The Textbook and Reference Competition (KOBAR) of the Faculty of Tarbiyah and Teacher Education (FTK) in UIN Mataram in 2021 is an effort by the faculty to contribute to the implementation of the above law, where quantitative, research forms and publications of PTKI lecturers still need to be improved . On behalf of the faculty, I am grateful for the policy and support of the Chancellor of UIN Mataram and his staffs, the writers who have contributed to the 2021 book competition phase, and also the editors of the same field educators and publishers who, without a touch of zauq, would book appearance not be as interesting as this one.
Background
The present chapter is divided into several subsections that contain the background, the purpose of this book, and methods of investigation used in this book. Given these backgrounds, this book attempts to synthesize and provide various issues in language assessment.
Aims of the Book
Methods
Instructional decisions must be made with the intention of promoting learning for all students in the classroom. This is the purpose and an important “why” of the assessment process: to make decisions that are in the best interests of the students and their learning.10.
NON-TEST
Checklist: The teacher makes a list of goals for students to achieve, and students can check off each skill as they master it. Portfolio: A compilation of student work that demonstrates the student's efforts, growth, and achievements in one or more areas of the curriculum.
PURPOSES OF ASSESSMENT
Teachers must be skilled in recognizing unethical and inappropriate assessment methods that lead to unfair grading. This means that prior to the selection of the assessment procedure, the learning objectives or outcomes must be clearly identified in advance.
TECHNOLOGY ENHANCED LANGUAGE ASSESSMENT Nowadays the advent of technologies such as the presence of
This chapter presents the main principles of language assessment, which are the basis for designing and deciding what the assessment should look like. However, the test designer must think about how to balance the principles against the assessment objectives.
THE KEY PRINCIPLES
- Students-related reliability
- Rater reliability
- Administration-related reliability
- Test-reliability
- Content-related evidence
- Criterion-related evidence
- Construct evidence
- Face evidence
- Consequential validity
This type of validity refers to the extent to which the assessment meets the established indicators or goals or standards. Face refers to the extent to which the assessment appears or appears to measure what it is supposed to measure.
PUTTING THE PRINCIPLES INTO CLASSROOM PRACTICES PRACTICES
As illustrated above, classroom assessment is carefully planned and systematic and requires teachers' skills in assessment design. A classroom assessment also takes into account students' background knowledge and is appropriately selected to meet the learning outcomes and students' current level of knowledge and skills to help teachers improve teaching effectiveness.
THE MAIN APPROACHES
The approaches themselves have evolved and evolved over a period of time as more criticism of previously known approaches mounts. In this chapter, both strengths and weaknesses of most approaches are also discussed to shed light on the decision of which approach to consider.
DISCRETE APPROACH
Another characteristic of this approach is that it stems from a psychometric assumption that the test must be valid and reliable. A large range of materials to be put to the test can be protected by testing this method.
INTEGRATIVE APPROACH
The success of the test cannot be easily deduced from the test taker's ability to communicate in real-world conditions. Test takers must demonstrate not only their knowledge of structures, but also their ability to use them in context.
COMMUNICATIVE APPROACH
That is, the typical assessment underlying this approach uses our everyday communications, such as attending a lecture, seminar, conference, or the like. Because the communicative approach is based on authentic language use, psycholinguistic and sociolinguistic elements must be taken into account in the assessment.
PERFORMANCE-BASED APPROACH
To assess students' language use, assessments are most practical as students role-play as they interact in the real world/everyday life. 53 essential part of performance evaluation is the evaluation of the given task in relation to the performance event. Higher level cognitive processing skills are typically required at the completion of the performance event.
Achievement events are typically reviewed through an objective, systematic scoring of the quality of the student work based on listed standards or.
DIMENSIONS OF LANGUAGE ASSESSMENT
ASSESSMENT OF LEARNING
ASSESSMENT FOR LEARNING
57 from the process to design the next steps to provide them with information that will be useful for their planning and teaching.58 Marking is not intended to make comparative judgments among students, but rather to emphasize each student's strengths and weaknesses and give them comments that will help them learn more effectively. Although instructors play a major role in assessment for learning, they utilize their personal knowledge of students, as well as their awareness of the context of the assessment and curriculum goals, to identify specific learning needs.
