PAPERS

ASSESSING YOUNG LEARNERS

Lecturer : Sitti Nurjannah S.Pd., M.Pd

Arranged by :
1. NUR ALWIYAH (18084914012)
2. ANNISA YULIANA SALAM (18084014021)
3. AULIA NUR KIRANI (18084014020)

English Education
Islamic University Of Makassar
Faculty Of Teacher Training And Education
2019

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 TABLE OF CONTAINT

TABLE OF COINTAINT………………………….…………………………………1

FREFACE…………………...…………………….…………………………………..2

CHAPTER I
Introduction
Backround……………………………………………………………………………3
Problem
identification……………………………………………………………………..…....3
CHAPTER II
Disscussion
DefenitionOf
Assesment……………………………………………………………….…4
TheDifferences Assessment And Evaluation…………………………….…………...5
BackgroundTo Assessing Young
Learners……………………………………………….5
Classroom-Based
Assessment…………………………………………….……………….7
CHAPTER III
Conclusion
Conclusion………………………………………………………………………….......
....13

REFERENCES…………………………………………………………………………
…1

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 PREFACE

First of all, thanks to Allah SWT because of the help of Allah, writer finished writing
the paper entitled “Assessing young learner” right in the calculated time.

The purpose in writing this paper is to fulfill the assignment that given by mrs.Sitti
Nurjannah as lecturer in Teachang young learner.

in arranging this paper, the writer trully get lots challenges and obstructions but with
help of many indiviuals, those obstructions could passed. writer also realized there
are still many mistakes in process of writing this paper.

because of that, the writer says thank you to all individuals who helps in the process
of writing this paper. hopefully allah replies all helps and bless you all.the writer
realized tha this paper still imperfect in arrangment and the content. then the writer
hope the criticism from the readers can help the writer in perfecting the next
paper.last but not the least Hopefully, this paper can helps the readers to gain more
knowledge about Teachang young learner.

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 CHAPTER 1

INTRODUCTION

A. Background

Assessment occurs all the time. Assessment is the gathering of

information for a specifict purpose. Assessment differs from evaluation. It can
be useful to look at the distriction between the two. Assessment refers to
collecting information and making judgement on a learner’s knowledge,
whereas evaluation is used when collecting and interpreting information to
making decisions about the effectiveness of education program.

B. Problem identification
1. What is definition of assesment ?
2. What is the differences assessment and evaluation ?
3. What is background to assessing young learners ?
4. What is classroom-based assessment ?

C. The aim of this paper

1. Student can know the definition of assessment
2. Student can know the differences assessment and evaluation
3. Student can know the background to assessment young learnes
4. Student can know the classroom-based assessment

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 CHAPTER II

DISSCUSSION

A. Definition Of Assesment

Defenition of assessment According to Experts The following is the definition

of assessment according to experts.

1. S.Eko Putro Widoyoko (2012:3)

The meaning of assessment according to S.Eko Putro Widoyoko is the activity of

interpreting the measurement data based on certain criteria or rules.

2. Djadja Rahadja

Understanding assessment according to Djadja Rahardhja is the process of

gathering information by using appropriate tools and techniques, to make educational
decisions regarding placement and education programs for cartain students.

3. Richard I. Arends (2008:217)

Understanding assessment according to Richard I.Arends is the process of
gathering information about students and classes for the porposes of instructional
decision making.
4. Palomba and Bahta (1999)
Understanding assessment according to palombaand Bahta is assessment is the
systematic collection, review, qnd use of information about educational programs
undertaken for the purpose of improfing student learning and development. By
meaning assessment is the collection, review and use of information

