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n g i s e d t n e m s s e s s a d o o g A . ll i k s d n a t c e j b u s n i a tr e c n i y c n e t e p m o c ’ s r e n r a e l
j b o g n i n r a e l e h t s t c e lf e
r ecitvest ha tshouldbeachievedbyt hel earners .Related t o o t s r e n r a e l e h t p l e h y a m t n e m s s e s s a f o t e s a , ll i k s g n i d a e r h s il g n E f o t x e t n o c e h t
e c n a h n
e therir eading competency .A se tofr eadingassessmen tmayalso beused e
n r a e l e h t e r u s a e m o t s r o t a c u d e y
b rs ’ reading competency . Therefore , i ti s o
t s r o t a c u d e r o f t n a tr o p m
i beablet oconsrtuc tagoodandeffecitveassessment to s
s e s s
a o rmeasuret hel earners ’competencyinr eading. ,
s e t a d i d n a c r e h c a e t s
A the iftfh semeste rstudent so fEngilsh Language t
a c u d
E ionStudyProgram( ELESP )shouldknowhowt omakeagoodassessment , s
s a g n i d a e r g n i d u l c n
i essment .The fitfh semeste rstudent sare prepared fo rthei r e
r a e r e h T . s e c it c a r p g n i h c a e t g n i w o ll o
f several teaching courses in Engilsh e
g a u g n a
L Educaiton Study Program o fSanataDharma Universtiy ,fo rexample : Insrtucitona lDesign (ID) ,Cur irculum and Mateira lDevelopmen t(CMD) ,and
( t n e m s s e s s A g n i n r a e L e g a u g n a
L LLA) .Tim Dosen Program Stud iPendidikan a
h a
3
e s r u o c e h t s n i a rt t a h t e s r u o c P S E L
E -taker s t “o understand p irnciple s o f o
r p d n a n g i s e d l a n o it c u rt s n
i duce good insrtucitona l design fo r hi s teaching s
e s o p r u
p ” (p.89) .Curirculum and Mateira lDevelopmen ti san ELESP course u
o c e h t s n i a rt h c i h
w r -setaker sto beablet o“understandt heNaitona lCurirculum , e h t n o d e s a b s l a ir e t a m d n a n a l p n o s s e l a p o l e v e d o t d n a s u b a ll y s a n g i s e d o t
m u l u c ir r u c l a n o it a
n ” (p.86) .LanguageLearning Assessmenti san ELESPcourse which rtain s the course-takers to understand the theo ire s and p irnciple s o f
t c u rt s n o c o t d n a t n e m s s e s s a e g a u g n a
l a se t o f Engilsh language learning t
n e m e v e i h c a ’ s t n e d u t s s s e s s a o t r e d r o n i t n e m s s e s s
a (p.88) .
r u o c e e r h t e s o h t g n i k a t r e tf
A ses ,the ELESP student shave to take the e
c it c a r p g n i h c a e
t s .The fris tteaching pracitce , in Micro Teaching course ,i s e s r u o c e c it c a r p a s i e s r u o c g n i h c a e T o r c i M . r e t s e m e s h t x i s e h t n i d l e h y ll a r e n e g
h D a t a n a S f o y tl u c a F n o it a c u d E d n a g n i n i a r T s r e h c a e T l l a r o
f arma Universtiy
(FKIP )students .I t rtain sthe student sto be able to “apply the concept sand ” n o it a u ti s g n i h c a e t m o o r s s a l c l a e r a n i g n i h c a e t e g a u g n a L h s il g n E f o e r u d e c o r p
) 0 9 . p
( .Anothert eachingpracitcei sMicro Teaching 2 o ralsoknowna sProgram n
a g n a p a L n a m a l a g n e
P .A step highe rthan Micro Teaching course ,Program n
a g n a p a L n a m a l a g n e
P (PPL)i sat eaching pracitcecoursef o ral lFKIPstudent s h
c i h
w i sconducted by t eachingin ther ea lclassroom o frea lhighschools(p.91) . f o s t e s n g i s e d o t e l b i s n o p s e r e r a s t n e d u t s P S E L E , e s r u o c g n i h c a e T o r c i M n I
e m s s e s s
a n t according to cetrain competence standard and basic competence t
i y rt o t e v a h y e h t , n e h T . r e r u t c e l e h t y b d e d i c e
d ou ttot hestudent swtih t hesame s
t n e d u t s l a e r e h t o t s c it s ir e t c a r a h
T o r c i M n
i eaching co eurs ,when ELESP student sdo thei rProgram Pengalaman n
a g n a p a
L (PPL) ,they also have the responsibiilites to make some kind so f g
n i d u l c n i ,s t n e d u t s e h t r o f s t n e m s s e s s
a readingassessment . w e h t s e ri p s n i t a h t n r e c n o c a s i e r e h t , y l e t a n u tr o f n
U rtie rto conduc tthi s
. h c r a e s e
r Based on t hewrtier’ spersona lexpeirenceand personali nterview swtih f
o s t n e d u t s d n a s r e r u t c e l e m o
s the Engilsh Language Educaiton Study Program , W
. t c a f g n it s e r e t n i n a s i e r e h
t hen student spracitce teaching in Micro Teaching d
n
a Program Pengalaman Lapangan (PPL) courses ,they face dfiifculite sin g n i d a e r g n i d u l c n i , t n e m s s e s s a e t a ir p o r p p a d n a , e v it c e f f e , d o o g a g n it c u rt s n o c
. t n e m s s e s s
a O tfen, et h ELESPstudent s ifndi tdfiifcutlt odecidewhatt hingst hey y
e h t s g n i h t t a h w , s s e s s a o t e v a
h havet o t estt hestudents .Anothe rconcerni st ha t n
i s e m it e m o
s othe r example s o f reading assessment , even the Naitona l r
e ti r w e h t , n o it a n i m a x
E ifnds ni approp irate assessmen t design to measure s
e u g r a r e ti r w e h t , e r o f e r e h T . n o i s n e h e r p m o c g n i d a e r ’ s t n e d u t
s tha ta steache r
r o f t n a tr o p m i s i ti , s e t a d i d n a
c theELESP studentst o understand and maste rhow g n i d r o c c a t n e m s s e s s a g n i d a e r f o t e s e t a ir p o r p p a d n a , e v it c e f f e , d o o g a t c u rt s n o c o t
.t n e m s s e s s a e g a u g n a l f o s e l p i c n ir p e h t o t
y d u t s s i h
T then wli lanalyzet hecompetenceo fthe iftfhsemeste rstudent s f
o theEngilsh LanguageEducaiton Study Program o fSanataDharmaUniverstiy i n consrtucitng a se to freading assessmen tthrough thei r ifna lassignmen tin
( t n e m s s e s s A g n i n r a e L e g a u g n a
5
.
