LA Question Paper Answer

7/23/2019 LA Question Paper Answer

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Briefly explain two differences between assessment and evaluation. Use relevant

examples to support your answer.

Briefly explain two differences between ‘assessment of learning’ and ‘assessment for

learning’. Support your answer with relevant examples

Assessment O learning involves looking at assessment information at the end of the

teaching and learning process to rank students’ achievement levels against a standard. It

is summative in nature and typically involves standardized tests. Assessment OF learning

scores are often used to rate teachers’ or schools’ ability to move student achievement

based on the results of single, point-in-time tests.

!xample" tate tests like !"

Assessment O# learning embeds assessment processes throughout the teaching and

learning process to constantly ad#ust instructional strategy. $hile it can include test data, it

also addresses other %uantitative and even %ualitative data, and even encompasses a great

deal of anecdotal and descriptive data.

!xample" &sing the final e'amination in con#unction (ith teacher generated daily data to

alter instructional strategy during lesson or unit delivery is an e'ample of assessment FO)

learning in action.



Briefly explain with examples what diagnostic and aptitude tests are.

Aptitude" A test that attempts to predict a student’s ability to succeed in an intellectual or

physical endeavor by, for e'ample, evaluating mathematical ability, language proficiency,

abstract reasoning, motor coordination, or musical talent. Aptitude tests are *for(ard-looking+

in that they typically attempt to forecast or predict ho( (ell students (ill do in a futureeducational or career setting.

!xample" anguage aptitude test like "odern anguage Aptitude est "A/

$iagnostic" A test that measures students0 understanding of a sub#ect area or skills base

and helps identify a student0s learning problems so teachers can provide instruction to

remedy those problems.

!xample" 1iagnostic tests for reading based on their mastery of phonics, blending, (ord

recognition and te't comprehension.

Spols%y &'()*+ classified the development of language testing into three periods.

$iscuss with examples the three periods.

• the prescientific period

• the psychometric2structuralist period

• the integrative2sociolinguistic period

$iscuss three ma,or differences between the exam-oriented education system and the

school-based assessment implemented in alaysia. Support your discussion with

relevant examples.

A ne( evaluation system kno(n as the chool 3ased Assessment 3A/ (as introduced in

4554 as a move a(ay from traditional teaching to keep abreast (ith changing trends of

assessment and to gauge the competence of students by taking into consideration both

academic and e'tra curricular achievements.

According to the "alaysian "inistry of 6ducation "O6/, the ne( assessment

system aims to promote a combination of centralised and school-based assessment.

"alaysian eacher 6ducation 1ivision 61/ is entrusted by the "inistry of 6ducation to

formulate policies and guidelines to prepare teachers for the ne( implementation of

assessment. As emphasised in the innovation of the student assessment, continuous



school-based assessment is administered at all grades and all levels. Additionally, students

sit for common public e'aminations at the end of each level. It is also a fact that the role of

teachers in the ne( assessment system is vital. eachers (ill be given empo(erment in

assessing their students.

he current education system in "alaysia is too e'amination-oriented and over-emphasizes

rote-learning (ith institutions of higher learning fast becoming mere diploma mills.ike most

Asian countries e.g., 7ang 899:; im and an 8999; <hoi 8999/; "alaysia so far has

focused on public e'amination results as important determinants of students’ progression to

higher levels of education or occupational opportunities <hiam 89=>/.

!xplain briefly the importance of reliability in language assessment.

)eliability indicates the consistency or stability of test performance and is one of the most

important considerations (hen selecting tests and other assessment tools. A test must beconstructed so that e'aminers can administer the test (ith minimal errors and can interpret

the performance of students (ith confidence.

!xplain briefly what washbac% effect is and why it is important.

he term 0(ashback0 or back(ash refers to the impact that tests have on teaching and

learning. A test can positively influence (hat and ho( teachers teach, students learn; offer

learners a chance to ade%uately prepare, give learners feedback that enhance their

language development, is more formative in nature than summative, and provide conditions

for peak performance by the learners. eachers can also provide information that *(ashes

back+ to students in the form of useful diagnoses of strengths and (eaknesses.Furthermore, it enhances a number of basic principles of language ac%uisition namely

intrinsic motivation, autonomy, self-confidence, language ego, interlanguage, and strategic

investment, among others.

$esign a /able of Specifications for a 0ear 1 !nglish final exam paper. 2ustify your

choice of information to be included in the table of specifications.

$iscuss the five levels of SO3O taxonomy. Support your discussion with relevant

examples for each level.



6'ample?

