INTRODUCTION

EFFECTS OF CLASSROOM
ASSESSMENT PRACTICES ON A LITERATURE REVIEW
FOREIGN LANGUAGE
READING COURSE METHOD

Group 8: RESULT
Aulia Putri (15018025)
Nur Maulina Putri (15018011)
Silva Afdian (15018019) CONCLUSION
 INTRODUCTION

INTRODUCTION Assessment
Testing

LITERATURE
REVIEW
Any methodical procedure to One way to asses.
METHOD gather information about
students’ learning

RESULT

CONCLUSION
 Assessment
Traditional Assessment Alternative Assessment
INTRODUCTION Testing Self-assessment
Observation
LITERATURE homework
REVIEW

METHOD
Taking the best parts of both traditional and
alternative assessments in classrooms leads
RESULT to more effective instruction.

CONCLUSION
 This article reports the effects of traditional and alternative assessment
practice applied in foreign language reading comprehension course for
graduate students at a public university in Medellin.
INTRODUCTION

LITERATURE Research Question:

REVIEW What do classroom assessment practices tell language practitioners
about learning process of Fl reading comprehension course for graduate
METHOD students?

RESULT Finding suggest:

The assessment practices applied in this course helped students and

CONCLUSION teachers recognized that learning occurred.
 Assessment
• Most researchers pay little to what teachers do in their classroom to
assess students.
INTRODUCTION • Assessment is to guide scholars to make decision (promotion, program
admission, or learning support services)
LITERATURE • Nowadays, there is a growing interest about the practices the teacher
does in the classroom.
REVIEW
• Teacher lacked familiarity with alternative assessment.
teacher used diverse practices in assessing reading comprehension
METHOD
self-assessment multiple choice test
Diaries Presentation
RESULT peer-assessment Classroom participants
cloze test Workshop
performance assessment Classroom attendance
CONCLUSION
Quizzes
 • Teacher has important role in assessing learning process of
students.

INTRODUCTION
As a facilitator
Two main functions
LITERATURE of teachers’ role
REVIEW As a guidance

METHOD

RESULT

CONCLUSION
 Reading
Reading Active process in which dialog between the reader and text.
INTRODUCTION
Two vital Linguistic Grammar
elements to knowledge Vocabulary
LITERATURE understand a
REVIEW text
Background Familiarity the
knowledge readers with the text
METHOD

Predict
RESULT Memorize information
Reading involves a process of cognition interpret
CONCLUSION Pay attention
Make hypothesis
 • Models of Reading
1. Bottom-up process : build the text from small unit beginning
letter → words, words → sentences.
2. Top-down process : link the text to reader’s existing knowledge
INTRODUCTION that involves historical, cultural, or linguistic elements.

• Reading strategies
LITERATURE → to help students apply a task,
REVIEW → to pay attention to what textual cues they have to focus on
→ to know what to do when they have troubles.
METHOD
Five classroom activities to work with reading activities:
1. Explicit discussion of the reading strategies and when to use them
RESULT 2. Demonstration of how to applying a reading strategies
3. Involvement with the reading in terms of reading aloud and
sharing the process while applying the strategies.
CONCLUSION 4. Discussion of activities in the classroom
5. Practice with the reading materials of the course
 • Reading assessment strategies

Three important purpose Sorting

INTRODUCTION for reading comprehension
assessment Diagnosing

LITERATURE Evaluating
REVIEW
Journals
METHOD
Portofolio
Six methods of alternative Homeworks
RESULT asssement
observations
Self-assessment
CONCLUSION
Peer-assessment
INTRODUCTION
Resrch Design
LITERATURE
REVIEW Context

METHOD Participants
METHODOLOGY
Data Collection Instruments
RESULT
Data Analysis Interpretation

CONCLUSION
 Research Design

 qualitative research
INTRODUCTION  involving exploratory multiple case study

LITERATURE Context
REVIEW
 was conducted at a public university in Medellín, Colombia

METHOD  reading comprehension in English as the passing grade

indicators:
 proficiency test
RESULT
 classroom course
 web-based course in 2007
CONCLUSION
 Table 1. The reading comprehension program

INTRODUCTION

LITERATURE
REVIEW

METHOD

RESULT

CONCLUSION
 Participants

INTRODUCTION TEACHER STUDENTS

LITERATURE A master degree 27 students in the

REVIEW and ten years course
reading (17 women, 10
comprehension men)
METHOD teacher 20-51 yo

RESULT

CONCLUSION
 evaluation of course and teacher

Questionnaires reading strategies and motivation

self evaluation

pre-test
INTRODUCTION Tests
post-test
Data Collection
LITERATURE Diary of The track record from
Instruments observations and reflections in
REVIEW teacher
teaching and learning process

METHOD Observation
investigating students'
behaviors, interaction,and
participation

RESULT
having a focus group session
Focus Group to discuss the academic
experiences
CONCLUSION
 Data Analysis
Interpretation

INTRODUCTION  researchers read and labeled the data

 compared some important ideas in groups
LITERATURE  coded the data and constructed categories
REVIEW
 triangulated the information to validate data

METHOD

RESULT

CONCLUSION
INTRODUCTION

LITERATURE
REVIEW

METHOD

RESULT

CONCLUSION
INTRODUCTION

LITERATURE
REVIEW

METHOD

RESULT

CONCLUSION
INTRODUCTION

LITERATURE
REVIEW

METHOD

RESULT

CONCLUSION
THANK YOU