B ResearchProblems t s r e v o c y d u t s s i h
T wor esearchproblem sasf ollow .s .
1 How i sthe if tfh semeste rstudents ’competence in consrtucitng a se to f ?
t n e m s s e s s a g n i d a e r .
2 Wha t are the students ’ dfi ifculite s in consrtucitng a se t o f reading ?
t n e m s s e s s a
.
C ProblemLimtia iton
r e t s e m e s h tf if e h t s i t n i o p t s ri f e h T . y d u t s s i h t f o s t n i o p n i a m o w t e r a e r e h T
d n o c e s e h T . t n e m s s e s s a g n i d a e r f o t e s a g n it c u rt s n o c n i e c n e t e p m o c ’ s t n e d u t s
, e v it c e f f e , d o o g a g n it c u rt s n o c n i s e it l u c if fi d ’ s t n e d u t s r e t s e m e s h tf if e h t s i t n i o p
.t n e m s s e s s a g n i d a e r e t a ir p o r p p a d n a
e g a u g n a L h s il g n E e h t f o s t n e d u t s r e t s e m e s h tf if e h t t a h t s e u g r a r e ti r w e h T
a u q e r a y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d
E ilifed enough to
e h t d e n r a e l e v a h o t d e t c e p x e e r a y e h t r o f y d u t s s i h t f o s t n a p i c it r a p e h t e m o c e b
g n it a l u m r o f f o s e ir o e h t e h t y ll a i c e p s e , n o it a c u d E e g a u g n a L h s il g n E f o s e ir o e h t
o s l a e r a y e h T . t n e m s s e s s a e g a u g n a l f o s e l p i c n ir p e h t d n a e v it c e j b o l a n o it c u rt s n i
e g a u g n a l h s il g n E o t d e t a l e r s e s r u o c e h t l l a n e k a t e v a h y e h t e s u a c e b n e s o h c
g n i h c a e t e h t ,s i t a h t , e s r u o c f o l e v e l t x e n e h t r o f y d a e r t e g o t e v a h d n a n o it a c u d e
d n a g n i h c a e T o r c i M : s e c it c a r
.
D ResearchObjecitves s
s i h
T tudyi sconductedt or eacht hefo llowingobjecitve .s .
1 To ifnd out t he competence o f iftfh semeste rstudent so fSanata Dharma .t
n e m s s e s s a g n i d a e r f o t e s a g n it c u rt s n o c n i y ti s r e v i n U .
2 To ifnd ou tthe students ’dfiifculite sin consrtucitng a se to freading s
s e s s
a men.t
.
E ResearchBeneftis s i y d u t s s i h
T wo trh studying for i twli lgivecontirbuitons t o t hestudent s f
o s r e r u t c e l d n
a the Engilsh Language Educaiton Study Program ,the future r
e ti r
w s ,andt her eader soft hist hesi .s .
1 TheStudent so fTheEngilshLanguageEduca itonStudyProgram y
d u t s s i h
T contain s related knowledge abou t consrtucitng language t
i , e r o f e r e h T . t n e m s s e s s
a wil l help the ELESP student s improve thei r f
o g n i d n a t s r e d n
u consrtucitng availd ,reilable ,and usable reading assessment .I t r
o f t n a tr o p m i s
i them because they are educated a s teachers . One o f the a g n it c u rt s n o c n i e c n e t e p m o c d o o g a g n i v a h s i r e h c a e t d o o g a f o s c it s ir e t c a r a h c
e h t g n i w o n k y B . s t n e d u t s e h t r o f t n e m s s e s s a e t a ir p o r p p a d n a , e v it c e f f e , d o o g
, h c r a e s e r s i h t f o t l u s e
r the if tfh semeste rstudent sin academic yea r2011/2012 t l u s e r e h t , y ll u f e p o H . t n e m s s e s s a g n i d a e r f o t c u d o r p n w o r i e h t e t a u l a v e o s l a d l u o c
e g a r u o c n e d l u o c h c r a e s e r s i h t f
o the ELESP student s to improve thei r i k s r i e h t d n a t n e m s s e s s a e g a u g n a l f o s e l p i c n ir p e h t f o g n i d n a t s r e d n
u l l in
7
.
