Language Teaching Evaluation

Sumardi081329017845Introduction to Language Testing

1. Objectives of this courseAfter you have completed the study of this course you will be:familiar with the background of language testingaware of the fact that testing is an important part of every teaching and learning experienceaware that both experienced and inexperienced teachers of English as a Foreign Language (EFL) need to improve their skills in constructing and administering classroom testsable to understand how testing helps students create positive attitudes towards your class and able to identify the main issues of language testingable to define and differentiate the terms test, measurement, evaluation and assessmentrecognize that assessment, measurement, evaluation and testing are essential to sound educational decision makingrecognize the ways assessment, measurement and evaluation can assist in instruction, guidance, administrative and research decisions.2. Introduction ...A competence is the main indicator that is expected to emerge from each of the language learning process.A successful learning process can be seen from the extent of all students are able to master the competencies to be achieved.Competences: the realm of cognitive, affective, and psychomotor

What competencies are expected to emerge from a process of English learning?

Communication competence vs. linguistic competence: What are their differences?

Problem: how to measure the success of English learning process?

Test, measurement, assessment, and evaluation

Are they the same?

Test: a set of questions that have the attributes of right and wrongMeasurements: a systematic procedure for determining the number at an object or phenomenonAssessment: the interpretation of measurement resultsEvaluation: a systematic action to determine the level of success of a program (learning result and also policy)

EvaluationAssessmentQuantitativeQualitativeMeasurementTestEssayObjectiveNon-measurementNon-testInterviewObservationTHTThe linkage of evalution, assessment, measurement, and testIlustrasi ...Bu Elin ingin mengetahui apakah peserta didiknya sudah menguasai sebuah KD dalam mata pelajaran bhs. Inggris. Untuk itu, Bu Elin memberikan tes tertulis dalam bentuk objektif pilihan ganda sebanyak 50 butir soal kepada peserta didiknya (Ini berarti Bu Elin sudah menggunakan TES). Selanjutnya, Bu Elin memeriksa lembar jawaban peserta didik sesuai dengan kunci jawaban dan sesuai dengan rumus tertentu dihitung skor mentahnya. Ternyata skor mentah yang diperoleh peserta didik bervariasi, yaitu 25, 36, 44, 47 dst. (Sampai di sini Bu Elin telah melakukan PENGUKURAN). Untuk memperoleh nilai dan arti dari setiap skor tersebut, Bu Elin melakukan pengolahan skor dengan pendekatan tertentu. Setelah diolah skor mentah 25 = 5 (berati tidak mampu); skor 36 = 6 (berarti cukup mampu); skor 44 = 8 (berarti menguasai); dan skor 47 = 9 (berarti sangat mampu). Sampai disini sudah terjadi proses PENILAIAN. Jika Bu Elin menilai seluruh komponen pembelajaran, maka terjadi EVALUASI.An alternative to the traditional forms of assessment has been proposed in recent years. This has come to be termed alternative assessment, authentic assessment, or informal assessment.Authentic forms of assessment such as portfolios, interviews, journal, project work, and self-or peer assessment have become increasingly common in the ESL classroom.

Testing and Assessment; How do they relate each other?Test Is an instrument or procedure designed to elicit performance from learners with the purpose of measuring their attainment of specified criteria. It is almost always identifiable time periods in curriculum. The learners are usually conscious that their responses are being measured and evaluated. Test is the mean to assess the student. Testing and Assessment: How do they relate each other?Assessment encompasses a much wider than tests. Whenever a student responds to a question, offers a comment, or tries out a new word or structure, the teacher makes an assessment of the students performanceASSESSMENTSommer (1989)The process of finding out who the students are, what their abilities are, what they need to know, and how they perceive the learning will affect them. Assessment places the needs of the students at the center of the teachers planning.Testing and Assessment: How do they relate each other?The Difference with Traditional Assessment ( Gracfa Pearson, 1994,p.357)Alternative assessment is difference from traditional testing in that it actually asks students to show what they can do. The main goal of alternative assessment is to gather evidence about how students are approaching, processing and completing real-life tasks in a particular domain.INFORMAL AND FORMAL ASSESSMENTINFORMAL/FORMATIVE EVALUATION: involved in all incidental, unplanned evaluative coaching and feedback on tasks designed to elicit performance, but not for the purpose of recording results and making fixed judgments about a students competence. It implies the observation of the process of learningINFORMAL AND FORMAL ASSESSMENTFORMAL ASSESSMENT / SUMMATIVE TEST: Exercises or experiences specifically designed to tap into a storehouse of skills and knowledge, usually within a relatively short time limit. They are systematic, planned sampling techniques constructed to give teacher and student an appraisal of students achievement.DEFINITION OF AUTHENTIC ASSESSMENT Garcia and Pearson (1994: 335)Efforts that do not adhere to the traditional criteria of standardization, efficiency, cost-effectiveness, objectivity, and machine scorabilityAuthentic Assessment is also called Performance Assessment, Alternative Assessment, Portfolio Assessment, Informal Assessment, Situated Assessment, and Assessment by Exhibition.3. Setting Testing ParamatersWHY does the evaluation need to administer?;

WHAT is to be evaluated?;

WHEN is it to be avaluated?,

WHO will evaluate?;

HOW will the evaluation be carried out? What form will it take? Will it be a pen-and-paper instrument or be conducted orally? Will it seek to elicit qualitative or quantitative data, or both?

4. Participants in TestingThe participants in language testing are the:Tester Test taker/the testeeTest user a. TesterThe tester may be: A foreign language teacher who designs, administers, and interprets tests given to his own learners A group of people responsible for developing tests requirements A private or governmental testing agency (PALSO in Greece; ETS the Educational Testing Service in New Jersey, USA; CITO in Holland or BSNP in Indonesia.Other organizations/ international meetings: the annual Language Testing Research Colloquium, The Scientific Commission on Language Tests and Testing of the International Association of Applied Linguistics, Language Testing a professional and academic journalb. The test taker / the testeeThe Test Takers may be:Students in schools and universitiesApplicants for positions that require foreign language abilitiesPeople seeking certification of language proficiency for their jobsc. The test userThe test users are the individual or institution that make use ofThe interpretation of scores e.g. foreign language teachers (to encourage and monitor learning, for personal feedback)The Ministry of Education uses tests to ensure that the National Curriculum is followed and to assess the standards achieved in school workForeign universities (American or British) use language tests (TOEFL or Cambridge Examination) to assess the proficiency and predict if applicants can attend successfully a programme of instruction in EnglishPublic and private institutions assess the linguistic competence of those employees who need a foreign language in their workForeign language teaching schools use tests for placement at an appropriate level in their courses5. The Beneficiaries of TestingDiagnostic and placement tests offer advantages of improved efficiency for learner, teacher, and educational systemAdmission tests protect admitting institutions and agencies that offer scholarships from too high a failure rateCertification tests offer advantages to the persons who pass the test and the agencies that hire them. They also offer protection to existing professionals organized in professional organizations who control access to certain professionsTesting agencies TOEFL, University of Cambridge, Local Examination Syndicate, English as a Foreign Language, UCLES; tests are major sources of income for testing agencies6. The overall impact of testing in students motivation Testing has an impact on students self-esteem.The students will be more confident of successTesting motivates the students to learn7. Tips in writing questions

8. How to cope with exam failure

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