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 systematically about educational programs with the aim of improving student
learning and developments.
5. Terry Overtun (2008)
Definition of assessment according to Teery Overtun Assessment is a process of
gathering information to monitor progress and mae educationaldecisions if
necessary. As noted in my definition of test, an assessment may include methods
such as obsevations, interviews, behavior monitoring, etc. By meaning
Assessment process of gathering information to monitor progress and if it is
mentioned in my definition of a test, an assessment may consist of tests, or it may
also consist of various methods such as observation, interviews , monitoring
behavior, and so on.
6. Bob Kizlik (2009)
Understanding assessment according to Bob Kizlik Assessment is process by
which information is obtained relative to some now objective or goal. Tests are
assessment made under contrived circumstances especially so that they may be
administered. In the words, all tests all assessment, but not all assessments are
tests. By means of assessments is a process in which information is obtained
relating to learning objectives. Assessment is a broad term that includes a test
(testing). Tests are a special form of assessment. Tests are form of assessment. In
other words, all tests are assessments, but not sll assessment are test.
7. Angelo T.A (1991)
Defenition of assessment according to Angelo T.A Clasroom assessment is a
simple method faculty can use to collect feedback, early and often, on how well
their students are learning what they are being taught. By meaning classroom
assessment is a simple method that can be used to gather feedback, both at the
beginning and after learning about how well students learn what they have been
taught.
8. James A.Poteet and Ronald C Eaves (1985).

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 Understanding assessment according to James A.Poteet and Ronald C Eaves is
the process of gathering information. For teachers, the assessment is done as a
goal of deciding the ability of teaching.
9. Jamaris in the Multiple Intelligence-Based TKA Development Children
Assessment Paper (2004).
Understanding the assessment of early childhood education according to Jamaris
is a process of activities carried out with the aim to collect data or evidence about
the development and learning outcomes of early childhood.

Assessment occurs all the time. Assessment is the gathering of information

for a specifict purpose. Assessment differs from evaluation. It can be useful to look at
the distriction between the two. Assessment refers to collecting information and
making judgement on a learner’s knowledge, whereas evaluation is used when
collecting and interpreting information to making decisions about the effectiveness of
education program.

When we thing assessment, we usually think of teacher using is to determine

how wellban individual child or a group of children are doing. As a teacher , it is
important to have clear instructional goals so that you can assess wheter the goals
have been met. If yoou don’t know your aims and purposes in teaching, you won’t be
able to determine wheter they have been achieved. Assessment should reflect specific
program objectives that are representative of the overall proram goal.

Assessmnet practices should also reflect the instructional practices in place. If

you are teaching using an approach that takes into account the development needs of
your student, then your assessmnet procedures should also take into account their
devel-opmental needs. Unfortunately, there may be instances when the assessment is
mandated by local or even b national officials and does not correspond with the
instructional practices used in the classroom.

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 Assessment is different from evaluation. As mentioned above, assessment
looks at what individuals and group of learner can do. Evaluation, on the other hand,
concerns an entire educational program and not just specific learners and is much
wider in scope. Much of the information you obtain from classroom assessment can,
and should be, part of a program evaluation. Then when an English language program
is evaluated, effective changes can be made to improve the overall quality of the
classroom.

Two concepts are important when discussing assessment. They are validity
and reliability. An assessment is considered to have validity if it measure with a
specific group of learners. when looking to see if an assessment activity is valid, you
need to look at what the activity is and it is supposed to measure. Look at figure i
note the assessment activity and the skill assessed by each activity.

B. The Differences Assessment And Evaluation

The definition of “Evaluation” itselfis; “value judgement for an object or its

meaning. “Education Evaluation is analysis and judgement in value and of
educational input, process and outcame”.

Accoarding to E.B Lee in ( Tyler:1951 ) ” Education evaluation is the

judgement process for the educational goal (behavioral objectives) realized through
education and class activities”.

According to E:B Lee in (Cronbach:1984): “Education evaluation is the process

of information gathering and treatment necessary to make a decision for an education
program.”

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 According to E:B Lee in (Stufflebeam:1971): “Process of information defining,
acquiring, and providing necessary for decision-making process.”

Assessment focuses on learning, teaching and outcomes. It provides information for

improving learning and teaching. Assessment is an interactive process between
students and faculty that informs faculty how well their students are learning what
they are teaching. The information is used by faculty to make changes in the learning
environment, and is shared with students to assist them in improving their learning
and study ha bits. This information is learner-centered, course based, frequently
anonymous, and not graded.