2 TheLecturer so fTheEngilshLanguageEduca itonStudyProgram f
o n o it p ir c s e d a e v i g l li w y d u t s s i h
T the iftfh semeste r students ’ s
e s s a g n i d a e r f o t e s a g n it c u rt s n o c n i e c n e t e p m o
c smen tto the ELESP lecturer .
i s e
B des ,thi sstudy wli lhelp the lecturer sto know the students ’dfiifculite si n f
o s e l p i c n ir p e h t g n i d n a t s r e d n
u language assessment and consrtucitng a se to f g
n i d a e
r assessment .I talso provide sthe possible factor scausing the students ’ .
s e it l u c if fi
d Byknowingthestudents ’dfiifculite ,st hel ecturer swli lbeencouraged e h t p l e h o t r e d r o n i e u q i n h c e t d n a d o h t e m g n i h c a e t e t a ir p o r p p a d n if r o e v o r p m i o t
i c n ir p e h t d n a t s r e d n u s t n e d u t
s ple so flanguage assessment .Lecturer scould also m
e h t p l e
h comprehend how to consrtuc t a good ,effecitve ,and approp irate e
g a u g n a
l assessment ,especially reading .Anothe rbene if tof t hi sresearch i s t ha t e
h
t assessmen t rub irc insrtumen t could help the lecture r to minimize the e
t s e m e s h tf if g n i s s e s s a n e h w y ti v it c e j b u s f o y ti li b a b o r
p rstudents ’work. I ti s
d n a n g i s e d l a n o it c u rt s n i f o y r a m m u s e h t s n i a t n o c c ir b u r t n e m s s e s s a e h t e s u a c e b
.t n e m s s e s s a e g a u g n a l f o s e l p i c n ir p e h t
.
3 TheFutureResearchers s e p o h r e ti r w e h
T tha tthi sresearch may insprie othe rEngilsh Language o
r P y d u t S n o it a c u d
E gramstudentst oconductf utrherr esearchrelatedt ostudents ’ e h c r a e s e r e r u t u f e s o h T . t n e m s s e s s a g n i d a e r f o t e s a g n it c u rt s n o c n i e c n e t e p m o
c r s
h s il g n E r o f s n o it u b ir t n o c e r o m e v i g o t r e d r o n i h c r a e s e r s i h t e s i v e r r o h c ir n e y a m
r o F . d l e if n o it a c u d E e g a u g n a
h c r a e s e r r e h tr u
f related t o a simliar topict o thisr esearch ,hopefully t hisr esearch .
h c r a e s e r ri e h t g n it c u d n o c n i s e c n e r e f e r ri e h t f o e n o e b y a m
.
F De ifniitono fTerms s n i a l p x e t r a p s i h
T thedeifniitonofs omeimpo trantt erm susedi nt hiss tudy ,
s m r e t e h T . g n i d n a t s r e d n u s i m d i o v a o t r e d r o n
i the deifniitons ,and the b ire f
s n o it a n a l p x
e areprovidedasf ollow .s .
1 Competence
, m r e t n o m m o c a s
A therearemany deifniiton so fcompetence .On some s
i e c n e t e p m o c , s n o i s a c c
o evenmismatchedwtihcompetency. I n f act,t hoset erm s .
s u c o f f o s a e r a d n a n o it i n if e d h t o b n i t n e r e f fi d e r
a Gliber t(1996 )a sctied in
) 6 0 0 2 ( u c s e r o d o e
T deifne scompetence a s“wo trhy performance which come s o
l c o t s t n e m h s il p m o c c a e l b a u l a v f o o it a r e h t m o r
f sely behavior” .Fu trher ,he
g n i y lr e d n u e h t m o r f y l n o d e n i a t b o s i t n e m g d u j e c n e t e p m o c t a h t d e n i a l p x e
e h t ; e c n a m r o fr e p n a m u h f o t l u s e r e h t d n a , t n e v e r o , t c a f , m e t s y s a f o e g d e l w o n k
. n o it i d n o c n i a tr e c n o e m o c t u o g n i n r a e l d e d n e t n
i Thus ,competen tpeoplearet hose e
m o c t u o g n i n r a e l d e d n e t n i m r o f r e p y ll u f s s e c c u s o h
w .
e f fi
D ren t from competence , Richard s and Rodgers (2001) state tha t y
c n e t e p m o
c cont irbutest o t he successfu lpefrormance o fan i ndividual i n doing e
r d n a g n it t e s c i m e d a c a h t o b n i y ti v it c a r o , b o j , k s a
t a lworking-wo lrd setitng .
e li h
W competence focuse s only on the successfu l performance o f desried s
c it s ir e t c a r a h c l a u d i v i d n i f o t e s a s e il r e d n u y c n e t e p m o c , e m o c t u
.
