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Language Assessment II

Practical Classroom
Applications
Euis Fauziah Ramadhani (17070835002)
Can tests be positive experiences?
Can they bring out the best in students?
Can they be part of an ongoing interaction
between teacher and learners?

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Assessing,
Testing, and
Teaching

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Test An instrument or procedure designed to elicit learners’ performance
with the purpose of measuring their attainment on specified criteria

Assessment It encompasses a much wider domain than tests which


includes students responds to questions or offers a comment

Assessment Constructs
Informal Formal
Formative Summative
Process Products

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Recent
Developments in
Classroom Testing

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1 New views on
intelligence

1. Linguistics intelligence
1. Linguistics intelligence 2. logical-mathematical
intelligence
2. logical-mathematical
intelligence 3. Spatial intelligence
4. Musical intelligence
5. bodily-kinesthetic intelligence
6. Interpersonal intelligence
7. Intrapersonal intelligence

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2 Performance-Based Testing
Measuring the students’ ability to apply the learned skill and knowledge. The
task challenges students to use their higher order thinking skill to create
product. Example: student portfolios, essay writing, and group projects

3 Interactive Language Tests


It is the language version of performance based testing comes in form of
various interactive language tests. These tests are constructed by seeing the
process of creatively interacting with others. Oral Proficiency Interview (OPI)
has been widely used as interactive oral proficiency test.

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4 Traditional and “Alternative” Assessment

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Principles for
Designing Effective
Classroom Test

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1 Strategies for Test-Takers
Before the Test: Giving students all the information about the test, Encouraging
students to do review, Giving practice tests, Facilitating study in group, Cautioning students to
get good rest before test, Reminding the students to get to the classroom early.

During the Test: Telling the students to quickly look over the whole test to get good
grasp of its different place, Reminding to mentally figure out how much time they need for
each part, Advising them to concentrate as carefully as possible, Giving alert a few minutes
before the end of the class.

After the Test: Giving feedback on specific students’ strengths and weaknesses. Asking
the students to pay attention in whatever the teacher say about the test result. Encouraging
questions from the students. Guiding the students to pay attention in the future to cope with
their weaknesses.
2 Face Validity

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The students’ perception, the test is valid. These are ways
that can help to foster the perception

A carefully constructed, well-thought-out format


A test that is clearly doable within the allotted time limit
Items that are clear and complicated
Directions that are crystal clear
Tasks that are familiar and relate to their course work
A difficulty level that is appropriate for your students

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3 Authenticity
Make sure that the language in your test is as natural and authentic
as possible. The test measures what it is intended to measure.

4 Washback
Washback is the effects which are given by the tests to the students.
Those are Positive washback or Negative washback.

One way to enhance washback is to provide a generous number of specific


comments on the test performance.

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Some Practical
Steps to Test
Construction

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1 Test Toward Clear, Unambiguous Objectives
You need to know as specifically as possible what you want to test. Carefully list
everything that you think your students should “know” or be able to “do”, based on
the material the students are responsible for.
2 From your Objectives, Draw Up Test Specifications
Test specifications for classroom use can be a simple and practical outline of your
test about how you will divide up the 45 minutes test period, what skill you will test,
and what the items will look like.

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3 Draft your test
Draft your test in order to give a good idea of what test will look like, how students
will perceive it.

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4 Revise your test
At this stages, you will work through all the item you have devised and ask a
number of important questions. For example: are the direction to each section
absolutely clear?
5 Final-edit and Type the Test
In your final editing of the best before typing it for presentation to your class, image
that you are one of your students. Go through each set of directions and all items
slowly and deliberately, timing yourself as you do so.

6 Utilize Your Feedback after Administering the Test


Take a note about the information after the test like about the time limits and use
them for making the next test.

7 Work for Washback


As you evaluate the test and return it to the students, your feedback should reflect
the principle of washback.
Alternative
Assessment
options

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1 Self-and Peer-Assessments
According to Brown & Hudson 1998, self and peer assessment can increase students’
motivation because the involvement of themselves in process of learning

Oral Production: student self-checklists; peer checklists; in natural conversation,


asking others for confirmation checks.

Listening Comprehension: listening to the TV or radio broadcast and checking


comprehension with partner; in pair or group work. Checking yourself on quiz of content.

Writing: revising written work on your own or peer editing; proofreading

Reading: reading textbook passage followed by self-check or with partner comprehension


questions; self-assessment of reading habits; vocabulary quizzes
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2 Journals
Usually one thinks of journals simply as opportunities for learners to write relatively
freely without undue concern for grammatically. Journals can range from language
learning logs to responses to readings.

Specify to students what the purpose of the journal is

Give clear directions to students on how to get started for example by abbreviated model journal

Give guidelines on length of each entry and any other format expectations.

Collect journals on pre-announced dates and return them promptly

Be clear yourself on the principle purpose of the journal and make sure your feedback
speaks to that purpose.

Help the students to process you feedback, and show them how to respond to your
responses
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3 Conferences
A formal get-together where people talk about chosen topic. It has
advantages of allowing one-on-one interaction between teacher and
student such that the specific needs of student can receive direct
feedback.

4 Portfolios
A portfolios is “ a purposeful collection of students’ work that
demonstrates to students and others their efforts, progress, and
achievements in given areas” (Genesee & Upshur 1996:99)

5 Cooperative Test Construction


The traditional view of what a test is certainly does not include the
students in the process of test construction! In fact, it may sound a
little crazy to suggest that students construct their own test items.

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Assessment and
Teaching: Partners in
The Learning Process

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As a reminder on the value of assessment in the classroom, remember that
assessment and teaching are partners in the learning process.

1. Periodic assessments, both formal and informal, can increase motivation as they
serve as a milestones of student progress.
2. Assessments can spur learners to set goals for themselves.
3. Assessments encourage retention of information through the feedback they give on
learners’ competence.
4. Assessments can provide a sense of periodic closure to various units and modules
of a curriculum.
5. Assessments can encourage students’ self-evaluation of their progress.
6. Assessments can promote student autonomy as they confirm areas of strength and
areas needing further work.
7. Assessments can aid in evaluating teaching effectiveness

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A good teacher
never ceases to
assess students,
whether they are
incidental or
intended
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Thanks
Any Question?

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