Upload
cory-day
View
218
Download
2
Tags:
Embed Size (px)
Citation preview
Principles and Classroom PracticesChapter 1. Testing, Assessing, and Teaching
Lecturer : Dr. Jan Mujiyanto M.Hum.
TEGUH ARDIANTOMAT IBNUSETYONO
UNNES, September 11, 2012
LANGUAGE ASSESSMENT
TOPICS OF DISCUSSION• FIRST SPEAKER
WHAT IS TEST, ASSESSMENT, TEACHING?
INFORMAL AND FORMAL ASSESSMENTFORMATIVE AND SUMATIVE ASSESSMENTNORM REFERENCE AND CRITERION-REFERENCED TEST
• SECOND SPEAKERAPPROACH TO LANGUAGE TESTING, A BRIEF STORY
DISCRETE POINT AND INTEGRATIVE TESTINGCOMMUNICATIVE LANGUAGE TESTINGPERFORMANCE-BASED ASSESSMENT
• THIRD SPEAKERCURRENT ISSUE IN CLASSROOM TESTING
NEW VIEW ON INTELLIGENCETRADITIONAL AND ALTERNATIVE ASSESSMENTCOMPUTER-BASED TESTING
SOURCE: Brown, HD, 2004, Language Assessment: Principles and Classroom Practices, New York, Pearson Education.
FIRST TOPICS
WHAT IS TEST?
WHAT IS ASSESSMENT?
WHAT IS TEACHING?
TESTINGTEST = a method of measuring a person’s
ability, knowledge, or performance in a given domain
method
measure
individual ability, knowledge
performance
given domain
a WAY.., HOW TO DO…Techniques, Strategy,
Process, Procedures, …..with characteristics ofStructured, Explicit
Instruments/tool to grade…, Specific Student’s Level of
Competence
Individual Skill, CompetenceBackground experience
Ability in performing language
Specific area, -Reading, Speaking, Listening, Writing,…
ASSESSINGTEST= is prepared administrative
procedures that occurs at identifiable times.ASSESSMENT= is an ongoing process.
example:-student responds to a question
assessed by:-offers a comment -
teacher-tries out a new word -
himself-tries out a structure -
other students- makes essay, listens to recorder
THE DIFFERENT OF TEST-ASSESSMENT TEACHING PROCESS CONTINUUM
MID-TEST FINAL-TEST
A S S E S S M E N T
START
END
START
END
TEACHING-Teacher-students interaction-students must have the freedom to experiment-students try out their own hypotheses-freedom to practice their skills in a classroom without
being formally graded-no teacher’s judgment in terms of their trials and errors
TEACHING=the opportunities for learners to listen, think, take risk, set goals, process feedback from the teacher and then recycle through the skills that they are trying to master.
DIAGRAM
TEST
TEACHING
ASSESSING
teaching goalinteractio
n
skill, competence
, performanc
e
assessing goal
reflection(more informal
tool)
improvement
feedback
testing goal
measure(formal tool)
judgment(passed or
failed)
level/grade
goal
evaluation
(analytical tool resulted values for feedback)
PROPOSED DIAGRAM
TEST
TEACHING
ASSESSING
EVALUATION
DIAGRAM
TEST
TEACHING
ASSESSING
EVALUATION
TEST
TEACHING
ASSESSING
Class “A”Class “B”
compare
INFORMAL AND FORMAL ASSESSMENTINFORMAL ASSESSMENT:- It is designed to elicit performance without
recording results and making a fixed judgments about a student’s competence.
- Example:- At the end of continuum are marginal
comments on paper, responding to draft of an essay, advice of how to better pronounce a word, suggestion for strategy, showing how to modify a better note-taking to better remember of the lecture contents.
INFORMAL AND FORMAL ASSESSMENTFORMAL ASSESSMENT
-exercise specifically designed to tap into storehouse of skill and knowledge.-constructed to give an appraisal of students’ achievements.
Is a formal assessment always a test?ALL TESTS ARE FORMAL ASSESSMENTSNOT ALL FORMAL ASSESSMENTS ARE
TESTS
FORMATIVE AND SUMMATIVE ASSESSMENTFORMATIVE
it deals with the function.- evaluating students in the process of ‘forming’ their competencies and skills with the goal of helping them to continue the growth process
CHARACTERISTICS:- delivered by the teacher- feedbacks are internalized by the students- eyed toward the future continuation- informal
FORMATIVE AND SUMMATIVE ASSESSMENTSUMMATIVE
It aims to measure or to summarize what a student has grasped.
- A summation of what a student has learned implies looking back and taking stock of how well that student has accomplished objectives.
NORM-REFERENCED AND CRITERION-REFERENCED
TESTSNORM-REFERENCED TEST-----FUNCTIONS
TO SCORECRITERION-REFERENCED TEST----
FUNCTIONS TO PROVIDE FEEDBACK
APPROACH TO LANGUAGE TESTING1950’s an era of behaviorism-----testing
focused on linguistic elements such as the phonological, grammatical, and lexical contrast between two languages
1970-1980’s era of communicative theories----testing focused on the whole communicative event.
Today-----testing focused on authentic and valid instruments that stimulate real world interaction.
DISCRETE-POINT AND INTEGRATIVE TESTINGDISCRETE-POINT TESTING
constructed on the assumption that language can be broken down into its component parts and those parts can be tested successfully.
e.g. of skill components:listening, speaking, reading,
writinge.g. of unit of language:
phonology, graphology, morphology, lexicon, syntax, discourse
DISCRETE-POINT AND INTEGRATIVE TESTINGINTEGRATIVE TESTING
(Oller, 1979) argued that language competence is unified set of interacting abilities that can not be tested separately.communicative competence is a global and requires such integration that it can not be captured in additive tests of grammar, reading, vocabulary, etc.
examples:cloze test, dictation
COMMUNICATIVE LANGUAGE TESTING
PERFORMANCE-BASED ASSESSMENT