TESTING, ASSESSING, AND

TEACHING

First Group:
1. Grace Sihombing
2. Yulia Kristiyanti
3. M Fahmi
 TESTING

DEFINITION OF TEST :
“A test is a method of measuring a person’s ability, knowledge, or performance in a given domain.”
a way, how to do, an instrument (set of techniques, procedures or items) ,
method
explicit, structured.
measure instrument\tools to grade specific students level of competence
Individual ability, individual Skill , competence background experience
knowledge
performance Competence, ability in performing language

Given domain Specific area ( Reading, Speaking, Writing, Listening)

 ASSESSING
DEFINITION OF ASSESSMENT :
“The evaluation or estimation of the nature, quality, or ability of someone or something.”

DEFINITION OF MEASUREMENT :
“The process of scoring or attempt to obtain a numerical description of the extent to which a
learner has achieved certain characteristics.”
 Refers to the set of procedures and the principles for how to use the procedures in
educational tests and assessments.
 TEACHING
DEFINITION OF TEACHING :
“The process of attending to people's needs, experiences and feelings, and making specific
interventions to help them learn particular things.”
• Teacher – students interaction
• Students must have the freedom to experiment
• Teaching is setting the practice & opportunities for learners to listen, think, take risk, set
goals, process feedback from teacher and then recycle through the skills that they are
trying to master.
 INTERCONNECTION
TESTING ASSESSMENT
Scheduled, periodically (mid/final term) On going process (students response, effort)
Intended Both intended and incidental
TESTING TEACHING
Hardly any or no help at all given to the the teachers must help the learners as much as
learners possible in order that they learn the language
TESTING ASSESSING TEACHING
Measures the level of skill or The process of documenting knowledge, Give learners the
knowledge that has been skills, attitudes and beliefs (usually in opportunities to listen, think,
reached by learners. measurable terms), for learners take risk, set goals, process
improvements feedback from teacher
 TYPES OF ASSESMENT

• Informal & Formal Assesment

• Formative & Summative Assesment
• Objective and Subjective
APPROACHES TO LANGUAGE TESTING

• Discrete-Point and Integrative Testing

• Communicative Language Testing
• Performance-Based Assessment
 APPROACHES TO LANGUAGE TESTING
• Discrete-Point and Integrative Testing
a. Discrete-Point test : testing of each language element at a time, item by item.
Example : Grammar test
Because my mother was sick, I _____ to go home last week.
a) had b) have c) has d) hadn’t
b. Integrative test : testing a combined set of linguistic elements (interacting abilities can not be tested separately.)
1. Cloze test : reading passage (150-300 words), every 6th/7th word deleted, fill in the blank.
Can we see (1) ......... the earth is a globe? Yes, we can, when we watch a ship that sails out to sea. If we watch closely, we see that the
ship begins (2) ........ . The bottom of the ship disappears first, and then the ship seems to sink lower and lower, (3) ......... we can only see
the top of the ship, and then we see nothing at all. What is hiding the ship from us? It is the earth. Stick a pin most of the way into an
orange, and (4) ......... turn the orange away from you. You will see the pin disappear, (5) ......... a ship does on the earth.
2. Dictations : Listen to a passage of 100-150 words read aloud, write what they hear using correct spelling.
 APPROACHES TO LANGUAGE TESTING
• Communicative Language Testing
 Correspondent between the test performance and real life use.
 Test focused on communicative performance
 Real-world task context were found widely varied : where, when, how, with whom, why.
Example :
Writing business letter to ask for information or respond to complaint by customer.
 APPROACHES TO LANGUAGE TESTING
• Performance-Based Assessment
 Characteristic : Interactive tasks such as oral production, written production, open-ended
responses, group performance, etc.
 Measurement : act of speaking, requesting, responding, listening and speaking, reading and
writing.
Example :
Debate, oral presentation, oral interview.
 CURRENT ISSUES
IN CLASSROOM TESTING
• The design of communicative, performance-based assessment rubrics
continues to challenge both assessment experts and classroom teachers.
• Three such issues: the effect of new theories of intelligence on the testing
industry; the advent of what has come to be called "alternative
assessment; and the increasing popularity of computer-based testing.
 New Views on Intelligence
• intelligence was once viewed strictly as the ability to perform (a) linguistic and (b)
logical·mathematical problem solving. This & IQ" (intelligence quotient) concept of
intelligence: bas permeated the Western world and its way of testing for almost a century.
• five other "frames of mind ~ in his theory of multiple intelligences (Gardner (1983, 1999):
• spatial intelligence
• bodily-kinesrhetic intelligence
• musical intclligence bodily-kinesrhetic intelligence
• interpersonaI intelligence
• intrapersonal intelligence
Traditional and "Alternative" Assessment
TRADITIONAL ASSESMENTnal Assessment
•One-shot, standardized exams
•Timed, multiple-choice format
•Decontextualized test items
•Scores suffice for feedback
•Norm-referenced scores
•Focus on the “right” answer
•summative
•Oriented to product
•Non-interactive performance
•Foster extrinsic motivation
Alternative Assessment
•Continuous long term assessment
•Untimed, free-response format
•Contextualized communicative tasks
•Individualized feedback and washback
•Criterion-referenced scores
•Open-ended, creative answers
•formative
•Oriented to process
•Interactive performance
•Foster intrinsic motivation
 COMPUTER BASED TESTING
Advantages Computer Based Testing:
• classroom·based testing
• Self-directed testing on various aspects of
a language (vocabulary, grammar,
discourse, onc or all of the four skills, etc.)
• Practice for upcoming high-stakes
standardized tests
• some individualization, in the case of CATs
Disadvantages Computer Based Testing :
• Lack of security and the possibility of
cheating are inherent in classroom based,
unsupervised computerized tests.
• Occasional home-grow ~ Quizzes that
appear on unofficial websites may be
mistaken for validated assessments.
• The multiple-choice format preferred for
most computer-based tests comains the usual
potential for flawed item design.
 CONCLUSION
• Testing is part of assessment, and assessment interconnected with teaching.
• Test can provide authenticity, motivation and feedback to the learners.
• Assessment is a constant integral part of the teaching-learning cycle.
• Assessment can confirm area of strength and pinpoint areas eeding further work.
• Assessment can aid in evaluating teaching effectiveness.