The table below summarizes key differences between assessment and evaluation :

Dimension of Difference Assessment Evaluation

Content: timing, primary purpose Formative: ongoing, to improve learning

Summative: final, to gauge quality

Place Process-oriented: how learning is going Product-oriented: what’s been learned

Findings: uses thereof Diagnostic: identify areas for improvement Judgmental:

arrive at an overall grade/score

C. Background To Assessing Young Learners

Beyond validity and realibility there are a number of additional considerations

you should take 2. into account before choosing an assessment tool to use with
young learners. I will briefly discuss some important consideration.

a.Reasonable expectation

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 Make sure that the expections for your learners are reosenable. Do not expect
children to have better oral-language skills in English than they possess in their native
language. For example, if children are only expressing themselves in their native
language using four and five word sentences, they shouldn’t be expected to express
themselves in English using longer sententence.

b..Wait time

Wait time is the amount of time that the teachers waits for a learner to respond
to a question. When you assess students, it is especially important that you wait at
least five seconds for a response. By interrupting students before they have had time
to process the information and form an answer, you not only miss assessment
opportunity, but you may also be conveying the message that you don’t think thy
know the answer. One good way to make sure that you wait five seconds is to count
slowly to yourself a thousand and one, a thousand and two, etc.

c.Transitioning into English

Before children are given an English language assessment, they need time to
transition into English. Language learners often walk in the classroom door thingking
in their native language.

If children are going be taking English language tests, give them a couple of
minutes to transition into English before you begin the assessment. For instance, if
you are working with five years olds, you might want to take out a pupper and have
the puppest lead the class in a coulple of songs. If you are working with eight or nine
years old, you might want to tell them some easy English language riddles.

d.Instructions to learners

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 Tests should assess specific spects of language use and not if children can
understand the instructions and format of the test. Unless the aim of the test is to
assess if children can comprehend directions, the test should have instructions which
are easy to understand. There should also be an example item which helps to clarify
the instuctions.

e.Talking to strangers

Children are usually taught not to speak to strangers. Homever, there are
situations when an English language test may be given by someone who is unfamiliar
to the child. Children need to be shown that the person assessing them can be trusted.
This can easily be done by having the teacher or parent introduce the person
administering the test to th child. This way the child will feel more comfortable and
will perform better during the assessment.

D. Classroom-Based Assessment

I like to weave assessment and instruction together and try to constantly

observe my learners so that I can adjust my instruction to meet their needs.
Assessment should be integrated and reflect the type of instruction taking place in the
classroom. Many oral and written language activities can be use for based assessment
for classroom. Most teaching activities can be used for assessment when there is
criteria, including an aims as well as feedback mechanism. Before using an activities
as an assessment tool, it is important to determine what type of assessment
information you will again from the activities. For instance, children may do an
activity sheet where they answer questions about a story. Based on the children’s
answers, you can determine how well they have comprehended the story. We will
now look at instructional activities which will help you to assess your students
progress in the four main language skill:

a. Assessing listening

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The purpose of this section is to show you the concepts and techniques discussed in
the chapter. Children’s coursebook often have one or two assessment pages at the end
of each unit. The focus is often focus is on receiving information from an outside
sourceand productive skills because the focus is on producing information.

There are two main components of listening assessment in the young learners
classroom. The first is the assessment of phonemic awareness-the ability to
distunguish between different sounds. The second component of listening assessment
is listening comprehension.

A number of different aspects of phonemic awareness can be assessed. These

include the ability to distunguish between sounds, identify words that start or end
with same sound, and recognize rhyming words. When assessing phonemic
awareness, you can provide children with a simple phonemic awareness assessment
sheet

When assessing listening comprehension, make sure your learners understand

the individual words, instructions, and pieces of the text. When assessing if children
understand a specific word or phrase, ask them to point to an object or picture.

b. Speaking assessment

Speaking skills can be assessed by asking young learners questions and enganging
them in conversations. You can assess students by asking specific questions during
class, as well as by talking with themon a one-to-one basis. When assessing learners’
oral skills, you may want to use an analytical or holistic rubric. A holistic rubric
provides one overall score. An analytic rubric provides information broken down into
different categories.

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The student Oral Language Observation Matrix in Figure 3 is an analytic rubric used
to assess speaking skill. You can use it to assess children informally, as part of your
daily instruction or for formal assessment.

