Current Trends on Assessment

and Evaluation

Lizzani Kurnia Pratiwi 18716251015

Dian Palupi 18716251023
 OUTLINE
1 New Theories of Intelligence

2 Traditional and Alternative Assessment

3 Computer-based Testing

4 Performance-based Assessment and Its Washback

5 Washback Effect of National Exams

6 Conclusion

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 Let’s Review the
Concept First!

Evaluation

Assessment Test

(Brown, 2004)

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 Evaluation

⊡ What is it?
A procedure or method of knowing whether or not the teaching and learning processes
have been done by the teachers effectively and properly by knowing whether the
indicators, the materials, the learning strategies and media, The assessment
procedures, and test items are in agreement with the competencies, the learners, and
the learning situation.

⊡ How to obtain it?

The evaluation of the quality of teaching and learning process can be obtained from the
result of observation, interview, test, and assessment in the classroom.

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 Assessment

What is it?

An ongoing
process that
How to do it?
encompasses
To do an assessment, a teacher should consider many
a much wider
aspects in determining the final scores of the students. In
domain.
addition to the mid-semester and final semester scores, the
teacher should also pay attention to the students`
participation, motivation, presentation, performance, paper,
portfolio, presence, homework, etc.

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What is it?
Test is a method of measuring
a person`s ability, knowledge,
or performance in a given
domain.
Test
How to administer it?
A teacher should follow a systematic
procedure such as planning the test, usually
in the form of table of specification or test
specification, constructing test items
properly, trying the items out to guarantee
the test`s reliability, administering the test,
scoring the test objectively, and evaluating
the quality of the test.
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Intelligence was once viewed
strictly as the ability to
perform (a) linguistic and (b)
logical mathematical problem
solving.
Gardner (1983)
He extended the traditional
view of intelligence to seven
different components:
linguistic, logical
mathematical, spatial,
musical, kinesthetic,
interpersonal, and
intrapersonal intelligence.
New Views on Intelligence
Research on intelligence
by psychologists has
begun to turn the
psychometric world upside
down.
Raben Sternberg (1988)
He charted new territory in
intelligence research in
recognizing creative thinking
and manipulative strategies
as part of intelligence.
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The psychologist’s new
conceptualization led us into
a sense of both freedom and
responsibility in our testing
agenda.
Daniel Golemans(1995)
He proposed a concept of
“EQ” (emotional quotient). It
has spurred us to
underscore the importance
of the emotions in our
cognitive processing.
 Traditional and "Alternative" Assessment

Traditional Assessment Tools Alternative Assessment Tools

1. Multiple-choice tests 1. Portfolios

2. True/False Tests 2. Anecdotal records
3. Short Answers 3. Audio and Video Recordings
4. Essays 4. Checklist
5. Diaries
6. Conference

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Traditional and "Alternative" Assessment

(adapted from Armstrong, 1994, and Bailey, 1998, p. 207)

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 Critics on Traditional Assessment

1. Bailey (1998) criticizes traditional assessment in that they

are inauthentic and indirect.
2. There is a 'washback effects' of standardized tests into
curriculum, educational and psychological level:
• Standardized tests direct teachers to give the focus of
the attention to only those subjects that are taken
account of in the examinations.
• Traditional tests gradually change didactic tools into
replicas of the final examination papers (Bailey, 1999).
• Traditional tests affect the students' psychology
negatively as the students become the passive
recipients of information.
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 Computer-Based
Testing
Advantages Disadvantages

 It can be a self-directed testing on various  It is lack of security and the possibility

aspects of a language
of cheating.
 It serves as the practice for upcoming high-
stakes standardized tests.  It has more potential for flawed item
 There are some individualization. design.
 It can be more practical.
 It is more flexible.
 Open-ended responses are less
likely to appear because of the need
 Multimedia can be integrated into a test to
provide more authentic and relevant for human scorers.
contexts.
 The human interactive element
(especially in oral production) is
absent.

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 Computer-Based
Testing
1. Computer-adaptive test

 It starts with questions of moderate difficulty.

 It constantly monitors a test-takers performance and ‘adapts’ questions to fit

their level.

 The test-takers see only one question at a time.

 It isn’t particularly useful for assessing performances of writing and

speaking.

2. Computer-based writing tests

3. Computer-based speaking tests

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 CURRENT TRENDS IN
INDONESIA

Multiple choice

Traditional True or False

Matching types
Assessment

Performance-based
Authentic
Assessment

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 PERFORMANCE-
BASED ASSESSMENT

“Due to the limitations of traditional assessment, there has

been a current trend and a growing interest among English
language teachers to deploy a performance-based assessment
as one of authentic assessment formats since this mode of
assessment is in accordance with the requirements of current
curriculum in Indonesia, i.e. Curriculum 2013.”

