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 ...

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 diagno...