Planning the assessment

Tefl/uki/semester 1/2011

purposes and objective of the test.

Which aspect of language do I want to assess? How does this relate to learning experience of the children? What do I want to use the test outcome for? Who else will use the outcomes? And for what purposes?

Method of the test

How will information be gathered to assess the aspect of language? How will the information that is collected be interpreted? How will the pupil be involved in gatehering the information?

Quality management
How can I make sure the assessment is valid? How can I make sure that the assessment is reliable? How can I make sure that the assessment is fair?

Feedback
Who will I share the asssessment outcomes? How will I communicate the outcomes of assessment?

Uses of test
How will the outcomes inform the fiture teaching?

Impact of test
What washback effect from assessmant to teaching may occur? What will the impact be on pupils motivation?

PRINCIPLE OF A GOOD TESTING

1. Require students to perform, create, produce or do something Use the real-world context situation Allow students to be assessed on what they normally do in the class everyday Use task that represent meaningful instructional activities Focus on process as well as product Tap into higher level thinking and problem solving skill Provide information both strengths and weaknesses of students

EXAMPLES OF TEST ITEM

Basic competence: memahami kata kata dan istilah asing serta kalimat sederhana berdasarkan rumus Question A; Do you like sleeping in a tent or in a hotel? B; I . sleeping in a tent sleeping in a hotel a. like, than b. like, to c. prefer, better than d. prefer, to e. would rather, better than

Activities of assessment
Listening skill 1. Interview 2. Role-play 3. Discussion 4. Games 5. Oral presentation 6. Story telling Speaking skill 1. Interview 2. Role-play 3. Discussion 4. Games 5. Oral presentation 6. Story telling

Activities of assessment
Reading 1. Impromptu reading plus comprehension question 2. Editing (longer texts), skimming, summarizing, note-taking Writing Sentence completion Essay making

Analysing test data procedures

1. Classical Test Theory (CTT) 2. Generalisability Theory (G-Theory) 3. Item Response Theory (IRT) 4. Criterion response Measurement (CRM)

Classical Test Theory (CTT)

1. item difficulty (p-value) the ideal item is (p= .50) P-value of .85 = 85 % of test takers answer item correctly could be taken as evidence the item is easy P-value 0f .25 = 25 % of test takers answered correctly could be taken as evidence og difficult item

 2. item discrimination 3. distracter analysis