3 Assessment
n u l n o r G d n a , n n i L , r e ll i M o t g n i d r o c c
A d ( 2009) ,assessmenti sviewed a s d n a t s r e d n u r e tt e b o t d e s u s i t a h t e c n e ir e p x e r o , t n e m t a e rt , y a w , d o h t e m y n a t s o m l a
e g d e l w o n k e h
t possessed by the learners .Assessmen ti sused t o observe and t o s
e c o r p g n i n r a e l e h t g n ir u d d e n r a e l e v a h s t n e d u t s t a h w e r u s a e
m s . Since
f o t e s b u s a s i t s e t ,t n e m s s e s s a g n it c u d n o c f o s e s o p r u p e h t f o e n o s i t n e m e r u s a e m
i d e t c u d n o c e b n a c t n e m s s e s s a , s u h T . t n e m s s e s s
a n vairou sforms ,w irtten o r
n e k o p
s ,f orma lori nforma,lf ormaitveors ummaitve . r
e ll i
M e tal .(2009 )state tha tan effecitveand approp irateassessmentha s e
r u s a e m o
t thel earning objecitvest o help t heeducator smeasu irng o robserving .
d e v e i h c a e v a h s t n e d u t s t a h
w Beside ,s t herearealso severa lp irnciple so fagood .
t n u o c c a o t n i n e k a t e b o t t n e m s s e s s a e g a u g n a
l Brown (2004 )argues tha ta good c
e f f e d n
a itveassessments houldbepracitcal ,vaild,r eilable ,authenitc ,andl eading d
r a w o
t s washback effect. Millere tal. (2009) classfiy thep irnciple sof l anguage t
n e m s s e s s
a into 3p irnciple sonly :vaildtiy, r eilablitiy ,and usablitiy .Inf ac,tt hose e h t f o r e b m u n e h t n o s e il e c n e r e f fi d e h T . r e h t o h c a e o t r a li m i s e r a s t n e m e t a t s o w t
. s e l p i c n ir
p Duet o t heef ifciency ,allt hoset heo ire sweresynthesized i nto 3majo r t
n e m s s e s s a d o o g a f o s e l p i c n ir
p : vaildtiy ,reilablitiy ,and usabiilty ,which then .
1 1
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s i h t e il r e d n u h c i h w s g n it ir w l a c it e r o e h t e h t s e v i g r e t p a h c s i h
T research .
o t s tr a p o w t e r a e r e h
T thi s chapter : theoreitca l descirpiton and theoreitca l t
u o b a s n o it p ir c s e d s e v i g n o it p ir c s e d l a c it e r o e h t e h T . k r o w e m a r
f thet heo ire sused
5 o t n i d e d i v i d , h c r a e s e r s i h t n
i secitons : reading , insrtucitona l goal s and t
n e m s s e s s a e g a u g n a l , s e v it c e j b
o ,competence ,and KPE 359 Language Learning e h t d n a y r a m m u s e h t s e v i g k r o w e m a r f l a c it e r o e h t e h T . e s r u o c t n e m s s e s s A d n a
f o s i s e h t n y
s thet heo ire sandhowt heywli lbeusedi nt hiss tudy.
.
A Theore itca lDescrip iton .
1 Reading
n i d e n o it n e m s
A thechapte rI ,reading play sacrucia lrolein Indonesia’ s e h t s s u c s i d o t e k il d l u o w r e ti r w e h t y lt s ri f , e r o f e r e h T . m e t s y s n o it a c u d e l a m r o f
e r f o e r u t a
n ading and how reading i sappiled in Indonesia’ sforma leducaiton .
m e t s y s
.
a TheNatureo fReading
s n a e m g n i d a e r , y ll a r e n e G . g n i d a e r s i g n i n r a e l e g a u g n a l n i s ll i k s e h t f o e n O
’ s r e d a e r e h t o t t x e t m o r f n o it a m r o f n i g n ir r e f s n a rt d n a g n it t e g f o s s e c o r p e l o h w e h t
mind .Gibson and Levin (1975 )interpre treading a san acitve process ,sefl -h s il g n E g n i n r a e l n I . s e s o p r u p y n a m r o f d n a s y a w y n a m n i r e d a e r e h t y b d e t c e ri d
, e g a u g n a l d n o c e s a s
a n i s s e c c u s r o f ll i k
s l leducaitona lcontexts”. I n ordert o becomeef ifcien tsecond e
g a u g n a
l reader ,st herearet woconcernst obetakeni ntoaccount .Fris,tt heyhave m
o tt o b r e t s a m o
t -upandt op-downapproach .Bo ttom-upapproachi sr elatedt ot he s
f o g n i s s e c o r p r o f s e i g e t a rt
s eparate letters ,words ,and phrase .s Meanwhlie, t op -n
o i s n e h e r p m o c g n i d a e r r o f s e i g e t a rt s e h t o t d e t a l e r s i h c a o r p p a n w o
d ,o rcan be
g n it e r p r e t n i s a g n i d a e r d e ll a c o s l
a .Second ,they need to develop approp irate a
t a m e h c s l a m r o f d n a t p e c n o
c in orde r to better understand and interpre t y
lt n e i c if f
e .Schemataheremean the related background i nformaiton and cutlura l )
5 8 1 . p ( .t x e t g n i d a e r e h t o t e c n e ir e p x e
.
b ReadinginI ndonesia’s Forma lEduca iton System ,
m e t s y s n o it a c u d e l a m r o f s ’ a i s e n o d n I n
I there are four levels of l earners , s
a n w o n k o s l a r o l o o h c S y r a t n e m e l E e r a y e h
t Sekolah Dasar (SD) ,Junio rHigh s
a n w o n k o s l a r o l o o h c
S SekolahMenengahPertama (SMP) ,Senio rHigh Schoo l s
a n w o n k o s l a r
o Sekolah Menengah Atas (SMA) ,and Highe rEducaiton o ralso s
a n w o n
k Pendidikan Tinggi .Anothe rone ,Vocaitona lSchoo lo ralso known a s n
a u r u j e K h a g n e n e M h a l o k e
S (SMK)i si nt hes amel eve lwtihSenio rHighSchool . f
o e n o s i e g a u g n a l h s il g n
E m ain subject sfo rJunio rH igh School ,Senio rH igh School ,andVocaitona lSchools tudents (KementrianPendidikanNa isonal ,2012) .
