REVIEW JOURNAL

Title The different between assessment and testing

Penulis Ely Ezir

Publikasi https://prpm.trigunadharma.ac.id/

Reviewer Siti Anita – 105351113619 (BG4F)

Assessment is often associated with testing, so speaking of assessment

methods, many teachers immediately think of tests. However, there is an
important difference between assessment and testing. Assessment is
usually based on information collected about the learners’ current situation.
Testing is only one of the different ways to collect information. Testing is a
single-occasion, undimensional, timed exercise, usually in multiple choice
BACKGROUND or short-answer form. Testing is formal, and is often standardised, which
means that everyone takes the test under the same conditions. In other
words, everyone is given the same procedures for administering and
scoring, the same test materials and item. This article is aimed at providing
English lecturers at viewing another point of view of how evaluating the
student’s achievement in ELT, as well as leads the lecturers to a
comparison of assessment and testing in ELT.

Keyword: assessment, testing

OBJECTIVE This article aims to make English lecturers see another point of view on how
OF STUDY to assess student achievement in ELT, and to direct lecturers to compare
assessments and tests in ELT.

Research shows that the teacher’s knowledge of children and

their strengths and weaknesses is more accurate and sound than testing
(Law and Eckes, 1995:44). Very often the teacher’s subjective estimate
of the learners’ overall performance or achievement can be quite
accurate and fair. The teacher can get information by observing the
students in class and by looking at their work.
The final grade given to the student is not his or her mark on the
final exam paper; rather, it is some kind of combination of the grades
the learner has received for various assignments during the course. It
can also include the grades that the teacher has given for students’
performance or participation in the class activities. It could also be a
written report rather than just a grade.
The students themselves are given the chance to evaluate their own
METHOD performance, using clear criteria and weighting systems agreed on
beforehand. Kohonen (1999) asserts that students are able to make
quite accurate assessments of their own achievements.

a. Oral assessment rubric

 Rubrics are criteria to ensure that students achieve the learning
goals. A simple rule of thumb in creating any rubric is to list
specific criteria expected for mastery. Here is a guideline.
Sample of oral assessment rubrics

When teachers would like to assess his or her students in acting out
the dialog in the class,The following guideline can be considered

To put it simply we can assess the learners’

pronunciation and grammar by considering :
Pronunciation was clear and natural
• Words and sounds were said correctly
• Stress and intonation were used correctly
• Dialogues were uttered smoothly
• Connected speech was used

Grammar was used correctly

• Grammar
• Tenses
• Nothing was left out
• Word agreement

b. Portfolios
Portfolios are collections of assignments and projects that students
have done over a long period of time. These materials are usually
put in a file kept by the students or the teacher. The portfolios
provide the basis for evaluation.
 Assessment and Testing are two different ways of evaluating students’
achievement in English language Teaching (ELT). Assessment can be said as to
give more freedom for the students and teachers im performing their skill with
whatever knowledge they have rather than a testing is. It is more freer not just
timed exercise. The teacher can get information by observing the students in
class and by looking at their work. The final grade given to the student is not
RESULT his or her mark on the final exam paper; rather, it is some kind of combination
of the grades the learner has received for various assignments during the
course.
Last but not least please take attention to the following ;
What have you learnt from today’s session? What is assessment?
How can you assess your students properly?

Assessment is a broader term. It implies evaluation based on a

collection of information about what students know and can do. This involves
many ways and methods of information gathering, formal and informal, at
different times and in different contexts. Testing is part of assessment, but it is
only one means of gathering information about a student.

CONCLUSION / Assessment is broader than testing. It has been known that assessment
SUGGESTION for learning should be part of effective planning of teaching and
learning. Thus, the understanding on what, why, and how on assessment seem
really urgent for teachers. Related to that, this essay is aimed at comparing the
differences lies between assessment, evaluation, and testing.. 

Angelo, T.A. and Cross, K.P. 1993. Classroom Assessment

Techniques: A Handbook for College Teachers, 2nd ed, San
Francisco: Jossey-Bass.

Brindley, G. 1989. Assessing Achievement in the Learner-Centred

Curriculum. Sydney:; National Centre for English
BIBLIOGRAPHY Language teaching and Research, Macquaire University.

Harris, D. and Bell, C. 1986 Evaluating and Assessment for

Learning. London: Kogan page.

Law, B. and Eckes, M. 2007. Assessment and ESL An Alternative

Approach. Canada: Portage & main Press.
Nunan, D. 1989. Designingtasks for the communicative
Classroom. Cambridge:
Cambridge University Press