CURRENT ISSUES IN CLASSROOM TESTING

Teguh Ardianto

Moving trends and moving views

Effective Assessment

New theories of

intelligenceThe advent of

alternative assessment

The increasing popularity of

computer based testing.

Communicative language testing

Performance-based assessment

Assessment experts

Challenge

Classroom teachers

New View on IntelligenceTeguh Ardianto

Views on Intelligence

INTELLIGENCE

Linguistic Logical-Mathematic

Linguistic Logical-Mathematic

Spatial Musical

Musical Bodily-kinesthetic Interpersonal Intrapersonal

Creative thinking

Manipulative Strategy

EQ (Emotional Quotient)

Old View

Gardner (1983, 1999)

Sternberg (1988, 1997)

Goleman (1995)

Trend of Assessment

Assess what…??

ObjectivityWhole

language skills

Learning processes

Ability to negotiate meaning

This..?? These..??

Those..??

Authenticity

Traditional and Alternative AssessmentTeguh Ardianto

Traditional and “Alternative” Assessment

Performance-based

assessment

The traditional, more-objective

assessment

The alternative,

more authentic

assessment

Triggered

Moved the trend

Armstrong (1994) and Bailey (1998) drew the clear distinction between traditional and alternative assessment in the table below:

Traditional Assessment Alternative Assessment

One-shot, standardized exams Continuous long term assessment

Timed, multiple-choice format Untimed, free-response format

Decontextualized test items Contextualized communicative tasks

Scores suffice for feedback Individualized feedback and washback

Norm-referenced scores Criterion-referenced scores

Focus on the “right” answer Open-ended, creative answers

summative formative

Oriented to product Oriented to process

Non-interactive performance Interactive performance

Foster extrinsic motivation Foster intrinsic motivation

Notes to Armstrong and Bailey’s categorization

• It is difficult to draw a clear line of distinction between “traditional” and “alternative” assessment.

• It is not always true that traditional assessment is worse than alternative assessment.

Computer-Based TestingTeguh Ardianto

Computer Based Testing

Small scale, “home grown” test

Large scale, standardized test

Some famous CBTs

TOEFL

TOEIC

IELTS

Computer Based Testing

Computer based test requires test takers perform responses on

a computer.

Test takers receive prompts

The prompt can be in spoken or written

Test takers are required to response

They can write or speak the response

Almost all responses and items are fixed and close

ended

Computer Adaptive Test

In a CAT, each test taker receives a set of questions that meet the test specifications and that are generally

appropriate for his or her performance level.

CAT starts from moderate level

questions

test takers answer the question

the computer scores the responses and determine

the next questions

Correct Incorrect

More difficult questions

Lesser or equal difficult questions

Some advantages of CBT

• Classroom-testing• Self-directed testing on various aspects of

language (vocabs, grammar, discourse, language skills, etc.)

• Practice for upcoming high stakes standardized test

• Some individualization, in the case of CATs• Large scale standardized test can be administered

easily to thousand of test takers at many different stations, then scored electronically for rapid reporting of results

Some disadvantages of CBT• Lack of security and the possibility of cheating are inherent in

classroom-based, unsupervised computerized test• Occasional “home-grown” quizzes that appear on unofficial

websites may be mistaken for validated assessment• The multiple-choice format preferred for most computer-

based test contains the usual potential for flawed item design• Open ended responses are less likely to appear because of the

need for human scorers, with all the attendant issues of cost, reliability and turn around time

• The human interactive element (especially in oral production) is absent

Lessons from this chapter

• Assessment is an integral part of the teaching-learning cycle.

• Tests are a subset of assessment and may provide authenticity, motivation, and feedback to the learner.

• Tests are essential components of a successful curriculum and one of several partners in the learning process.

Cont: Lessons from this chapter• Periodic assessments, both formal and informal, can increase

motivation by serving as milestones of student progress.• Appropriate assessments aid in the reinforcement and retention of

information.• Assessments can confirm areas of strength and pinpoint areas

needing further work.• Assessments can provide a sense of periodic closure to modules

within a curriculum.• Assessments can promote student autonomy by encouraging

students' self-evaluation of their progress.• Assessments can spur learners to set goals for themselves.• Assessments can aid in evaluating teaching effectiveness.

Thank You…