FINAL TEST – LANGUAGE TESTING

SITA LARASATI – F022221006

Final Question

1. Explain what is the meaning of test validity and reliability

2. Explain the benefit and weaknesses of both Norm reference test and Criterion
reference test
3. Explain the difference between Testing, AssessSment, and evaluation
4. Explain the objectives of language testing and its implication to the institution.
5. Explain the nature of Objective test and subjective test, and in what context of
classroom situation each of the test is most applicable

Answer

1. Test Validity means the extent to which the accuracy and accuracy of a measuring
instrument in carrying out its measuring function. Validity is a measure that shows the
level of validity or validity of an instrument. The principle of validity is a
measurement or observation which means the principle of instrument reliability in
collecting data. The instrument must be able to measure what it is supposed to
measure. So validity emphasizes more on measurement or observation tools. Test
Reliability is an index that shows the extent to which a measuring instrument is
reliable or reliable. If a measuring device is used twice - to measure the same
symptoms and the measurement results obtained are relatively consistent, then the
measuring device is reliable. In other words, reliability shows the consistency of a
measuring device in measuring the same symptoms. Reliability is the consistency of a
series of measurements or a series of measuring instruments. This can be in the form
of measurements from the same measuring instrument (test with retest) will give the
same results, or for more subjective measurements, whether two raters give similar
scores (inter-rater reliability).
2. The Benefit of Norm Reference Test are :
 Making teachers have a positive attitude in treating students as unique
individuals. Because the teacher has a principle or view that every student has
different abilities and shows symptoms such as a normal curve. Then the
analysis of learning achievement in accordance with these principles is the
Norms Reference Test.
  Items, especially multiple choice tests, if they are prepared properly, which
means items with a low level of difficulty to a difficult level and have positive
differential power and alternative answers function effectively, then the results
when analyzed with the Norms Reference Test are information that good
about the position of student achievement.
 The Norms Reference Test can be used to select prospective students or
prospective employees who are tested strictly. This means that if we only need
50 prospective students or employees from 1,000 applicants, then the analysis
of test results is easy to do with the Norms Reference Test.

In addition to the benefits, the Norm Reference Test also has a weakness, namely it
can weaken student learning motivation which results in low student quality. This is
because students have the attitude "as long as their self-test scores are already at the class
mean, it means they have passed or succeeded".

The benefit of the Criteria Reference Test is that it can determine student abilities
compared to the criteria that have been made beforehand in . Criteria reference
assessment assumes that almost everyone can learn anything but at different times. The
consequence of this reference is the existence of a remedy program. The interpretation of
SK, KD and score indicators on exam results is always compared with predetermined
criteria. The results of this exam are assessed as pass or not. Passing means being able to
do, not passing means not being able to do. On the other hand, there is a weakness in the
criterion reference test, namely in using an absolute standard, the student's score depends
on the difficulty level of the exam they receive. This means that if the test that students
receive is easy then students will get an A or B grade, and conversely if the exam is too
difficult to complete then the possibility of getting an A or B grade will be very small.

3. The difference between Testing, Assessment, and evaluation are:

 The testing can be interpreted as a process of measuring someone in knowing
someone's expertise (especially in terms of writing, speaking, listening,
reading) and someone's knowledge at different times. This test is very
important to do, especially for a teacher/lecturer to measure the ability of
students/students. In giving tests to students, there are several types of tests
that can be used, for example progressive tests, achievement tests, pre- and
post-tests, and other tests.
  Assessment is defined as a series of tests that have been carried out and
summarized into one unit. Summarized into one unit is interpreted as a process
in grouping students based on level or level, for example student A is a
beginner student or student B is a professional student. In determining the
category of students can be done based on the results of the tests that have
been done.
 The final stage of language testing is known as evaluation/ evaluation.
Evaluation is a process of inferring results in learning. In this case, the teacher
as the test provider must determine the student by giving a grade, for example
student C gets an A, student F gets an E. This evaluation is very important to
do, because as a result there will be a number of tests and assessments. What
can be done in the evaluation is contemplation of the results.
4. The language testing is intended to measure students' communicative abilities. In this
case, it is a student's communicative test in the target language and not solely in the
form of a final or summative test. In this process what is good is the test in process, as
long as the learning process is still ongoing. The implication of this test is the teacher
does not need to prepare a detailed grid before compiling the items. In addition, the
test does not need to be tested to determine the quality of the items before being used
to test students. With these criteria, teacher-made tests are usually of low quality
because they do not go through a careful selection of items. In addition, the form of
questions that are made also tends to make it easier for the maker, for example in the
form of essays and arranged for limited subject matter.
5. The nature of Objective test and subjective test are:
 Objective test are divided into 3 types including true false (TrueFalse) is a test
that asks students to determine answers of one choice right or wrong, match
(Matching) is a test that asks students to match questions that is in the
question, and multiple choice (Multiple Choice) is a form of test that has
several choices then students are asked to choose an alternative answer. There
are 4 types of objective tests, namely true-false, match (Matching), multiple
choice (Multiple Choice), and tests complete. Completion test is a test that
asks students to Fill in the missing answers according to the questions that
have been determined inside it.
 The subjective test has two types of tests are essay or essay tests and short
answer tests. Subjective test generally have the type of question in the form of
describe, mention, explain, compare, explain, how opinion, etc. Teachers
usually use subjective tests to test students' abilities in critical and creative
thinking such as analyzing, solve problems, evaluate etc., the teacher can
evaluate the level students' proficiency in writing, a lot of time in determining
grades, these tests also reassure teachers that students are not just answer the
questions asked in the question with conjecture, can be a benchmark of student
understanding, and evaluation for students