ADVANCED ASSESSMENT IN ELT

“SUMMARY”
Group 5:
Elly Rosalina Susanti, Khotim Maslikhah, Nuri Ma’rifatil Laili

Day 3 (Thursday, October, 3rd 2019) period 1-2

TEST, MEASUREMENT, EVALUATION, ASSESSMENT

TEST is procedure to measure the competence or systematic steps to make the competence
out. An instrument can be idea to review the competence become performance.

MEASUREMENT is the quantity to assigned to the characteristic of an objects

1. Nominal scales
To identify the students’ ability e.g TOEFL, CEFR, IELTS  by naming and classifying
2. Ordinal scales
To indicate ordering of objects according to the rank
3. Interval scales
To examine how much better is the consistent difference between individual cases.
“Zero knowledge is not absolute sense”.
4. Ratio scales
 It covers nominal, ordinal, and interval scales
 It indicates label, rank, and constant distance
 It has an absolute zero
For examples: scoring  interval ratio (correct = 1, and wrong = 0). 1 is the grading –
nominal and 0 is minimal/interval scales. The scoring rubric will be ‘minimum interval’

EVALUATION is systematic gathering of information for the purpose of making decisions.

The processes are:
1. Collect the data (pretest), formative 1,2,3 and mid test
2. Synthesize the data
3. Compare to KKM (cut off score/ minimum mastery criteria) to know either the
students master or not master
4. Make decision about KKM and score either the score show standard master
(above/beyond or exactly reach the KKM), or not master (below the KKM).
ASSESSMENT can be test, such as multiple choice, true false, or non-test such as
observation. The characteristics are:
 Test more than competence
 Across places
 Across times
 Multi-trait / multi method
The relationship can be:

1. Evaluation only area

2. Evaluation characterized by measurement
3. Evaluation characterized by both measurement and test (we used in language assessment)
4. Measurement area characterized by test
5. Measurement only
 Justification for developing an Assessment instrument
Reason Purpose
To measure one’s talent in learning
Aptitude Consideration
language (second language)
Selection Test or Screening Test
Selection Basis
To test potential for the future
To place individuals according to
Placement Reason
their competence or abilities
To assess the students learning in an
Achievement Justification
instructional program
Identifying students learning strength
and weakness in an instructional
Diagnostic Judgment
program followed by reinforcement,
enrichment and remedial
To examine one’s language
Proficiency Rationale
proficiency on language abilities
Certification or licensure,
Other Reason Program evaluation
Research
Material Example
Nature of language (element of  Modern Language Aptitude Test (MLAT)
sound system, meaning and  Pimsleur’s Language Aptitude Battery
(PLAB)
structures)
The requirements in the future Admission Test held by University
performance (SBMPTN)
The materials in the instructional
program the students are going to Placement Test
join in
Formative or summative test
Based on syllabus or curriculum
National Examination
Instructional materials on a
learning program
Particular theories of language TOELF, IELTS, TOEIC, BULATS
Certification (Pedagogic, Personal,
Social, and Professional) Certification, TESOL
Program termination, correction,
enforcement and continuation Bilingual Program, Literacy
Indicators reflecting the existence Immersion Program
of the variables, dimension, and the
concepts of interest