englishdepart-

ment

Standardized Test For English Proficiency,

Introduction of CEFR, Norm Referenced and
Criterion-Referenced Tests

ASESMEN DAN EVALUASI PEMBELAJARAN

universitas muhammadiyah surabaya

 Our Team
Topic 6

Isfania Uswatun Khasanah Shal Sabilah Shzila

20191111019 20191111038 20191111034
 Agenda
01 Standardized Test For English Proficiency
i.e. SAT, TOEFL,TOEIC,IELTS

02 The Introduction of CEFR

Common European Framework of Reference

03 Norm Referenced and Criterion-Referenced Tests

Standardized Test For English
Proficiency
i.e. SAT, TOEFL,TOEIC,IELTS
STEP is similar to other well-known international tests (i.e., TOEFL and IELTS). It is de-
signed in accordance with the Common European Framework of Reference for Languages.
The test targets students who wish to join English language programs in scholarship pro-
grams. It also caters to programs which require a certain level of English language profi-
ciency, and individuals who wish to obtain evidence of English language proficiency (i.e., a
certificate or grade).​
an admission test for students applying for English
departments in the universities. a verification tool for
students' exemption from certain courses in English about
language programs (course waiver). the test
a placement test for English departments applicants.
a measuring instrument of English language proficiency for
students seeking to apply for teaching positions , higher
studies, businesses or any other professional field.​​
The following are the various parts of the test and their per-
spective percentages:

Reading Comprehension 40%

Sentence Structure 30%
Listening Comprehension 20%
Composition Analysis 10%
Test Question items:

Test items are Multiple Choice type. Each question is followed prepare for
by four possible answers (A, B, C, D). He/she is asked to the test
choose the right answer.
Total time allowed for the test is three hours including instruc-
tions given before the actual test.
Tests times:
This test is presented three times every year, the test
times are on the following website.
For more information and test question examples please visit
the publications website.​
Students eligible to sit for STEP:

• Students applying for English departments in the university. targets

• Students applying for English departments and wishing to be audience
placed according to their relevant proficiency level.
• Students seeking an exemption from studying English courses
in their respective programs.
• Students applying for post-graduate studies.
• English language teachers seeking to get a certificate in Eng-
lish
• Individuals seeking to obtain a private sector job.​​
 SAT, TOEFL,TOEIC,IELTS

SAT (Scholastic IELTS (International Eng-

TOEFL (Test of TOEIC (Test of English
Aptitude Test) lish Language Testing
English as a for International
System)
Foreign Language) Comumunication)

SAT is a test that will IELTS) is a series of tests

measure how far you TOEFL is an English designed to test your
have mastered the
material learned in
test that is intended f TOEIC is a ability to speak, listen,
school and how well or; measuring one's standardization of read and write English.
you can apply that English proficiency to English language The
knowledge. The total study & work abroad; skills in the IELTS test is divided into
test time for this SAT is show one's aca- four different sessions;
3 hours and 45 min- workplace
utes. The SAT test
demic readiness. In- worldwide. The from writing tests, to
consists of three parts: ternet- reading maps and
based TOEFL (iBT)
TOEIC test is an
critical diagrams.We can choose
reading, mathematics, test consists of 4 invaluable
from two types of IELTS
and writing. Each sections Listening, certification for tests: Academic or Gen-
section is rated on a
Reading, Speaking professionals. eral Training, depending
scale of 200 – 800.
and Writing on
whether we are studying,
working or migrating.
The Introduction of CEFR
Common European Framework of Reference
The Common European
Framework of Reference
for Languages, more
commonly known as the Definition
CEFR". The CEFR is a framework that we use to describe in
broad terms a learner's language ability.
Within the CEFR the levels are described in three
tiers, Basic, Independent and Proficient. Each of
these two levels, making a scale of six levels in all.
The CEFR describes what a person can do in a
language as they progress from the lowest level to
the highest.
It consists of a whole a) At level A1, a person can understand and use basic phrases
series of descriptions relating to everyday life.
b) A2. By now a learner can talk about familiar and routine matters
that are associated with such as aspects of their background, immediate environment
each of the four skills, and things that are immediately important to them, describing
Listening, Speaking, them in simple terms.
c) B1, a learner is becoming more independent and can
Reading and Writing.
understand the main points of things to do with work, school or-
leisure, if they're stated fairly clearly.
d) B2 learners should be able to understand the main ideas of
difficult texts on all sorts of topics, including technical
discussions in their ideas of difficult texts on all sorts of topics,
including technical discussions in their.
e) C1 they can use the language effectively for all social, academic
and Professional purposes.
f) C2 they can easily understand virtually everything, They hear or
read and can speak and write as well as anybody.
Since the CEFR was published in 2001, it’s become
incredibly influential. It’s been Used for lots of differ-
ent things, such as:

1. evaluating learner’s language needs and developing

learning material, Syllabuses and courses,
2. developing continuous and self-assessment tools and
tests and exams
3. developing teacher training programmesand describ-
ing government language policies
Norm Referenced and Criterion-
Referenced Tests
 There are six major dichotomies in the literatures of language

Introduction testing :
- formative versus summative
- direct versus indirect
- discrete versus integrative
- objective versus subjective,
- traditional versus alternative
- normreferenced versus criterion referenced
And, There is another way to look at different kinds of language
tests :
1. Proficiency test
2. Achievement test
3. Aptitude test
4. Diagnostic test
5. Placement test
Clearing the A. NRT (Norm reference test)
In testing, the scores or a performance of a particular group (the ―normal
boundary group) as measured in some way is known as norm‘. Norms may be used
to compare the performance of an individual or group with the norm group
B. Criterion-referenced Test (CRT)
The word "criterion" in CRT has been referred in two ways in the literature.
One, criterion refers to the material being taught in the course.
C. Criterion Related Validity
Criterion-related validity refers to the correspondence between the results
of the test in question and the results obtained from an outside criterion.
TEST ITEMS IN NRT AND CRT
Constructing items do not differ much from
one another in NRT and CRT. Mostly NRTs
are multiple choice and rarely open and short
answer questions. The items are constructed
with moderate difficulty, with some items SCORING METHODS IN NRT AND CRT

easier and some more difficult. On the other On an NRT, the score reflects how many more

hand, CRT items are curriculum based which or fewer correct answers a student gives in com-

includes the local textbook. parison to other students. In NRT, scores are
generally reported in percentile ranks, linear stan-
dard score, normalized standard score and
developmental scales (Linn & Gronlund 2000).
STRENGTHS OF NRT AND CRT
The proponents of NRT have proposed many
representative arguments on its strengths.
DRAWBACKS OF NRT AND CRT
For instance, NRT is simple to administer and
Although the NRT and CRT have many advantages,
easy to score (Kubiszyn & Borich 2007;
they do have some drawbacks. The kinds of argu-
Sanders & Horn 1995).
ments typically made by the critics of NRT are eye-
This test discourages biasness and favoritism
brow rising. Although testing experts and test develop-
from among students.
ers warn that major educational decisions should not
be made
on the basis of a single test score, NRT scores are
often misused in schools when making critical educa-
tional decisions, such as grade promotion or retention,
which can have potentially harmful consequences for
some students (Huitt 1996).
COMPARING NRT
AND CRT

In NRT, difficulty of items vary from those that no

one answers correctly to those that everyone an-
swers correctly whereas in CRT, the difficulty of
items are equivalent to each other (Bond 1996;
Kubiszyn & Borich 2007; Linn 2000; Sanders &
Horn 1995)
 CONCLUSION

This term paper dealt with the types and approaches of testing;
the concept of NRT and CRT; their item construction and
scoring method, their strengths and weaknesses, their
comparative analysis and how they differ from each other.
Which of these methods is preferable? It is a question of
concern of this paper. In literature, a mix voice comes from
different parts of the world and there is no prescriptive point of
view available. For some scholars, students‘ grades in language
tests should be decided based on a mix of both NRT and CRT
scores because they are interdependent and complementary to
each other.
any questions ???