Assignment 2: Language Assessment

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 specific aspects of a language. These tests offer a checklist of features for the teacher to use in discovering difficulties. Based on the identifying, teacher would know the needs of students that should have special focus.


  • Proficiency Test

A proficiency test measures a learner’s level of language. It can be compared with an achievement test, which evaluates a learner’s understanding of specific material, a diagnostic test,which identify areas to work on, and a prognostic test, which tries to predict a learner’s ability to complete a course or take an exam.
The purpose of proficiency test is to test global competence in a language. It tests overall ability regardless of any training they previously had in the language.



  • Placement Test

The purpose of placement test is to place a student into a particular level or section of a language curriculum. It ussualy includes a sampling of the material to be covered in the various courses in a curriculum. Placement test come in many varieties: assessing comprehension and production, responding through written and oral performance, multiple choice, and gap filling formats.


  • Aptitude Test

The purpose of language aptitude test isto predict a person’s success to exposure to the foreign language. Language aptitude tests does not refer to whether or not an individual can learn a foreign language , but it refers to how well an individual can learn a foreign language in a given amount of time and under given conditions. (John Carrol and Stanley Sapon)

2. Issues in Language Assessment


  • Behavioral Approach

In the middle of 20th century, teaching and testing were influenced by behaviorism. Testing focused sentence structure, translation from L1 to L2,grammar and vocabulary items.


  • Integrative Approach

In last quarter of 20th century it was supposed that communicative competence is global and integrated, thus it can not be captured in additive tests of grammar,, reading, vocabulary and other discerete points of languages.
Cloze test and dictation was introduced.


  • Communicative Approach

In this type of testing focus was on communicative language-testing tasks and learners were required to perform real world tasks designed by test designer. Test designer believed that tasks designed, needed to include strategic and pragmatic abilities in the construction of language testing.


3. Hot Topics In Classroom- Based Assessment


  • Multiple Intelegences

Howard Gardner divided intelligence in to eight different components: Spatial intelligence, Musical intelligence, Kinesthetic intelligence, Naturalistic intelligence, Linguistic intelligence, Logical intelligence, Interpersonal intelligence and Intrapersonal intelligence.


  • Traditional and Alternative Assessment 

Traditional : One shot standardized, Timed multiple choice format, Norm referred, Summative, Oriented to product, Non interactive, Fosters extrinsic and motivation.
Alternative : Continuous long term, Untimed, free response format, Criterion referred, Formative, Oriented to process, Interactive, Foster intrinsic and motivation.


  • Computer-Based Testing

Advantages: Easly administered test, Self directed, Helps in practicing for standardized test and can be scored rapidly.
Disadvantages: Lack of security, Possibility of cheatingand Open ended responseless likely oral production is absent.



References:
https://id.scribd.com/document/331117446/Achievement-Test
https://www.slideshare.net >mobile TEST DIAGNOSTIK-SlideShare
https://www.slideshare.net/mobile/RahilaKhan6/assessments-concepts-and-issues
https://www.teachingenglish.org.uk/article/proficiency-test



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