Presented by: Adzan Setiabudi 180410090111 Asri Rachmadia 180410090096 Yan Wahyudi 180410090001 Zulfikar Bayu 180410090097

What is test? Is it needed? By who? For what? There are two kind of tests: o Teacher-designed formal tests. o Informal assessment in the context of dayby-day interaction with students.

 Assessment:

INFORMAL ASSESSMENTS are involved in all

incidental, unplanned evaluative coaching and feedback on tasks designed to evoke performance, but not for the purpose of recording results and making fixed judgments on students competence. FORMAL ASSESSMENTS are exercises or experiences specifically designed to tap into a storehouse of skills and knowledge. They are systematic, planned to give teacher and student an appraisal of student achievement.

Assessment Constructs

Informal Formative Process

Formal Summative Product

1.

New views on intelligence

There are 7 traditional conceptualizations of

intelligence according to Gardner (1983):

Linguistic intelligence Logical-mathematical intelligence Spatial intelligence Musical intelligence Bodily-kinesthetic intelligence Interpersonal intelligence Intrapersonal intelligence

2.

Performance-based testing
Instead of just offering paper-and-pencil single-

answer tests of possibly hundreds of discrete items, includes:

Open-ended problems Hand-on projects Student portfolios Experiments Labs Essay writing Group projects

3.

Interactive language tests

4.

Traditional and alternative assessment

1. 2. 3. 4.

Strategies for test-takers Face validity Authenticity Washback

1. 2. 3. 4. 5. 6.

Test toward clear, unambiguous objectives From your objectives ,draw up test specifications Draft your test Revise your test Final-edit and type the test Work for washback

 Self-

and peer-assessments Journals Conferences Portfolios Cooperative test construction

Can increase motivation as they serve as milestones of student progress Can spur learners to set goals for themselves Encourage retention of information through the feedback they give on learners competence Provide a sense of periodic closure to various units and modules of a curriculum Encourage student self-evaluation of their progress Promote student autonomy as they confirm areas of strength and areas needing further work Aid in evaluating teaching effectiveness