lecturer : dr. jan mujiyanto m.hum. teguh ardianto mat ibnu setyono unnes, september 11, 2012
TRANSCRIPT
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Principles and Classroom PracticesChapter 1. Testing, Assessing, and Teaching
Lecturer : Dr. Jan Mujiyanto M.Hum.
TEGUH ARDIANTOMAT IBNUSETYONO
UNNES, September 11, 2012
LANGUAGE ASSESSMENT
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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.
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FIRST TOPICS
WHAT IS TEST?
WHAT IS ASSESSMENT?
WHAT IS TEACHING?
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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,…
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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
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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
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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.
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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)
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PROPOSED DIAGRAM
TEST
TEACHING
ASSESSING
EVALUATION
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DIAGRAM
TEST
TEACHING
ASSESSING
EVALUATION
TEST
TEACHING
ASSESSING
Class “A”Class “B”
compare
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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.
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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
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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
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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.
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NORM-REFERENCED AND CRITERION-REFERENCED
TESTSNORM-REFERENCED TEST-----FUNCTIONS
TO SCORECRITERION-REFERENCED TEST----
FUNCTIONS TO PROVIDE FEEDBACK
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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.
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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
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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
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COMMUNICATIVE LANGUAGE TESTING
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PERFORMANCE-BASED ASSESSMENT