Lecturer : Dr. Jan Mujiyanto M.Hum.

TEGUH ARDIANTO
MAT IBNU
SETYONO
UNNES, September 11, 2012
TOPICS OF DISCUSSION
• FIRST SPEAKER
WHAT IS TEST, ASSESSMENT, TEACHING?
INFORMAL AND FORMAL ASSESSMENT
FORMATIVE AND SUMATIVE ASSESSMENT
NORM REFERENCE AND CRITERION-REFERENCED TEST

• SECOND SPEAKER
APPROACH TO LANGUAGE TESTING, A BRIEF STORY
DISCRETE POINT AND INTEGRATIVE TESTING
COMMUNICATIVE LANGUAGE TESTING
PERFORMANCE-BASED ASSESSMENT

• THIRD SPEAKER
CURRENT ISSUE IN CLASSROOM TESTING
NEW VIEW ON INTELLIGENCE
TRADITIONAL AND ALTERNATIVE ASSESSMENT
COMPUTER-BASED TESTING
SOURCE: Brown, HD, 2004, Language Assessment: Principles and Classroom Practices, New York, Pearson Education.
FIRST TOPICS
TESTING
TEST = a method of measuring a person’s ability,
knowledge, or performance in a given domain
a WAY.., HOW TO DO…Techniques, Strategy, Process,
method Procedures, …..with characteristics of
Structured, Explicit

Instruments/tool to grade…, Specific

measure
Student’s Level of Competence

Individual Skill, Competence

individual ability, knowledge
Background experience

performance Ability in performing language

Specific area, -Reading,

given domain
Speaking, Listening, Writing,…
ASSESSING
 TEST= is prepared administrative procedures that
occurs at identifiable times.
 ASSESSMENT= is an ongoing process.
example:
-student responds to a question assessed by:
-offers a comment -teacher
-tries out a new word -himself
-tries out a structure -other students
- makes essay, listens to recorder
THE DIFFERENT OF TEST-ASSESSMENT
TEACHING PROCESS CONTINUUM

START END

MID-TEST FINAL-TEST

START END

A S S E S S M E N T
TEACHING
-Teacher-students interaction
-students must have the freedom to experiment
-students try out their own hypotheses
-freedom to practice their skills in a classroom without being
formally graded
-no teacher’s judgment in terms of their trials and errors

TEACHING=the opportunities for learners to listen, think,

take risk, set goals, process feedback from the teacher and
then recycle through the skills that they are trying to
master.
DIAGRAM teaching goal skill,
competence,
interaction
performance

TEACHING
assessing goal improvement
feedback

reflection
(more informal tool)
ASSESSING
evaluation
(analytical tool
resulted values for
feedback)

TEST
testing goal level/grade
measure
(formal tool)
goal judgment
(passed or
failed)
PROPOSED DIAGRAM
TEACHING

ASSESSING

EVALUATION

TEST
DIAGRAM
Class “A”
Class “B”

TEACHING TEACHING

ASSESSING ASSESSING
compare

TEST
TEST

EVALUATION
INFORMAL AND FORMAL ASSESSMENT
 INFORMAL ASSESSMENT:
- It is designed to elicit performance without recording
results and making a fixed judgments about a student’s
competence.
- Example:
- At the end of continuum are marginal comments on
paper, responding to draft of an essay, advice of how to
better pronounce a word, suggestion for strategy,
showing how to modify a better note-taking to better
remember of the lecture contents.
INFORMAL AND FORMAL ASSESSMENT
 FORMAL ASSESSMENT
-exercise specifically designed to tap into storehouse of
skill and knowledge.
-constructed to give an appraisal of students’
achievements.
Is a formal assessment always a test?
ALL TESTS ARE FORMAL ASSESSMENTS
NOT ALL FORMAL ASSESSMENTS ARE TESTS
FORMATIVE AND SUMMATIVE ASSESSMENT
 FORMATIVE
it deals with the function.
- evaluating students in the process of ‘forming’ their
competencies and skills with the goal of helping them
to continue the growth process
CHARACTERISTICS:
- delivered by the teacher
- feedbacks are internalized by the students
- eyed toward the future continuation
- informal
FORMATIVE AND SUMMATIVE ASSESSMENT
 SUMMATIVE
It aims to measure or to summarize what a student
has grasped.
- A summation of what a student has learned implies
looking back and taking stock of how well that student
has accomplished objectives.
NORM-REFERENCED AND CRITERION-REFERENCED
TESTS
 NORM-REFERENCED TEST-----FUNCTIONS TO
SCORE
 CRITERION-REFERENCED TEST----FUNCTIONS TO
PROVIDE
FEEDBACK
APPROACH TO LANGUAGE TESTING
 1950’s an era of behaviorism-----testing focused on
linguistic elements such as the phonological,
grammatical, and lexical contrast between two
languages
 1970-1980’s era of communicative theories----testing
focused on the whole communicative event.
 Today-----testing focused on authentic and valid
instruments that stimulate real world interaction.
DISCRETE-POINT AND INTEGRATIVE
TESTING
 DISCRETE-POINT TESTING
constructed on the assumption that language can
be broken down into its component parts and
those parts can be tested successfully.
e.g. of skill components:
listening, speaking, reading, writing
e.g. of unit of language:
phonology, graphology, morphology,
lexicon, syntax, discourse
DISCRETE-POINT AND INTEGRATIVE
TESTING
 INTEGRATIVE TESTING
(Oller, 1979) argued that language competence is
unified set of interacting abilities that can not be
tested separately.
communicative competence is a global and requires
such integration that it can not be captured in additive
tests of grammar, reading, vocabulary, etc.
examples:
cloze test,
dictation
COMMUNICATIVE LANGUAGE TESTING
PERFORMANCE-BASED ASSESSMENT