STUDENTS’ WORKSHEET WEEK 5 LAE/C

Day/Date: Monday, March 25th, 2024

Time: 7.00 - 10.30. Room E7.402
Current Topic: Standardized Testing
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Rahayu Rahmani 20220810074

Noviana Aribah Tsabitah 20220810092

Learning Objectives: Students are able to ….

1. Appreciate the link between standards-based assessment and standardized testing;

2. Apply the understanding of the pros and cons of standardized testing to evaluate
and adapt standardized tests on their own;
3. Develop a standardized test, including designing test specifications and items and
defining scoring criteria ;
4. Analyze the steps taken to perform a construct validation of a standardized test;
5. Examine constructs underlying various standardized language proficiency tests.

Activity One

Study the Chapter 5 of Brown, H. D., & Abeywickrama, P. (2018). Language

Assessment: Principles and Classroom Practices (3rd edition). Pearson Education
ESL.
Titled “Standardized Testing ”

Activity Two
Find the video link in the Myklass to watch and understand the content points.

Activity Three
Please do the Quiz here before uploading the response to the Myklass Platform!

1. Which one of the followings does not belong to the features of a standardized
test.....

Select one:
A. a result of research and development
B. Possessing systematic scoring
C. formative assessment
D. having norm-reference standard
E. based on standardization

2. In developing a standardized test, you should consider item facility, item

discrimination, and distractor analysis. This takes place in the stage
of ............................
Select one:
A. design, Select, and Arrange Test Tasks/Items
B. make Appropriate Evaluations of Different Kinds of Items
C. Design Test Specifications
D. specify Scoring Procedures and Reporting Formats
E. determine the Purpose and Objectives of the Test

3. Below are disadvantages of the standardize tests unless.....

Select one:
A. readily used products
B. possibility to be used inappropriately
C. tend to have biases
D. look having authoritative format
E. may not result in a good performance

4. The following tests are standardized test unless.......

Select one:
A. School Aptitude Test (SAT)
B. Test of English as Foreign Language (TOEFL)
C. Summative Test (ST)
D. Pearson Test of English (PTE)
E. International Language Testing System (IELTS)

5. The strengths of standardized tests are listed below Except .........

Select one:
A. facilitate teachers to save time
B. a ready to be used
C. fast scoring time
D. possess content validity
E. validated test results

1. Please match in order how to develop standardized test.

4. Make appropriate Evaluations of Different Kinds 1.Determine the Purpose and Objectives of the
Items. Test evaluating and developing a classroom
test.

3. Perform Ongoing Construct Validation Studies 2. Perform Ongoing Construct Validation

Design Test Specifications Studies Design Test Specifications

1. Specify Scoring Procedures and Reporting 3. Design, Select, and Arrange Test
Tasks/Items acknowledge both the advantages
and the limitations provide an acceptable
 Formats. degree of probability of the relationship.

6. Determine the Purpose and Objectives of the Test 4. Make Appropriate Evaluations of Different
evaluating and developing a classroom test. Kinds of Items.

2. Design, Select, and Arrange Test Tasks/Items
acknowledge both the advantages and the
limitations provide an acceptable degree of
probability of the relationship.
5. Make Appropriate Evaluations of Different Kinds
of Items.
5. Specify Scoring Procedures and Reporting
Formats.
6. Perform Ongoing Construct Validation
Studies Design Test Specifications

Activity Four
Week 5 group discussion about Standardized Testing

1. In pairs or small groups, compile a brief list of pros and cons of standardized
testing. Cite illustrations—preferably personal experiences—of as many items in
each list as possible. Report your lists and examples to the rest of the class.

2. In groups, each assigned to one of the five sample tests discussed in this chapter,
find out as much as you can about the test using an Internet search. (This may
include additional class work.) Then, as a group, try to reconstruct what you think
would be the specs for the test or a section of the test. Report your findings to the
class.

3. Select a standardized test that you are familiar with (possibly from a recent
experience). Mentally evaluate that test using the five principles of practicality,
reliability, validity, authenticity, and washback. (Additional class time may be
needed.) Report your evaluation to small groups or the class as a whole.

