Assignment : Language Assessment

Summary BEYOND TESTS: ALTERNATIVES IN ASSESSMENT In the public eye, tests have acquired an aura of infallibility in our culture of mass producing everything, including the education of school children. Everyone wants a test for everything, especially if the test is cheap, quickly administered, and scored instantaneously. Tests are formal procedures, usually administered within strict time limitations, to sample the performance of a test-taker in a specified domain. Assessment includes all occasions from informal impromptu observations and comments up to and including tests. Early in the decade of the 1990s, in a culture of rebellion against the notion that all people and all skills could be measured by traditional tests, a novel concept emerged that began to be labeled "alternative" assessment. As teachers and students were becoming aware of the shortcomings of standardized tests, "an alternative to standardized testing and all the problems found with such test

Summary STANDARDS BASED ASSESSMENT In the previous chapter, you saw that a standardized test is an assessment instrument for which there are uniform procedures for administration, design, scoring, and reporting. It is also a procedure that, through repeated administration and ongoing research demonstrates criterion and construct validity. But a third, and perhaps the most important, element of standardized testing is the presupposition of an accepted set of standards on which to base the procedure. This feature of an educational and business world caught up in a frenzy of standardized measurement is perhaps the most complex. A history of standardized testing in the United States reveals that during most of the decades in the middle of the twentieth century, standardized tests enjoyed a popularity and growth that was almost unchallenged. Standardized instruments brought with them convenience, efficiency, and an air of empirical science. In schools, for example, millions of child

Exercise Hal. 64 1. (I/C) Figure 3.1 depicts various modes of elicitation and response. Are there  other modes of elicitation that could be included in such a chart? Justify your additions with an example of each. Answer: Elicitation Mode :  Oral (Student Speaks) -Questionnaire, -Speech, word by word,              -Conversation dialogue.                Written -Narrative paragraph, -Group of words, excerpt -Short story. Response Mode : Oral -Read Aloud, -interactive dialogue, -short response. Written -make sentence, -Short answer. Example: Example  from the picture above is the teacher gives questions to students and students answer, the question is about the previous material that has been given so that students can recall what has been given by the teacher and they do not forget the previous material so that the teacher gives the next material they can understand and follow class hours.