Assessors’ Names: Date: Table Number:

Riverside County Seal of Multiliteracy Student Oral Language Observation Matrix

(SOLOM) for Oral Interview

Student Name: Grade: Portfolio Number:

For each column (lettered A-E), circle the 1, 2, 3, 4, or 5 box to score in each
category.

A. Comprehension

B. Fluency

C. Vocabulary

D. Pronunciation

E. Grammar

1. Cannot be said to understand even simple conversation. Speech is so halting and

fragmentary as to make conversation virtually impossible. Vocabulary limitations so
extreme as to make conversation virtually impossible. Pronunciation problems so
severe as to make speech virtually impossible. Errors in grammar and word order so
severe as to make speech virtually unintelligible.

2. Has great difficulty following what is said. Can comprehend only “social
conversation” spoken slowly and with frequent repetitions. Usually hesitant; often
forced into silence by language limitations. Misuse of words and very limited

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vocabulary make comprehension quite difficult. Very hard to understand because of
pronunciation problems. Must frequently repeat in order to make himself/herself
understood. Grammar and word order errors make comprehending difficult. Must
often rephrase and/or restrict himself/herself to basic patterns.

3. Understands most of what is said at slower than normal speed with repetitions.
Speech in everyday conversation and discussion is frequently disrupted by the
student’s search for the correct manner of expression. Frequently uses the wrong
words; conversation somewhat limited because of inadequate vocabulary.
Pronunciation problems necessitate concentration on the part of the listener
and occasionally lead to misunderstanding. Makes frequent errors of grammar and
word order, which occasionally obscure meaning.

4. Understands nearly everything at normal speed, although occasional repetition

may be necessary. Speech in conversation and discussions is generally fluent,
with occasional lapses while the student searches for the correct manner of
expression. Occasionally uses inappropriate terms and/or must rephrase ideas
because of lexical inadequacies. Always intelligible, though one is conscious of
a definite accent and occasional inappropriate patterns. Occasionally makes
grammatical and/or word-order errors which do not obscure meaning.

5. Understands everyday conversation and normal discussions without difficulty.

Speech in everyday conversation and discussions is approximating that of a native
speaker. Use of vocabulary and idioms approximates that of a native speaker.
Pronunciation and intonation approximates that of a native speaker. Grammatical
usage and word order approximates that of a native speaker.

Language Observation Matrix (The English Language Learner KnowledgeBase,2004)

Directions for Using the SOLOM:

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Students scoring at level “1” in all categories can be said to have no proficiency in the
language.

Students scoring at level “5” in all categories can be said to be proficient in the oral
language.

Consider the most consistent level of ability that you have observed. When it is
difficult to choose between two levels, score down. For example, if you think the
student is between a two and a three, give the student a two for that domain.

Think of only one category of language ability at a time.

Think of only oral proficiency; don’t let the student’s reading and writing ability
come to mind as you rate.

Based on your observation of the student, circle the description which best describes
the student’s abilities.

The first kategory on the matrix, comprehension, refers to both speaking and
listening comprehension because listening and and speaking are intertwined. That is,
you can’t participate in converstion if you don’t understand what has been said.

Note that the matrix breaks the other aspects of oral language into four
categories: fluency, vocabulary,pronounciation, and grammar. The descriptors for
each of the categories are provided. The goal is to approximate a native speaker.
Thus, may score 5 n pronounciation without having mastered all of the phonemes.
That’s OK. Young native speakers haven’t mastered them either. For more
information on the phonemes which are difficult from a developmental standpoint .

Look at Extract 1. The teacher and the young learners are sitting together at a
table. The teacher takes out a colorful picture of a family at the beach and prompts the
child to talk about the picture. The teacher wants to determine specially how well the
child uses the present progresive tense (be+ing). The teacher carefully phrases her

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question using the present progresive with the hope that the student responds using
the target structure. As with all extracts in this book, T stands for teacher and S stand
for student.

Extract 1

T: Hi, Cindy. How are you today?

S: Fine.

T: here are some pictures.

S: OK.

T: Let’s look at the picture of the family at the beach. Do you like going to the beach?

S: Yeah.

T: Who do you see at the beach? (The teacher points to the picture of the beach)

S: Mom, Dad, the brother, sister.

