Introduction to Test and Assessment
- 2. Hello! I am Dian Agustini, S.Pd I am here because I love to Learn new things and share them with you! Find me at [email protected] 2
- 3. BRIEF SUMMARY of Content In this presentation, the writer will explain about: A. Assessment and teaching The Definition of the test. Assessment and Teaching Informal and formal assessment Formative and Summative Assessment Norm-referenced and Criterion Referenced B. Approaches to Language Testing : A Brief History Discrete Points and Integrative Testing Communicative Language Testing Performance-Based Assessment C. Current Issues in Classroom Testing New Views on Intelligence Traditional and Alternative Assessment Computer-Based Testing Main Resource: Language assessment: Principles and classroom practices H. Douglas Brown 3
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- 7. “ The Test is a Method of measuring a person’s ability, knowledge, or performance in given domain 7
- 8. A good test must have Components: 1. Method (an instrument: technique, procedures or items for test-taker) 2. Measure: ￮ general ability ￮ individual ability (who is the test taker), knowledge (Their previous experience and background), and performance (ability to perform language in four skills) ￮ given domain (exe: vocabs test, pronunciation test, etc) 8
- 9. “ Sometimes, we misunderstood by the term assessment and test…. 9
- 10. Assessment Ongoing process Wider domain Assessed by self, teacher or friends incidental or intended Assessment and Test Test Administratively prepared Students responses being measured and evaluated Employ many procedures and tasks 10 Assessment in 2013 curriculum Assessment for Assessment as Assessment of Learning
- 11. Questions 1. Does everyday teaching involve assessment? 2. Are teachers constantly assessing students with no interaction that is assessment free? 11 Perspective….
- 13. Assesment and Teaching Optimal Learning requires freedom experiments in the classroom – try out their own hypotheses without feel they are being judged in terms of those trials and errors.. 13 Teaching Assesment Test
- 15. Informal Assessment: ￮ Incidental ￮ Unplanned comments ￮ Responses ￮ Unrecorded ￮ Unfixed judgement Along with learning activities 15
- 16. Formal Assessment: ￮ Planned ￮ Constructed ￮ Systematic ￮ Periodically ￮ Time constrained ￮ Draw limited sample of behaviour ￮ Reflecting students’ progress Along with learning activities 16
- 17. “ All test are formal assessment, but not all formal assessment is testing… 17
- 18. Non-Test Formal Assessment : ￮ Portfolio ￮ Students’ Journal ￮ A systematic set of frequency of oral participation 18
- 20. Formative Assessment: Evaluating students in the process of forming their competencies and skills with the goal of helping them continue that growth process. Example: Daily examination Middle term examination Assignment Oral test 20
- 21. Summative Assessment: Is aimed to measure or summarize, what a students has grasped and typically occurs at the end of the course or unit of instruction Example: Final term Examination National Examination 21
- 22. “ One of the problems with prevailing attitudes toward testing is all test (quizzes, periodic reviews, mid-test, etc.) are summative 22
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- 25. Norm Referenced test: Each test taker score is interpreted in relation to mean (average score), median (middle score), standard deviation (extent of variance scores) and / or percentile rank. Example: Scholastic Aptitude Test (SAT) Test Of English as A Foreign Language (TOEFL) Money and Efficiency are primary concerns in this test 25
- 26. Criterion-Referenced Test: Designed to provide the test-takers feedbacks, usually in the form of grades on specific course or lesson objective Example: Daily classroom test. In the context of classroom based assessment criterion- Referenced testing is prominent interest than norm-reflected testing 26
- 29. “ There were two major approaches in language testing being debated in 1970s- early1980s: discrete point test and integrative testing… 29
- 30. 30 Discrete-Point Test Skills: SLRW Language Units: Phonology, morphology, Syntax Broken down the components Questions: Do all the language competences mentioned above are not measured as one connected parts?
