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Assignment Language Assessment, Pertemuan 15

Summary ASSESSING VOCABULARY Chapter 1: The place of vocabulary in language assessment At first glance, it may seem that assessing the vocabulary knowledge of second language learners is both necessary and reasonably straightforward. It is necessary in the sense that words are the basic building blocks of language, the units of meaning from which larger structure such as sentences, paragraphs and whole texts are formed. The widespread acceptance of the validity of these criticism has led to the adoption particularly in the major English-speaking countries-of the communicative approach to language testing. Today’s language proficiency tests do not set out to determine whether learners know the meaning of magazine or put on or approximate; whether they can distinguish ship and sheep. Instead, the test are based on tasks simulating communication activities that the learners are likely to be engaged in outside of the classroom. Following Bachman’s (1990) earlier work, the author
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Assignment Language Assessment, pertemuan 14

Summary ASSESSING READING In foreign language learning, reading is likewise a skill that teachers simply expect learners to acquire. Basic, beginning-level textbooks in a foreign language presuppose a student’s reading ability if only because it's a book that is the medium. Most formal tests use the written word' as a stimulus for test-taker response; even oral interviews may require reading performance for certain tasks. Reading, arguably the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability. A. TYPES (GENRES) OF READING Each type or genre of written text has its own set of governing rules and conventions. A reader must be able to anticipate those conventions in order to process meaning efficiently. With an extraordinary number of genres present in any literate culture, the reader's ability to process texts must be very sophisticated. When we realize that thi
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Assignment: Language Assessment, Pertemuan 13

Summary ASSESSING LISTENING In earlier chapters, a number of foundational principles of language assessment were introduced. Concepts like practicality, reliability, validity, authenticity, wash-back, direct and indirect testing, and formative and summative assessment are by now part of your vocabulary. Now our focus will shift away from the standardized testing juggernaut to the level at which you will usually work: the day-to-day classroom assessment of listening, speaking, reading, and writing. Since this is the level at which you will most frequently have the opportunity to apply principles of assessment. A. OBSERVING THE PERFORMANCE OF THE FOUR SKILLS Before focusing on listening itself, think about the two interacting concepts of performance and observation. All language users perform the acts of listening, speaking, reading, and writing. When you propose to assess someone's ability in one or a combination of the four skills, you assess that person's competenc
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