T: Can you tell me what that is? (The teacher points to a blue picnic table and waits
four seconds for response).

S: It is a desk blue.

T: it is a blue table.

S: Yeah, it is a blue.

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T: What is the mother doing? (The teacher waits a full four second).

S: He is cutting the cake.

T: (Smile) She is cutting the cake. What else is she doing?

S: Talking.

The matrix in figure 1 can help pinpoint the student’s strenghs and
weaknesess even though the conversation isn’t long enough to prvide a thorough
picture of Cindy’s English. Cindy comprehended the questions very well. Her answer
corresponded exactly with the questions. Cindy had trouble with some of the
vocabulary. The fact that she mixed desk and table is not that unusual depending
upon the types of desks in the classroom. She also made a grammatical error related
to word order by putting the adjective after the noun rather than before it (it is a desk
blue). However, Cindy was able to use the present progressive tense correctly.

From this conversation, the teacher not only determined Cindy was able to use
the present progressive but also that Cindy was having some trouble with word order
and pronouns. When you are teaching, you will want to set up situations where
children will be required to use a specific grammatical construction. Remember,
when you want to see how well children use a specific aspect of the language, you
need to make sure that your question elicits the target construction.

c. Assessing Writing

Writing is assessed by eliciting and examining a sample of writing. The

learners can write a sample consisting of a sentence., paragraph or esssay. This
sample can be fiction or non fiction and can be assessed using an analytic or a holistic
rubric. Just with speaking asseement, an analytic score is broken down into
categories, and a holistic score is an overall score. However, the categories for an

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analytic writing asssessment are slightly different from the categories that are used
with an analytic speaking rubric.

ScoringnTrait writing assessment system (northwest regional education laboratory) :

Ideas

The ideas are the heart of the message., the content of the piece, the maun
theme, together with all the details that enrich and develop that theme.

1. Organization

Organization is the internal structure of a piece of writing, the thread of central

meaning, the pattern, so long as it fits the central idea.

2. Voice

The voice is the writer coming throught the words, the sense that a real person is
speaking to use and cares about the massege.

3. Word choice

Word choice is the use of rich, colorful,precise language that communicates not just
in a functional way, but in a way taht moves and enlightens the reader.

4. Sentence Fluency

Sentence Fluency is the rhythm and flow of the language, the sound of word pattern;
the way in which the writing plays to the ear, not just to the way.

5. Conventions

Conversation are the mechanical correctness of the piece-spelling, grammar and

usage, paragraping, use of capitals, and punctuation.

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6. Presentation

Presentation combines boyh visual and verbal elements. It is the way we “exhibit”
our messege on paper.

d. Portofolio Assessment

A student portofolio is a collection of his or her individual work. Portofolios can help
you see how individual children grow and develop over time. For the portofolio, the
teacher or learner select samples of classroom work that illustrate what has been done
in class. A portofolio is intended to showcase a learner’s development over time.

Portofolio assessment can be a wonderful way to gather information about individual

children and groups of children. However, there are also disadvantages to prttofolio
assessment. Look at figure 6 for some of the advantages and disanvantages to
portofolio assessment.

According to Mitchel (2015) as Cited by Thomas et al. (2004) portofolio as becoming

the most well-known form of performance aasessment being used from kindergarten
trough graduate school.

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 CHAPTER III

CONCLUSION

A. CONCLUSION

Teaching English to young learners may create risks or give benefits to

learners, depending on how teachers deal with them. The risks the learners
might inherit from the learning include the inability to pronounce words
properly, distress of following English classes, and the feeling of hatred
toward the language.

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 REFERENCES

http://www.seputarpengetahuan.co.id/2017/09/pengertian-assessment-menurut-para-
ahli.html: di akses(23:44/29-11-2019)

The Malaysian Online Journal of educational sclence 2015 (Volume3-Issue 4)

[2] https://id.wikipedia.org/wiki/Evaluasi Di akses 02 Desember 2019 02:25

https://rezasriwahyuni14.wordpress.com/2014/11/11/teaching-english-young-
learners-assessing-young-learners/

Correspondence to: L.B Lee Nursing Department Asan Medical Center 388-1
Poongnap-Dong. Songpa-Ku, Seoul 138-040 Korea.S

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