n o s
A e fo m ain subjects ,the setitng ,the learning goal ,s the topics ,the genera l n
o it a c il p p a e h t d n a s e s o p r u
p o fEngilsh language subjec tare regulated in the Naitona l Educaiton' s Minisrty' s Regulaiton o r Peraturan Menter i Dina s
l a n o i s a N n a k i d i d n e
P (Permendiknas) N o 22 ,23 ,24. Reading a sone o ffou r s
ll i k s e g a u g n a l h s il g n
3 1
s e s o p r u
p stated in the Permendiknas N 2o. .2 The attachmen to fthi sregulaiton , d
n a t S e c n e t e p m o
C ard and Basic Competence ,could be seen in Appendix B . f
e
R e irng t o Indonesia’ s Educaiton Uni tLeve lCurirculum o rKu irkulum Tingka t n
a k i d i d n e P n a u t a
S (KTSP) ,Engilsh teacher sin Indonesia have the authortiy to r
a e l e h t n o d e s a b e v it c e j b o g n i n r a e l e t a l u m r o
f ning goal s and the learners’ n
i d e t s e t o s l a s i g n i d a e R . s c it s ir e t c a r a h
c Naitona lFina lExaminaiton o rUijan l
a n o i s a N r i h k
A (UAN) ,and ti sporiton i sstated in Naitona lFina lExaminaiton y
b d e h s il b u p 2 1 0 2 / 1 1 0 2 r a e y c i m e d a c a s e n il e d i u
G Naitona l Professiona l
y c n e g A n o it a c if it r e
C orBadanStanda rNasiona lPendidikan(BNSP).
s ’ a i s e n o d n I n i d e il p p a s i ti w o h d n a g n i d a e r f o e r u t a n e h t g n i s s u c s i d r e tf A
d n a s l a o g l a n o it c u rt s n i s s u c s i d o t e k il d l u o w r e ti r w e h t , m e t s y s n o it a c u d e l a m r o f
d n u o f e h t s a e v it c e j b o g n i n r a e
l aiton o fassessment :the deifniitons ,the role in .
n o it a l u m r o f e h t d n a , s s e c o r p t n e m s s e s s a d n a l a n o it c u rt s n i
.
2 Instrucitona lGoal sandLearningObjecitves .
a Instrucitona l Goal s and Learning Objec itve s a s the Founda iton o f Assessment
o t g n i d r o c c
A Kemp (1977 ,) goal s are the statement s abou tthe main t u o b a s i tI . s m a r g o r p l a n o it a c u d e l l a e il r e d n u n e h t h c i h w e s r u o c n i a tr e c f o e s o p r u p
e e r h t r e v o c s l a o g l a n o it c u rt s n I . g n i h c a e t n i h s il p m o c c a o t t n a w s r o t a c u d e t a h w
, s t n e d u t s , y t e i c o s : s e c r u o
s and subjec t area . Gronlund (1991) states tha t o t e v a h h c i h w s e m o c t u o g n i n r a e l d e d n e t n i s a d e b ir c s e d s i e v it c e j b o l a n o it c u rt s n i
5 1
.
b Formula itngObjecitves
y ll a c if i c e p s e t a c i d n i d l u o h s e v it c e j b o g n i n r a e l d o o g a , e v o b a d e n o it n e m s A
. e s r u o c e h t f o d n e e h t t a m r o f r e p r o e v e i h c a o t e v a h s t n e d u t s t a h w t u o b a
o g n i n r a e l e v it c e f f e e t a l u m r o f y ll u f e r a c d l u o h s s r o t a c u d e , e r o f e r e h
T bjecitves.
)
1 CrtieriaofGoodLearningObjec itves e
r a e r e h
T anumbe rofcrtieirao fagoodl earningobjecitves tatedbyKemp A . s w o ll o f s a e r a p m e K y b d e t a t s a ir e ti r c l a c it c a r p h c u s f o y r a m m u s e h T . ) 7 7 9 1 (
: e v it c e j b o g n i n r a e l d o o g
)
a Need sto be understandable ,meaning tha ti ti sclea lry understandable fo r .s
r e d a e r y n a )
b Ha sclea rpurpose and consist so fone learning outcome in orde rto avoid .
g n i d n a t s r e d n u s i m )
c Provide sobservableandmeasurablel earningoutcome. )
d I sin ilne wtih the insrtucitona lgoal sstated (Competence Standard and .)
e c n e t e p m o C c i s a B )
e May involve two domains .Note tha teducaitona lobjecitve i sdivided into s i m e h t f o h c a E . r o t o m o h c y s p d n a , e v it c e f f a , e v it i n g o c : s n i a m o d e e r h t
. s e ir o g e t a c o t n i d e d i v i d b u s )
f When sequenced wtih othe rlearning objecitves ,they are arranged from .l
e v e l d e c n a v d a o t e l p m i s )
7 1
e h t l l e w w o h t u o b a s e t a c i d n i e e r g e D . r o i v a h e b d e n if e d n o e c n e t e p m o c
e t e p m o
c ncemus tbedemonsrtated (lIilnoi sOnilneNetwork ,2010).
s a e v it c e j b o g n i n r a e l d n a s l a o g l a n o it c u rt s n i f o e r u t a n e h t g n i s s u c s i d r e tf A
s s u c s i d o t e k il d l u o w r e ti r w e h t n o it c e s t x e n e h t n i ,t n e m s s e s s a f o n o it a d n u o f e h t
t e h t , e r u t a n e h t :t n e m s s e s s a e g a u g n a
l ypes ,andt heundelryingp irnciple .s
.