(Sumardi, 2017)

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 Why Does It
Become a Trend?

“Curriculum 2013 requires that English language teachers shift

their assessment choices to include traditional assessments
and performance-based assessments. “

• That is why performance-based assessments are now getting their

popularity among the English language teachers to measure students’
communicative competence.
• By using such performance-based assessments, English language teachers
may ask students to perform real-world tasks that demonstrate students’
real-life competences in employing English as a means of communication.
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 Advantages

Bass, Magone & Glaser (2002) Linn & Burton (1994)

It allows all students, especially those with It has appeal as mode of
different language backgrounds, to engage effective assessments and
in cognitively complex activities such as are better reflections of
generating strategies, monitoring work, criterion performances that
analyzing information, and applying are of importance outside the
reasoning skills. classroom.

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 Advantages

Goldschmidt, Martinez, Niemi, & Baker (2007)

Performance-based assessment as the open-ended

assessments improve the chances for English language Abedi (2010)
learners (ELL learners) to engage with language production Related to English language
and learning.
assessments, performance-
In addition, it also offers unique opportunities for ELL based assessments can
learners to express their knowledge in a broader sense than
actually help identify language
the limited linguistic opportunities given to them in traditional
factors that influence
multiple-choice items. In short, performance-based
assessments may be used by English language teachers to
assessment outcomes

assess the students’ real language performances.

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 WASHBACK
EFFECT

The effects of tests and/or assessments on teaching and learning.

(Dorobat, 2007)

It can be positive or negative both for students and English language

teachers in ELT classrooms.
(Cheng & Watanabe, 2004; Brown, 2004)

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 Positive
Washback
The positive washback may occur when
teachers, after deploying performance-
based assessments, try hard to reflect
on their method of teaching and then
modify or make it better to facilitate
students to learn better in ELT
classroom; or students, after taking the
test, may be well-motivated to learn
more to fulfill their needs in learning
English as a foreign language.
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Negative
Washback
The negative washback occurs when
students are discouraged or less
motivated to learn after taking the test
and teachers dominate their teaching by
coaching for testing session or
examination (Dorobat, 2007).
 Washback Effect
of National Exams

A study by Sukyadi and Mardiani (2011) which tries to explore the

washback effects of English National Examination (ENE) in
Indonesian secondary education context involving three
Secondary Schools categorized based on their NE achievement.
The results of the study indicate that English teachers and students
from the schools involved have different perceptions on ENE.
 ENE Washback

• Activity/time arrangement,

• Teaching materials,

• Teaching contents,

• Teaching methods,

• Teaching strategies,

• Ways of assessing, and

• On the feelings and attitudes of the students.

ENE also affects the students’ learning in the classroom in which teachers mainly teach
to test, practice the test and develop test-taking strategies.
 ENE Washback

 Negative washback only take place at schools categorized as low

achievers

 Both teachers and students in higher achiever schools experience a

positive washback of National Examination

 Negative washback only takes place for a short period time when
students and teachers are preparing for the exams.

 When exams finished, everything backs to normal.

 CONCLUSION
 English language teachers may need to reflect on their assessment practices to determine
whether their current assessment practices help to improve their students’ language learning
processes.

 If teachers rightly assume that the main purpose of all assessment practices is to foster students’
learning, and if they further believe in the efficiency of the alternative modes of assessment for the
intended learning, it is justifiable to compliment the traditional assessment procedures with the
alternative modes like that of performance-based assessment procedures.

 After doing the assessment of the process and outcome of English learning, the English teachers
can determine the students` mastery level and select which students have reached the mastery
level of English and which ones have not. The students who have not reached the mastery level are
given remedial teaching and those who have reached the mastery level are given enrichment
teaching.
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 REFERENCES
 Brown, H. D. (2004). Language assessment. Principles and Classroom Practices.
White Plains, NY: Pearson Education.

 Gultom, E. (2016). Assessment and Evaluation in EFL Teaching And

Learning. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 190-198.

 Sukyadi, D., & Mardiani, R. (2011). The washback effect of the English national
examination (ENE) on English teachers’ classroom teaching and students’
learning. k@ ta lama, 13(1), 96-111.

 Sumardi, S. (2017). Performance-based Assessment as A Current Trend in ELT:

Investigating Its Washback Effects On Secondary-school Students Learning. Kajian
Linguistik dan Sastra, 2(1), 1-11.
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THANK YOU
Any questions?

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