leka jaku ngena tanda bacha ti engkeman The test-takers read:

1. Write two sentences, A and B. In each sentence, use the two words given.
A. Interpret, experiment _____________________________________________ B. Interpret, language _______________________________________________

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DESIGNING ASSESSMENT TASKS: INTENSIVE WRITING

Order Tasks Reordering words in a sentence Nulis informasyen enggau engkeman (form, lis, dijir) The test-takers read: Put the words below into the correct order to make a sentence: 1. cold/winter/ is/weather/ the/ in/ the 2. studying/ what/ you/ are 3. next/ clock/ the/ the/ is/ picture/ to Test-takers write:
1. The weather is cold in the winter. 2. What are you studying? 3. The clock is next to the picture.
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DESIGNING ASSESSMENT TASKS: INTENSIVE WRITING

Short-Answer and Sentence Completion Tasks
Limited response writing tasks Nulis informasyen enggau engkeman (form, lis, dijir)

The test-takers see: 1. Usun : Whos that? Nalong : ______________________________ Gina. Usun : Wheres she from? Nalong : _________________________ Sarawak. 2. Guntur: ______________________________________? Kilat : Im studying English.
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DESIGNING ASSESSMENT TASKS: RESPONSIVE WRITING

Guided Question and Answer

Guided writing stimuli

The test-takers see:

1. Where did this story take place? [setting]

2. Who were the people in the story? [characters] 3. What happened first? And then? And then? [sequence of events]

4. Why did _______________ do _____________ ? [reasons, causes]

5. What did __________ think about ___________? [opinion] 6. What happened at the end? [climax] 7. What is the moral of the story? [evaluation]
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Keretas Peresa Tahun 1

(Pengajar Jenny Juntan, 2010)

Digaga (tuduh) nunda format keretas PMR

Bagi A: Nulis ( 10 Mark )

Bagi B: Nyepil ( 10 Mark )

Bagi C: Nipak ( 10 Mark ) Bagi D: Ngisi lapang ( 20 Mark )

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Keretas Peresa Tahun 1 (Pengajar Jenny Juntan, 2010)

Bagi A Nulis (10 Mark) Chunto tanya: nyambung titik Nukar urup mit ngagai urup besai Bagi B - Nyepil (10 Mark) Chunto tanya: Ngisi pun leka jaku(belalauka gambar) Ngisi urup vokal dlm l/jaku (belalauka gambar)
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Keretas Peresa Tahun 1 (Pengajar Jenny Juntan, 2010)

Bagi C Nipak (10 Mark) Chunto tanya: Nipak patah sebut lalu tulis baru Nipak gambar enggau urup/leka jaku mudah
Bagi D Ngisi lapang (20 Mark) Chunto tanya: Ngisi lapang dalam ayat mudah ngena leka jaku mudah ti disediaka tauka disempulang gambar.
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Bibliography
Brown, H. Douglas. (1999). New Vistas: An Interactive Course in English. White Plains, NY: Pearson Education. Brown, H. Douglas. (1999). Language Assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education. Nesamalar Chitravelu, et. al. (2005). ELT Practice. Shah Alam: Oxford Fajar Press. Methodology,Principles and

Read, John. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press. Richards, Jack C. (1983). Listening Comprehension: Procedure. TESOL Quarterly, 17, 219 239. Approach, Design,

Underhill, Nic. (1987). Testing Spoken Language: A Handbook of Oral Testing Techniques. Cambridge: Cambridge University Press.

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