- 31. 31 Integrative test Skills integrated: SLRW Examples: Cloze test, Dictations Unifying all components of language into tests Unitary Trait Hypothesis: Indivisible views of language proficiency
- 33. As a response of Unitary traits hypothesis there was a new design of language testing called Communicative Language Teaching: Because: ￮ Integrative test: artificial, contrived, and unlikely reflect how students use the language in real life ￮ Integrative test did not measure linguistic performance of the students. ￮ Less Authentic 33
- 34. Then… The new design was proposed by Bachman and Palmer (1996) based Canale and Swain (1980) model of communicative competence. 34 Communicative Language Testing Organizational and Pragmatic competence: Grammatical and Textual components, illocutionary and sociolinguistic components. Emphasized the importance of strategic competence (employ communicative strategies ) in the proces of communication
- 36. Performance based assessment of language typically involves: ￮ Oral Production ￮ Written Production ￮ Open-Ended Responses ￮ Integrated performance (across skills) ￮ Group performance ￮ Other interactive tasks 36
- 37. The Positive and Negative of PBA Time consuming Expensive Requires great effort 37 Authentic Various task Real world tasks Interactive Actual performance in language
- 38. C. CURRENT ISSUES IN CLASSROOM TESTING 38
- 40. “ We have lived in a world of standardized test for many years. However, psychologists like Garner, Sternberg and Goleman extended the traditional view into seven different components. 40
- 41. Garner introduced five other frames of mind: ￮ Spatial intelligence ￮ Musical Intelligence ￮ Bodily-kinesthetic Intelligence ￮ Interpersonal Intelligence (understand others) ￮ Intrapersonal Intelligence (understand self) 41
- 42. Sternberg charted new territory: ￮ Creative Thinking ￮ Manipulative strategies Goleman: ￮ Emotional Quotient 42
- 43. The new perspectives in human intelligence, however, challenges the experts, teachers and school to design the test which are interpersonal, creative, communicative, interactive and put the trust on the subjectivity and intuition. In English, the responsibility is broaden into whole language skills, learning processes, and the ability to negotiate meaning. 43
- 45. Traditional Assessment: ￮ Focus on the right answer ￮ Product oriented ￮ Summative ￮ Non-interactive ￮ Foster extrinsic motivation 45 ￮ Product oriented ￮ Summative ￮ Non-interactive ￮ Foster extrinsic motivation
- 46. Alternative Assessment: ￮ Continuous long term Assessment ￮ Untimed ￮ Free response format ￮ Individualized feedbacks and washback ￮ Criterion-referenced scores 46 ￮ Open ended ￮ Creative answer ￮ Formative ￮ Process oriented ￮ Interactive performance ￮ Foster intrinsic motivation
- 48. “ Students receive prompts in the form of written or spoken stimuli from the computerized test and are required to type or speak their responses. 48
- 49. A specific type of computer-based test, a Computer Adaptive Test (CAT). Each test taker receives a set of questions that meet the test specifications and generally appropriate for performance level. In CAT, the test taker sees only one question at a time and the computer scores each questions before selecting the next one. The test taker sees only one question and cannot skip question. 49
- 50. Advantages of CBT: ￮ Classroom based testing ￮ Self directed testing on various aspects of language. ￮ Practice ￮ Individualization ￮ Done in large-scale standardized test 50
- 51. Disadvantages of CBT: ￮ Lack of security and possibility of cheating in unsupervised computerized test ￮ Home-grown quizzes may appear in uofficial web ￮ Mostly in multiple choices format ￮ Less in open ended questions ￮ The absence of human interactive element (oral production) 51
- 52. Let’s review some concepts TEST 52 ASSESSMENT ASSESSMENT AND TEACHING FORMATIVE AND SUMMATIVE ASSESSMENT DISCRETE AND INTEGRATIVE TESTING CLT PERFORMANCE-BASED ASSESSMENT NEW VIEWS IN INTELLIGENCE COMPUTER-BASED TESTING
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Editor's Notes
- #11: Assessment as learning: to reflect the learning, usually by the students themselves, assessment for learning is used to diagnose students’ weaknesses to improve their competences (used for teachers reflecting themselves), assessment of learning: only to gain numeric data.