Assignment : Language Assessment

Summary DESIGNING CLASSROOM LANGUAGE TESTS There are several types of tests, namely: A. Language Aptitude Tests B. Proficiency Tests C. Placement Tests D. Diagnostic Tests E. Achievement Tests A. Language Aptitude Tests A language aptitude test is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. B. Proficiency Tests A proficiency test is not limited to anyone course, curriculum, or single skill in the language rather, it tests overall ability. Proficiency tests have traditionally consisted of standardized multiple-choice items on grammar, vocabulary, reading comprehension, and aural comprehension. Proficiency tests are almost always summative and norm-referenced. They provide results in the form of a single score (or at best two or three subscores, one for each section of a test), which is a s

SUMMARY PRINCIPLES OF LANGUAGE ASSESSMENT A. PRACTICALITY An effective test is practical : • is not excessively expensive, • stays within appropriate time constraints, • is relatively easy to administer, and • has a scoring/evaluation procedure that is specific and time-efficient. A test that is prohibitively expensive is impractical. A test of language profi-ciency that takes a student five hours to complete is impractical-it consumes more time (and money) than necessary to accomplish its objective. A test that requires individual one-on-one proctoring is impractical for a group of several hun-dred test -takers and only a handful of examiners. A test that takes a few minutes for a student to take and several hours for an examiner to evaluate is impractical for most classroom situations. A test that can be scored only by computer is impractical if the test takes place a thousand miles away from the nearest computer. The value and quality of a test sometimes hinge on such nitt

1. Practicality As we know that in political practice there are several things that need to be analyzed, namely administrative costs and time in the 2019 UN question that I took, yes, that is the subject of geography, the costs involved in conducting this UN are not expensive because in 2019 all have used computers so costs that come out like buying paper to print the questions are no longer stylish. In this UN question package, the time starts from 07.30-09.30 with 50 questions. so between time and number of questions are equal. in my opinion the number of UN is not too complicated and easy to do because all the questions have been given during the teaching and learning process in class. and this is quite simple to run. and evaluation after the National Examination is completed is very effective, why not, because everything has been arranged from the central government because it is a computer-based test so that it is sent immediately after completing the test. 2. Validity

1. Types and Objectives of Assessment Achievement Tests Achievement tests are tests used to measure a person’s level of ability, achievement, or knowledge in an area (Kaplan,2009). This tests also aims to measure a person’s knowledge about what he has learned about a certain thing in a certain period of time as well, not to find out what roughly someone can do (Cohen & Swerdik, 2009) The purpose of achievement tests is to determine whether course objectives have been met with skills acquird by the end of a period of instruction. Achievement tests are summative because they are administrated a the end on a unit/term of study. It analyzes the extent to which students have acquired language that have already been taught. Diagnostic Test  The tests is used to determine the weaknesses of students so that the results can be used as a basis for providing  follow-up in the form of accordance with the weaknesses or problems of students. The purpose is to diagnose specif