4. Compare the differences in conceptualization of language ability represented by

the ACTFL description of a “superior” level speaker (page 124) and MELAB's
description of an “excellent” speaker (Table 5.4, page 123). What elements do
they share? Which elements are different? What might the rationale be for these
differences? How might you synthesize them to create a single description of your
own?

Good Luck!

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1. Pros:
 Consistent Evaluation
Standardized tests ensure that all students taking the test are assessed using
the same questions and scoring criteria.

For example, in a English test, all students answer the same set of English
problems, allowing for a consistent evaluation of their English skills.

 Objective Comparison
Standardized tests enable objective comparisons of student performance. For
instance, by using a standardized reading comprehension test, educators can
compare how well students from different schools are able to understand
and analyze written passages.

 Accountability
Standardized testing holds schools and teachers accountable for meeting
educational standards. If a school consistently performs poorly on
standardized tests, it may indicate the need for additional support or
resources to improve student outcomes.

 Data-Driven Decisions
Test results from standardized assessments can inform data-driven decisions.
For example, if a school identifies a consistent weakness in a particular
subject area based on test scores, they can allocate resources to improve
teaching methods or provide additional support in that area.

 College Admissions
Standardized tests like the SAT or ACT are used by colleges for admissions
decisions. A student who performs well on these tests may have a better
chance of being accepted into their desired college or university.

Cons:
 Narrow Focus
Standardized tests may have a narrow focus on specific content areas.

Example, a science test that only assesses memorization of facts may not
capture a student's ability to think critically or apply scientific concepts in
real-world situations.

 Teaching to the Test

Educators may focus on teaching to the test to ensure students perform well
on standardized assessments. This could mean spending more time on test
preparation activities rather than exploring a broader range of educational
experiences.
  Bias and Inequity
Standardized tests may contain biases that disadvantage certain groups of
students.

For instance, a test question that assumes a particular cultural background or

experience may put students from different backgrounds at a disadvantage.

 High-Stakes Pressure
The emphasis on standardized testing can create high levels of stress and
pressure for students.

For example, students may feel anxious about performing well on a test that
could impact their future educational opportunities.

 Limited Feedback
Standardized tests may provide limited feedback on individual student
performance.

For instance, a multiple-choice test may only indicate whether a student

answered a question correctly or incorrectly, without providing detailed
insights into their thought process or areas for improvement.

2. One of the five sample tests discussed in this chapter is The International English
Language Testing System (IELTS). IELTS is a widely recognized standardized test
designed to assess the English language proficiency of non-native speakers. It is
accepted by universities, colleges, and employers in many English-speaking
countries as a measure of an individual's ability to communicate effectively in
English.

IELTS evaluates the test taker's proficiency in four key language skills:
1. Listening: The ability to understand spoken English in various contexts, such as
lectures, conversations, and discussions.
2. Reading: The capacity to comprehend written English texts, including articles,
reports, and academic materials.
3. Writing: The skill to express ideas coherently and effectively in written English,
demonstrating proper grammar, vocabulary, and organization.
4. Speaking: The capability to communicate verbally in English through discussions,
presentations, and conversations on a range of topics.

IELTS scores are reported on a scale from 0 to 9, with each skill assessed individually
and an overall band score calculated as an average. Different institutions and
organizations may have specific score requirements for admission, employment, or
immigration purposes.

Overall, IELTS plays a crucial role in assessing and certifying the English language
proficiency of individuals seeking educational or professional opportunities in
English-speaking environments. Its widespread recognition and use make it a
valuable tool for both test takers and institutions looking to evaluate language skills
accurately and fairly.

3. Evaluating the TOEFL test using the five principles of practicality, reliability,
validity, authenticity, and washback:
 Practicality:
- The TOEFL test is practical in terms of administration, as it is offered frequently at
test centers worldwide and can be taken multiple times a year.
- Test results are typically available within a reasonable timeframe, allowing test
takers to meet application deadlines for universities and visa requirements.
- The test format, including the computer-based option, offers convenience and
accessibility to a wide range of test takers.