!xplain briefly two types of test items that can be used to assess your students4

listening s%ills. !xplain briefly two differences between ob,ective and sub,ective

testing

@orm-)eferenced est <riterion-)eferenced est



1efinition

!urpose

A test that measures

student’s achievement as

compared to other students

in the group

1etermine performance

difference among individual

and groups

An approach that provides

information on student’s

mastery based on a criterion

specified by the teacher

1etermine learning mastery

based on specified criterion

and standard

est Item

Fre%uency

From easy to difficult level

and able to discriminate

e'aminee’s ability

<ontinuous assessment in

the classroom

7uided by minimum

achievement in the related

ob#ectives

<ontinuous assessment

Appropriateness

6'ample

ummative evaluation

!ublic e'ams? &!), !"),

!", and !"

Formative evaluation

"astery test? monthly test,

course(ork, pro#ect,

e'ercises in the classroom

Ob#ective? A test that consists of right or (rong ans(ers or responses and thus it can be

marked ob#ectively.

6'ample of activity?

rue2False Items

"ultiple-choice Items

"ultiple-responses Item

"atching Items

ub#ective? A test that is evaluated by giving an opinion, usually based on agreed criteria.

6'ample of activity?

6'tended-response Items

)estricted-response Items

6ssay

Using specific examples5 discuss the difference between discrete point tests5

integrative tests and communicative tests.



!xplain briefly two approaches to scoring pupils’ essays.

coring

Approach

Advantages 1isadvantages

olistic

• Buickly graded

• !rovide a public standard that is

understood by the teachers andstudents alike

• )elatively higher degree of rater

reliability

• Applicable to the assessment of

many different topics

• 6mphasise the students’strengths rather than their(eaknesses.

• he single score may actually mask differences

across individual compositions.

• 1oes not provide a lot of diagnostic feedback

Analytical

• It provides clear guidelines in

grading in the form of the variouscomponents.

• Allo(s the graders to

consciously address importantaspects of (riting.

• $riting ability is unnaturally split up into

components.

Ob#ective

• 6mphasises the students’

strengths rather than their(eaknesses.

• till some degree of sub#ectivity involved.

• Accentuates negative aspects of the learner’s

(riting (ithout giving credit for (hat they cando (ell.

$esign a writing tas% and explain what you would include in the tas%.

!xplain briefly two types of alternative assessment you can use when carrying out

assessment for learning.

Alternative Assessment

6ontinuous5 longitudinal assessment

$irect tests

Authentic assessment



7roup pro,ects

eedbac% provided to learners

8ower exams

6ontextualised test tas%s

6riterion-referenced score reporting

6lassroom-based testsormative

8rocess of instruction

9ntegrated

$evelopmental

/eacher mediated

$iscuss three advantages of using school-based assessment with your pupils.

8. imeliness of results enables teachers to ad#ust instruction %uickly, (hile learning is

in progress.

4. tudents (ho are assessed are the ones (ho benefit from the ad#ustments.C. tudents can use the results to ad#ust and improve their o(n learning

!xplain briefly what standard deviation is and its importance.

tandard deviation refers to ho( much the scores deviate from the mean. he standard

deviation is important because, regardless of the mean, it makes a great deal of difference

(hether the distribution is spread out over a broad range or bunched up closely around the

mean. For e'ample, suppose you have t(o classes (hose mean reading scores are the

same.

$iscuss with examples what item difficulty5 item discrimination and distractor

analysis are

Item difficulty refers to ho( easy or difficult an item is.

o( to calculate? ho( many students ans(ered an item correctly and dividing it by the

number of students (ho took this test.

For e'ample, if t(enty students took a test and 8D of them correctly ans(ered item 8, then

the item difficulty for item 8 is 8D245 or 5.ED.

Item discrimination is used to determine ho( (ell an item is able to discriminate bet(een

good and poor students.

1istractor analysis is an e'tension of item analysis, using techni%ues that are similar to itemdifficulty and item discrimination.



Using your %nowledge of the principles of language assessment5 suggest ways which

can help s :ina be more consistent in the mar%ing of her pupils’ wor%.

• <hecking that my learning ob#ectives are clear and specific, and aligned (ith the

learning activities and the assessment task. his (ay students and teachers receive a

consistent message and understand (hat is re%uired.• !reparing detailed instructions and guidelines for the assessment task. I provide

students (ith a (orked e'ample not a model ans(er but notes and e'amples

highlighting and e'plaining the main issues to consider.

• !roviding students (ith comprehensive marking guide.

• "eeting (ith staff and practise marking a fe( papers together based on all

information provided above. hen (e discuss the marking process to get a shared

understanding of (hat is re%uired by the student to achieve each grade. 7rade descriptors

are helpful and can be drafted based on this discussion/.

• <hecking consistency after marking is completed I look at average marks across

markers and investigate if there is too great a variation and re-mark as appropriate; and

• !roviding feedback to students on (hat (as done (ell and (hat re%uired

improvement.

• Fit in the above under reliability, validity, practicality, (ashback, and authenticity

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LA Question Paper Answer