Metty Agustine P., M.Pd

Asri Siti Fatimah, .M.Pd

What do you think of those pictures???

WHICH ONE IS THE SMARTEST?

How can you know?

As a teacher, why does he/she need to test the students?

What is expected to emerge from a teaching and learning process?

What is an important indicator of student success in learning?

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

Test, measurement, assessment, and evaluation

Are they the same?

Teaching

Assessment

Test

Test: a set of questions that have the attributes of right and wrong

A method of measuring a person’s ability, knowledge, or performance in a given domain

A method of measuring a person’s ability, knowledge, or performance in a

given domain

It is a method

It measures individual’s ability, knowledge, or performance

It measures individual’s ability, knowledge, or performance

Measurements: a systematic procedure for determining the number at an object or phenomenon

Assessment: the interpretation of measurement results

Evaluation: a systematic action to determine the level of success of a program (learning result and also policy)

Mrs. Elin, an English teacher, wants to know if her students have mastered a basic competence of English subject. Therefore, Mrs. Elin gave a multiple-choice test consisting 50 items to the students. (This means Mrs. Elin has already used a TEST). Mrs. Elin, then, checked the answers given by the students according to the answer keys and calculated the raw scores by using a particular formula. Apparently, the raw scores obtained by the students varied, i.e. 25, 36, 44, 47 and so on. (At this point,Mrs. Elin has done MEASUREMENT). To obtain the value and meaning of each score, Mrs. Elin converted the raw scores into the standard scores by following a particular approach. The results of score conversion are as follows: 25 = 5 (it means the students did not master the materials well); score of 36 = 6 (it means the students are capable enough); score of 44 = 8 (it means the students master the materials well) and score 47 = 9 (it means the students have very good mastery on the materials). This intepretation of the scores are called as ASSESSMENT. If Mrs. Elin assessed all components of learning, then, it is called as EVALUATION.

An alternative to the traditional forms of assessment has been proposed in recent years. This has come to be termed as 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.

TestIs an instrument or procedure designed to elicit

performance from learners with the purpose ofmeasuring their attainment of specified criteria. Itis almost always identifiable time periods incurriculum. The learners are usually conscious thattheir responses are being measured and evaluated.Test is the mean to assess the student’scompetence.

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’ performance

ASSESSMENT Sommer (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 teacher’s planning.

•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.

Test

•An ongoing process that encompasses a

much wider domain.

Assessment

INFORMAL/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 student’s competence. It implies the observation of the processof learning

FORMAL 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.

•Score is interpreted to a mean, median, standard deviation,

and percentile rank.

•The purpose is to place test-takers along a mathematical

continuum in rank order

•Reported back to the test-taker in form of numerical score

•Example: TOEFL, SAT

Norm-referenced Test

•Designed to give test-takers feedback in the form of

grade/specific objective

Criterion-referenced Test

Discrete point test

•Language can be broken down into its component parts

Integrative tests

•Measure all proficiency

•Creates unitary trait hypothesis

Communicative Language testing

•Included pragmatic and strategic ability

Performance-based Test

•Involves oral-production, written production, open-ended responses,

integrated performance, group performance , and other interactive task.

New views on intelligence

Spatial intelligence

Musical intelligent

Bodily

Interpersonal intelligent

Intrapersonal intelligent

An assessment in which test-taker performs responses on a computer

TOEFL and CAT

advantages

• Classroom based testing

• Self-directed testing on various aspect of

language

• Practice for high-standardized test

• Some individualization

• Large scale standardized test that can be

administered easily by thousand of test

taker at many different stations

Disadvantages

• Lack of security

• Occasional “home-grown” quizzes that

appear on unofficial websites may be

mistaken for validated assessment

• The multiple choice format proffered for

most CBT contains the usual potential for

flawed item design

• Open-ended response are less

• The human interactive element is absent

WHY 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?

The participants in language testing are the:

Tester

Test taker/the testee

Test user

The 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 ofApplied Linguistics, “Language Testing” – a professional and academic journal

The Test Takers may be:

Students in schools and universities

Applicants for positions that require foreign language abilities

People seeking certification of language proficiency for their jobs

The test users are the individual or institution that make use of The interpretation of scores e.g. foreign language

teachers (to encourage and monitor learning, forpersonal feedback)

The Ministry of Education uses tests to ensure that the National Curriculum is followed and to assess the standards achieved in school work

Foreign 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 English

Public and private institutions assess the linguistic competence of those employees who need a foreign language in their work

Foreign language teaching schools use tests for placement at an appropriate level in their courses

Diagnostic and placement tests offer advantages of improved efficiency for learner, teacher, and educational system

Admission tests protect admitting institutions and agencies that offer scholarships from too high a failure rate

Certification tests offer advantages to the persons who pass the test and the agencies that hire them. They also offer protection toexisting professionals organized in professional organizations who control access to certain professions

Testing agencies TOEFL, University of Cambridge, Local Examination Syndicate, English as a Foreign Language, UCLES; tests are major sources of income for testing agencies

Testing has an impact on students’ self-esteem.

The students will be more confident of success

Testing motivates the students to learn