By:

Dian Asti Anggraeni (1708042048)

Septian Dwi Cahyo (1708042051)

Brown, H. Douglas (2004). Language

assessment: Principles and classroom
practices. White Plains, NY: Pearson
Education.
QUIZ?? TEST?? ASSESSMENT??

Nooooo, Please.
Whyyyyy??
We are not ready, Miss.
Can tests be positive experiences?

It is expected that the teacher can create more

authentic, intrinsically motivating assessment
procedure that are appropriate for their context and is
designed to give constructive feedback to the students.
 What Is A Test? Definition:
TEST is a method of measuring a person’s ability, knowledge,
or performance in a given domain It is an instrument, a set of technique ,
procedure, or items-that requires
performances on the part of test-takers. It
method is qualified if it is Structured, Explicit

measure General ability, specific competencies, or objectives. The result

can be a letter grade, comments, marginal number, percentile,
etc.
individual ability, knowledge Knowledge, or performance. Who the test
takers are?

performance Ability in performing language

General competence in all skill e.g.

given domain
proficiency test/vocabulary test
 Assessment and Teaching

 Assessment≠ Test
 Test is a subset of assessment .
 Assessment: an ongoing process that encompasses a
much wider domain and it is done to make important
curricular & instructional decisions or judge learners’
abilities in language domains
 Teaching

 Teaching “The process of carrying out certain

activities that experience has shown to be effective in
getting students to learn
 “a teacher needs to set up the opportunities for
learners to listen, think, take, risks, set goals, and
process feedback from the and then recycle through
the skills that they are trying to master.
The interrelated of test, assessment,
and teaching

 The relationship of tests,

assessment, and teaching
: teaching as a ground for
plenty opportunities to
“play” with language for
meaningful learning
 Type of the assessment

 Informal and Formal Assessment

 Formative and Summative Assessment
 Norm referenced test and Criterion referenced test
Informal and Formal Assessment

 Informal Assessment is usually incidental, unplanned

comments and responses, along with coaching and
other impromptu feedback to the students. E.g. Nice
job!, Good work!, etc.
 Formal assessment are exercises or procedures
specifically designed to tap a storehouse of skills or
knowledge. E.g. planned exercises to show
achievement, journals, portfolios, tests
 Based on the function

 Formative: Evaluating students in the process of

“forming” their competencies and skills with the goal
of helping them to continue that growth process. e.g.
ongoing evaluation with feedback for future learning
 Summative: Aims to measure, or summarize, what a
student has grasped, and typically occurs at the end
of a course or unit instruction.
 e.g. unit, final, proficiency exams, “summary” to
assess what was learned
 Norm-referenced & Criterion-
referenced tests

 Norm-referenced tests: each test-taker’s score is

interpreted in relation to a mean (average score),
median (middle score), standard deviation (extent of
variance in scores), and/or percentile rank. e,.g toefl
 Criterion referenced tests are designed to give test-
takers feedback, usually in the form of grades, on
specific course or lesson objectives. E.g. classroom
test
Approaches to Language Testing: A
Brief History

We are going to talk about the language testing in

1950s, 1970s-1980s and today.

three major approaches of language testing in the

history are discussed in this book. They are,
Discrete-Point and Integrative Testing
Communicative Language Testing
Performance-Based Assessment
Discrete-Point and Integrative Testing

 Discrete-Point Testing
Is constructed on the assumption that language can be
broken down into its component parts and those parts
can be tested successfully.
 Integrative Tests
Measure the level of mastery of the combination of
twoor more elements of the language.
 Performance-based Assessment

 Performance assessment is based on the observation

appraisal valuation of the activity as in the case of
learners to assess the learning outcomes of the
students observations are needed when doing so.
 Types of PBA: oral interview, written essays, open-
ended Q & A, integrated skills performance, group
performance, etc.
Communicative Language Testing

 Ability to use language appropriately, both

receptively and productively, in real situations.
 Canale & Swain (1980): grammatical, discourse,
sociocultural, strategic competences Bachman (1990):
Organizational & Pragmatic competences Bachman &
Palmer (1996): Strategic competence
Current Issues in Classroom Testing

There are 3 issues that were discussed in this book.

They are new views on intelligence, traditional and
alternative assessment, and computer based testing.

 New Views on Intelligence

IQ, EQ, multiple intelligence(MI): linguistic, logical-
mathematical, spatial, musical, bodily-kinesthetic,
interpersonal, intrapersonal intelligences.
Traditional & Alternative Assessment

 Traditional -standardized (SAT, TOEFL) -multiple

choice, timed -right vs. wrong answers -summative
(end) -focus on product (outcome) individual, non-
interactive produces extrinsic motivation
 Alternative-long-term (portfolio) free-response,
untimed (journal) open-ended, creative answers -
formative (ongoing) focus on process (how it’s done)
interactive with others -produces intrinsic motivation
 Computer-Based Testing

-Computer-based Testing(CBT)
-Computer-adaptive test(CAT)
-Internet-based test(IBT)
-based on Item Response Theory(IRT)