3 LanguageAssessment .
a TheNatureo fTes tandAssessment
s e m it e m o s , e l p o e p g n o m a r a l u p o p y r e v s y a d a w o n s i t n e m s s e s s a m r e t e h T
d e n i a l p x e n e e b s a h t i s A . t s e t d n a t n e m s s e s s a n e e w t e b n o it p e c n o c s i m g n i s u a
c i n
ri f e h
t s tchapter ,assessmenti san ongoing proces so feducaitng l earnerst hrough n
a y kind o flearning acitvtiy .On the othe rhand ,tes ti sthe way to measure a n i a m o d n i a tr e c n i t n e m e v e i h c a r o , e c n a m r o f r e p , e g d e l w o n k , y ti li b a s ’ n o s r e p
b s i t n e m s s e s s a , s u h T . ) 4 0 0 2 , n w o r B
( roadert han t est ; tii ncludest ests ,wh liet es t .s
t n e d u t s s s e s s a o t e s u n a c s r e h c a e t t a h t s k s a t y n a m f o e n o y l n o s i
.
b Type so fAssessment e t a t s ) 4 0 0 2 ( n w o r
B s thatt hereares everalt ype sofl anguageassessmen:t
)
1 Forma lAssessment
e d s i t n e m s s e s s a f o e p y t s i h
T signed to be conducted “to tap into a s i h c i h w t n e m s s e s s a f o e p y t a s i t I . ) 6 . p ( ” e g d e l w o n k d n a s ll i k s f o e s u o h e r o t s
’ s t n e d u t s e r u s a e m o t r e d r o n i d e t c u d n o c d n a , d e n n a l p l l e w , c it a m e t s y s
s u a c e B . t s e t d e z i d r a d n a t s a d n a t s e t l a n if : e l p m a x e r o f , t n e m e v e i h c
s s e s s a h g u o h t n e v
E ing vaild tiy o fassessmen ti scompilcated to do ,and n
e v
e though therei sno absolutemeasureo fvaild tiy ,thereareconsideraiton so f p
l e h n a c t a h t e c n e d i v e f o s d n i k l a r e v e
s theevaluatortoobservet hevaildtiyo fan t
n e m s s e s s
a .
)
b Majo rconsideraitonsi nassessmen tvaildaiton
There are severa l consideraiton s in assessmen t vaildaiton . They are .s
w o ll o f s a d e n i a l p x e
) 1
( Content-relatedevidence t
n e t n o
C -related evidence refer sto the representaiton to the subjec t n
a f o r e tt a
m assessment .I fan assessment clealry measures wha tstudent s t
i n e h t , e v e i h c a o t e v a
h i sconsidered highly vaild .I fa tes tsample sthe t s e t s e ri u q e r d n a d e v e i h c a e b o t s n o i s u l c n o c h c i h w t u o b a r e tt a m t c e j b u
s -take r
r e h t o n I . y ti d il a v t n e t n o c e h t m i a l c n a c t i , r o i v a h e b d e ri s e d e h t m r o f r e p o t
r o
w ds ,anassessmen ta sawholeshouldr epresentt hel earningobjecitve sand e
b approp irate to the outcome sbeing measured .Fu trher ,each tiem in the e h t f o e n o n t e y e v it c e j b o g n i n r a e l c if i c e p s a e r u s a e m d l u o h s t n e m s s e s s a
n i h e b t f e l e b y a m s e v it c e j b o g n i n r a e
l d .A san i llusrtaiton, i facoursehast en n a r o t n e m s s e s s a e h t n i d e r e v o c e r a o w t y l n o t u b s e v it c e j b o g n i n r a e l
, s e v it c e j b o g n i n r a e l y n a g n ir u s a e m t o n e r a h c i h w s m e ti f o s t s i s n o c t n e m s s e s s a
t n e t n o c n e h
t -relatedevidences uffers . )
2
( Crtieiron-relatedevidence n
o ir e ti r
o t s r e f e r y ti d il a v e c a
F “thedegreet owhichanassessmentl ook s irght , r
o e g d e l w o n k e h t e r u s a e m o t s r a e p p a d n
a abiilite si tclaim sto measure” (Brown ,2004 .p .26) .The keyword shere are l‘ooks ’and ‘appears’ .I ti s
y d o b y n a f o t n e m g d u j e v it c e j b u s a s i y ti d il a v e c a f t a h t s u o i v b
o who observe s
s a t n e m s s e s s a e h t w e i v s t n e d u t s e h t n e h w d e m r o f r e p t s e b s i y ti d il a v e c a F . ti
y r e v a s i y ti d il a v e c a f , s s e l e h tr e v e N . l o o t l u f e s u d n a , t n a v e l e r , ri a f , d il a v
j b u
s ecitve matter t o evaluate .How high t hedegreeo fface vaildtiy depend s .r
e d l o h e b e h t f o e y e e h t n o
)
c Factorsi n lfuencingvaildtiy o
t g n i d r o c c
A Mille re tal .(2009) ,there are severa lfactor sin lfuencing a
r o t s e t e h t s i e n o t s ri f e h T . t n e m s s e s s a f o y ti d il a
v ssessmen t tisefl .Such low
: w o l e b s n o it i d n o c e h t h ti w n e p p a h l li w y ti d il a v f o e e r g e d
