ADVANCED ASSESSMENT IN ELT - “SUMMARY”

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

Day 12 (Thursday, December, 05th 2019) period 1-2

SCORING AND GRADING (162)

1. Scoring
In testing context, scoring is a process of utilizing a number to represent the responses
made by the test taker. The score is basically raw, which needs further analyses in
order for the score to be meaningful.
a. Dichotomous
The number is zero (0) for the wrong answer and one (1) for the correct answer. It
is usually used in multiple choice, true-false, correct-incorrect, etc.
b. Continuous
Continuous scoring views and treats the test takers’ response as being graded in
nature. The score range as 0,1,2,3,4, or 5 depending on the nature of the response
according to the scoring scheme utilized. It is usually used in writing and speaking
tests that stimulate students’ ability in producing discourse larger than sentences.

Holistic, Primary Trait, and analytical Scoring

a. Holistic : general impression (whole/totally)
Example: Test of Spoken English (TSE), or students’ performance in writing.
 As shown in scoring guide of TSE, the numbers have a range from 20 to 60 in which
the score 20 is the lowest and 60 is the highest. Meanwhile, in Scoring Rubric for
Assessing Written English the numbers involved are a range from 1 to 6 identified as
level. Both scoring rubrics and guides show the greater the number, the higher the
level of the skills in the competencies referred to.
Advantages:
Quick marking, relatively high inter-rater consistency, easy interpretation, showing
the strengths of the test takers, and a wide spectrum among disciplines
Limitation:
Absence of diagnostic power, concealing differences across sub-skills within each
score, genre-limited application, extensive training on the part of raters, the marking
holds subjectivity, and the score produced initially tend to reflect ‘crude’ descriptions.
b. Primary trait : focus on one specific characteristic or trait that the test takers should
demonstrate, such as a) the accuracy of making a summary of an
original text, b) the steps in procedure-writing, c) the description of
main characteristics of a graph, and d) the expression of a writer’s
opinion a response to an article in a newspaper.
c. Analytical : put the aspect linguistics and non-linguistics as the criteria that
should be evaluated separately as individual components. Take for
the example, to rate the students’ performance in speaking, several
 essential linguistic features are considered such as grammar,
vocabulary, fluency, pronunciation, etc.
In scoring guide, there are five (5) individual components
considered the central 1) organization, 2) organizing idea, 3)
grammar, 4) punctuation, spelling, and mechanics and 5) style and
quality of expression.

The table shows qualitative description for each level: 20-18 excellent to good; 17-15
good to adequate; 14-12 adequate to fair; 11-6 unacceptable-not college-level work;
5-1 unacceptable-not college-level work.
Advantages:
More powerfully commanding, more potential to identify students’ achievement,
provide more backwash effects, and follow-up action can be taken accurately
Limiation:
Reducing practicality
Weightings in Scoring
Normally a number of criteria for fulfillment of a construct of competence to be
achieved are specifically established. For the example, to know the competence of
writing descriptive text, scoring rubrics should employ equal weights of five (5)
criteria: accuracy, content, unity, organization, and coherence.
 A choice of differential weights has no fixed rule which the decision is on the teachers
who know the real condition of their students’ learning. The component should be
essential, complexity, relevance, proportion, and scope.

2. Grading ( P 188)
Norm Reference Testing (NRT)
It measures global language ability and compares between students’ score. The
function of the test is to spread the students, from the high, moderate, and low
students. It is usually used in proficiency test, such as TOEFL.
Example:
Low students High students
Brian Sue
Ana Toni
Lousy Michele
 Barbara Angel

From the chart we know that, Brian is the best of the worst, Sue is the best of the best, and
Barbara is the worst of the worst.
Grade form Ten-level ABCDE
1 M + (SD x 2.25) 10
A
2 M + (SD x 1.75) 9
3 M + (SD x 1.25) 8
B
4 M + (SD x 0.75) 7
5 M + (SD x 0.25) 6
C
6 M – (SD x 0.25) 5
7 M – (SD x 0.75) 4
D
8 M – (SD x 1.25) 3
9 M – (SD x 1.75) 2
E
10 M – (SD x 2.25) 1

Criteria Reference Testing (CRT)

It measures specific instructional objectives and compare students’ performance to a
specific criteria (objective or standard). The function is for assessing the amount of
material learned by each student. It is usually used in achievement test.
CRT  Standard  SKL  KD  IPK  LO  II
Example: In reading test  students have to know the topic of the text  there are 30
questions  students should answer all the item (30) correctly to have complete
mastery in Item Indicator (topic of the text), at least the tolerance of making mistake
is 80% (KKM – Tolerate = 30 x 80% = 24 ). Each student has to answer correctly
minimum 24. For the whole class, there must be 90% students can answer at least 24
correctly. For 30 students in the class, so 90% x 30 = 27. It means that, 27 students
should answer correctly 24 – 30 items.