 Reliability:
- The TOEFL test is designed to be reliable, with consistent scoring methods and
standardized test administration procedures.
- Test scores are considered reliable indicators of an individual's English language
proficiency, with high levels of internal consistency and test-retest reliability.

3. Validity:
- The TOEFL test has been extensively validated to ensure that it accurately
measures the English language skills it intends to assess.
- The test content is aligned with established language proficiency frameworks and
reflects the language demands of academic settings.
- Studies have demonstrated the concurrent and predictive validity of TOEFL scores
in predicting academic success for non-native English speakers.

 Authenticity:
- The TOEFL test includes authentic tasks and materials that simulate real-world
academic situations, such as reading academic texts, listening to lectures, and
writing essays.
- Test items are designed to reflect the language skills needed for success in
university courses, providing a realistic assessment of language proficiency in an
academic context.

 Washback:
- The TOEFL test has a positive washback effect on language learning and teaching
by influencing curriculum development and instructional practices.
- Preparation for the TOEFL test can enhance students' English language skills and
academic readiness, leading to improved language proficiency overall.
- Educators can use TOEFL test results to identify areas for improvement in
language instruction and tailor teaching strategies to meet students' needs.

Overall, the TOEFL test demonstrates strong alignment with the principles of
practicality, reliability, validity, authenticity, and washback, making it a valuable tool
for assessing the English language proficiency of non-native speakers seeking
academic opportunities in English-speaking environments.
4. The descriptions of language ability provided by the American Council on
Teaching Foreign Languages (ACTFL) for a "superior" level speaker and the Michigan
English Language Assessment Battery (MELAB) for an "excellent" speaker share some
common elements but also exhibit differences in their conceptualization of language
proficiency.

Shared Elements:
 High Level of Fluency
Both descriptions emphasize the test taker's ability to communicate fluently
in the language.
 Effective Communication
They both highlight the individual's capacity to engage in conversations and
discussions effectively.
 Complexity of Discourse
Both descriptions mention the test taker's ability to handle complex topics
and maintain extended discourse.
 Accuracy
They both stress the importance of linguistic accuracy in communication.
 Professional or Scholarly Communication
Both descriptions mention the ability to engage in discussions related to
professional or scholarly topics.

Differences:
 Formality of Settings
ACTFL's description includes the ability to participate in conversations in both
formal and informal settings, while MELAB's description does not specify the
setting.
 Argumentation and Hypotheses
ACTFL's description includes the ability to provide a structured argument and
develop hypotheses, which is not explicitly mentioned in MELAB's
description.
 Concreteness vs. Abstractness
MELAB's description mentions the ability to discuss topics concretely and
abstractly, which is not explicitly stated in ACTFL's description.
 Linguistic Unfamiliarity
MELAB's description includes the ability to deal with linguistically unfamiliar
situations, which is not mentioned in ACTFL's description.
 Pragmatic Demands
ACTFL's description includes satisfying the linguistic demands of professional
or scholarly life, while MELAB's description does not specify this aspect.

Rationale for Differences:

 Contextual Focus: ACTFL's description may be more focused on practical
language use in various contexts, including formal and informal settings,
while MELAB's description may emphasize a more general proficiency level
without specific contextual details.
  Educational Emphasis: ACTFL's description may reflect a focus on language
skills needed for academic and professional communication, while MELAB's
description may aim to assess overall language proficiency without a specific
educational context.
 Assessment Objectives: The differences in the descriptions may stem from
the specific assessment objectives and target populations of the ACTFL and
MELAB tests, leading to variations in the elements emphasized in each
description.

Overall, while both descriptions share common elements related to fluency,

communication, and accuracy, the differences in their focus on settings,
argumentation, concreteness, linguistic unfamiliarity, and pragmatic demands may
reflect the specific assessment priorities and contexts of the ACTFL and MELAB tests.