) 1
( Unclea rdriecitons )
2
( Toodfi ifcutlr eadingvocabularyands entences rtucture )
3
( Ambigutiy )
4
( Inadequate itme ilmtis )
5
( Overemphasi so f easy- ot -asses saspect so f domain a tthe expense fo tl
u c if fi d t u b t n a tr o p m
i - ot -asses saspects )
6
( Inapprop iratet es ttiemst ot heoutcome sbeingmeasured )
7
( Poo lryconsrtuctedt es ttiems )
8
( Inapprop iratel engtho fassessment )
9
( Imprope rarrangemen to ftiems ,and )
0 1
y ti li b a il e
R provide sthe consistency tha tmake svaild tiy possible . Even s
i y ti li b a il e r h g u o h
t necessary , ti i sno tasufifcien tcondiiton f o rvaildtiy .Ast he s i y ti d il a v f o e e r g e d e h t t a h t s e t a c i d n i y ti li b a il e r w o l h ti w t n e m s s e s s a n a , e l p m a x e
o l o s l
a w .An assessmen twtih inconsisten tresutl scannot possibly posses svaild o
f r e p e h t t u o b a n o it a m r o f n
i rmancedesriedt o bemeasured .Ontheothe rhand ,an f o e e r g e d h g i h e h t e t a c i d n i s y a w l a t o n s e o d y ti li b a il e r h g i h h ti w t n e m s s e s s a
( . y ti d il a
v Mille re tal. ,2009) )
b Factorsi n lfuencingr eilablitiymeasures
g n i c n e u lf n i s r o t c a f l a r e v e s , t n e i c if f e o c y ti li b a il e r g n it e r p r e t n i n e h
W the
t n e m s s e s s a n a f o y ti li b a il e
r mus tbet akeni ntoaccount .Somef actorsmayevenbe c
u rt s n o c n e h w s n o it a r e d i s n o c y ti li b a il e r e h t s a d e s
u itnganassessment .
) 4 0 0 2 ( n w o r B n i d e ti c s a ) 2 0 0 2 ( i v a s u o
M arguesthatt herearef ourf actor s t
n e d u t s : t n e m s s e s s a f o y ti li b a il e r e h t g n i c n e u lf n
i -related reilablitiy , rate r .
y ti li b a il e r t s e t d n a , y ti li b a il e r n o it a rt s i n i m d a t s e t , y ti li b a il e
r Theexplanaiton sare
.s w o ll o f s a
) 1
( Student-RelatedReilablitiy t
n e d u t
S -related reilablitiy i ssuei scaused by t hestudents ’physica lo r s ’ e n o m o r f e t a i v e d e r o c s ’ d e v r e s b o ‘ n a e s u a c y a m t a h t s r o t c a f l a c i g o l o h c y s p
a f l e e f ,s s e n ll i y r a r o p m e t e v a h s t n e d u t s n e h W . e r o c s ’ e u rt
‘ itgue,f ee lanxiety ,
, t n e m s s e s s a n i a tr e c f o e r o c s ri e h t e c n e u lf n i y a m t a h t s s e n k c i s l a c i s y h p e v a h r o
. y ti li b a il e r n i e u s s i e h t d e r e d i s n o c e b n a c t i s u h t
) 2
5 2
r o f , s r e n i m a x e e h t y b d e s u a c s i t a h t e u s s i e h t s i y ti li b a il e r r e t a R
e n a m u h : e l p m a x
e rror ,subjecitvtiy ,and bias .They may come from both r
e t n
i -rate rreilablitiy and inrta-rate rreilablitiy .Inter-rate rreilablitiy occur s n
e h
w more than one examiner give inconsisten t score fo r the same a
n o n e m o n e h p s i h t r o f s e s u a c e l b i s s o p e h T . t n e m s s e s s
a re thei r lack o f
f o n o it a c il p m i r o , e c n e ir e p x e f o k c a l , a ir e ti r c g n ir o c s e h t n o n o it n e tt a
a rt n I . s e s a i b d e v o r p p a n
u -rate rreilablitiy i ssue occur swhen examiner smake : e l p m a x e r o f ,s e v l e s m e h t s r e n i m a x e e h t e d i s t u o m o r f s r o t c a f y b d e s u a c s r o r r e
ir o c s r a e l c n
u ng crtie ira ,faitgue caused by t he ilmtied itme o fevaluaiton ,o r .s
t n e d u t s ’ d a b ‘ d n a ’ d o o g ‘ f o s e s a i b e h t
) 3
( Tes tAdminisrtaitonReilablitiy
t o n s i d e t c u d n o c s i t n e m s s e s s a e h t h c i h w f o n o it i d n o c e h t n e h W
e r e h T . y ti li b a il e r n u e h t d e s u a c t i , h g u o n e e v i c u d n o
c aresome examples:t he
d e r e t s i n i m d a s i r e d r o c e r e p a t g n i s u t s e t g n i n e t s il e h t r o t n e m s s e s s a g n i n e t s il
h c i h w m o o r a n
i i slocatednea rabusysrtee tso t hatt hestudent scanno thea r t
e e h s n o it s e u q f o s r e b m u n e h t r o , y lr a e l c g n i d r o c e r e h
t s arelesst hant hetota l t
a h t o s s s a l c a f o s t n e d u t
s students have to share one quesiton shee twtih .t
n e d u t s r e h t o n a
) 4
( Tes tReilablitiy
e h t r o t n e m s s e s s a e h t f o e r u t a n e h t m o r f e m o c y a m y ti li b a il e r n u e h T
a s e k a t t s e t a f I .f l e s ti t s e
t long itmet oadminister ,student smayf ee lboredo r e r a o h w e l p o e p o s l a e r a e r e h T . m e ti t s a l e h t h c a e r y e h t e m it e h t y b d e u g it a f
a g n i o d n i d o o g t o
o h t n e v e t s e t e m
it ugh they are perhap sin fact good in understanding the .s
l a ir e t a m
it i d d a n
I ont owha tha sbeens tatedbyMousavi( 2002) ,Mille re tal.( 2009 ) e
u g r
a tha t the factor s in lfuencing reilab litiy could also come up from the , s e r o c s f o d a e r p s , s k s a t t n e m s s e s s a f o r e b m u n e r a s r o t c a f e s o h T . fl e s ti t n e m s s e s s a
t s e f o s d o h t e m d n a , y ti v it c e j b
o imaitngr eilablitiy. )
1
( Numbe ro fAssessmen tTasks ti l p s e h t h ti w t n e l a v i u q e n
I -hal fmethod o fesitmaitng the reilablitiy , s
a t t n e m s s e s s a f o r e b m u n e h t n e h
w ks i s l arge,r t he reilablitiy also become s d
l u o c s i h T . r e h g i
h happen since “a longe rassessmen twli lprovide a more e b o t t p a e r a s e r o c s e h t d n a d e r u s a e m g n i e b r o i v a h e b e h t f o e l p m a s e t a u q e d a
e h t s n a e m e r e h t n e m s s e s s a r e g n o L . ) 5 2 1 . p ( ” s r o t c a f e c n a h c y b d e tr o t s i d s s e l
g n i e b r o i v a h e b d e ri s e d h c a e r o f s k s a t t n e m s s e s s a f o r e b m u n g n i s a e r c n i
u l c n o c n I . d e r u s a e
m sion ,the increasing numbe ro fassessmen ttask sfo r f o y c n e t s i s n o c e h t e s a e r c n i y ll a c i g o l l li w r o i v a h e b d e ri s e d n i a tr e c
. ll e w s a t n e m e r u s a e m
d n e t x e e ri u q e r l li w t n e m s s e s s a r e g n o l , s s e l e h tr e v e
N ed itme to
f o h t g n e l , t c a f n I . e t e l p m o
c itme and expense scould be tolerable i fthe e h t r o d e s s e s s a g n i e b s l a u d i v i d n i e h t r o f e c n a tr o p m i r o j a m s a h t n e m s s e s s a
d o o g a s a d e r e d i s n o c s i t n e m s s e s s a e h t f i e l b a t p e c c a o s l a s i t I . y t e i c o s
e h t o t o s l a t u b t n e m e r u s a e m e h t o t y l n o t o n s t c a p m i s e v i g h c i h w t n e m s s e s s a
e l ’ s t n e d u t
I “ . s n o it u l o s r e h t o e b t h g i
m ncreased objecitvtiywli lcontirbutet o t hegreate r b
a il e r g n i c if ir c a s t u o h ti w y ti li b a il e
r litiy”( Mille re tal. ,2009 .p.127 .) )
4
( Method so fEsitmaitngReilablitiy
, t n e i c if f e o c y ti li b a il e r o t d e t a l e r y l e s o l c s i n o it a m it s e y ti li b a il e r e c n i S
s e f o s d o h t e m ‘ e h
t itmaitng reilablitiy ’ i s considered one o f the factor s y ti li b a il e r e h t f o e z i s e h t , l a r e n e g n I “ . t n e m s s e s s a f o y ti li b a il e r g n i c n e u lf n i
m e h t o t d e t a l e r s i t n e i c if f e o
c ethod o fesitmaitng reilablitiy” (Mille re tal. , .
9 0 0
2 p.127) .I tmean stha tthe vairaiton o fthe degree o freilablitiy o fan . y ti li b a il e r e t a m it s e o t n e s o h c s i d o h t e m h c i h w n o s d n e p e d t n e m s s e s s a
)
c Howt omakeassessmen tmorer eilable
n o e r o m d e z i s a h p m e e r a y ti li b a il e r f o s n o it a m it s e e h t , e r o f e b d e n i a l p x e s A
r e h t a r d e s u t n e m u rt s n i f o t l u s e r e h
t than the insrtumen t tisefl .Impossiblitiy o f e h t n e h w s n e p p a h t n e m s s e s s a f o y ti li b a il e r e h t e t a u l a v e o t e r o c s ’ s t n e d u t s g n i s u
. d e t c u d n o c t e y t o n s i fl e s ti t n e m s s e s s
a Hughe s(1989) statest , hat there areway s o
r f h t o b e l b a il e r e r o m t n e m s s e s s a e k a m o t w o h n
o m the pefrormance o f
. g n ir o c s e h t f o y ti li b a il e r e h t d n a s e t a d i d n a c
) 1
( Takeenoughs ampleo fbehavior )
2
( Allowcandidate sapprop iratefreedom ,nott oomuch )
3
( Wrtieunambiguou stiems )
4
( Provideclea randexp ilctii nsrtucitons )
5
( Ensuret hatt est sarewelll aidou tandpefrecltyl egible )
6
( Candidatess houldbef amiila rwtihf orma tandt esitngt echniques )
7