ASSESSMENT AS LEARNING
ASSESSMENT IN LEARNING
FORMATIVE AND SUMMATIVE ASSESSMENT
In addition, summative assessment can be further used to determine whether someone can progress to the next level of education, make an award decision or provide careers support. Dixon and Worrell point out that the best form of summative assessment is performance-based assessment, in which teachers provide an opportunity for students to demonstrate what they have learned which can be further categorized into product, performance and process assessment. 60. Summative assessment results are often recorded as points or grades that are then included in a student's permanent academic record.
In contrast, the purpose of summative assessment is to evaluate student learning at the end of a teaching unit by comparing it to some standard or benchmark.
INFORMATIVE ASSESSMENT
On the other hand, information from summative assessments can be used formatively when students or teachers use it to guide their efforts and activities in subsequent courses. On the other hand, from a learning perspective, effective students view themselves as owners of their learning process. Provide effective feedback to students; that is, feedback that helps students realize their next steps in learning and how to take them, as well as feedback that helps students become active in their own learning.
TRADITIONAL ASSESSMENT VS ALTERNATIVE ASSESSMENT
FORMAL AND INFORMAL ASSESSMENT
- STANDARDIZED AND NON-STANDARDIZED ASSESSMENT ASSESSMENT
Assessment tools are gadgets used to determine how well a student has acquired a particular subject and/or how well he or she will perform in future endeavors. On the other hand, non-standardized tests are tests that do not follow the rules of standardized tests and where the student's evaluation is not uniform.
SELF AND PEER ASSESSMENT
Understanding each type of test and its categories will shape your decision-making in the assessment process and allow you to construct a test that best suits your goals.
TYPES OF TEST ACCORDING TO THE PURPOSES a. Diagnostic Test
Although relatively similar to standardized achievement tests, especially in terms of clear instructions for students, the informal classroom achievement test differs somewhat from the standardized test when it comes to the nature of the learning outcomes and the content measured, reliability of the test, quality of the test items. the test administration and evaluation procedure as well as the interpretation of the test results. The purpose of a language proficiency test is to predict a person's success in exposure to a foreign language. A proficiency test is used to assess the ability or general ability to learn a foreign language a priori (before enrolling in a course) and the likelihood of success.
Thus, the difference between the two types lies in the types of learning measured and the types of predictions for which each test is most useful.
TYPES OF TESTS ACCORDING TO THE RESPONSE TYPES
75 is small and the test is not intended to be repeated, the test is intended to encourage and reward the test takers' skill development, the examiner is more interested in seeing the test takers' attitude rather than their performance.
TYPES OF TEST ACCORDING TO THE SCORE INTERPRETATION INTERPRETATION
This test, also known as a standardized test, measures the test taker's performance in comparison to other test takers of the same rating. Therefore, the test taker's score is interpreted with reference to the scores of other test takers. The scoring of a norm-referenced test is based on a bell curve, so only half of the test takers' scores are above the 50th percentile.
Similarly, the increasing trend shows the compromise of two types of tests; official test publishers these days have attempted to use both types of tests by providing more description for a norm-referenced test and norm-referenced interpretation for a test constructed for a criterion-referenced test.
TYPES OF TEST ACCORDING TO THE WAY OF ADMINISTRATION ADMINISTRATION
The development of processes designed to tap into the enabling capabilities that underlie the macro-capabilities leads to the indirect evaluation of the capacity in question. So if we assume that grammatical knowledge leads to the ability to write, a grammar test can be used as an indirect writing test. So it is wise to choose which test to use based on the category as there is no best test overall.
The types of test that are planned to be used should match the objective that the examiners want to investigate.
TEST DEVELOPMENT TEST DEVELOPMENT
- THEORIES OF TEST DEVELOPMENT
- STAGES IN TEST DEVELOPMENT
- Measuring knowledge outcomes
- Measuring the outcomes of understanding and application Many believe that multiple-choice items are ideal to use when
- Create a meaningful stem that presents a definite problem
- The stem should include the most relevant item and as much as possible of the item
- Use stem in negative statement only when significant learning outcomes require it
- All the options/alternatives should be consistent in terms of grammar with the stem
- Each multiple-choice item should contain only one clear unambiguous answer
- Items constructed for measuring understanding should boast the right amount of novelty
- Avoid verbal associations between the stem and the correct answer
- The relative length of the options should not provide clues to the correct answer for the test takers
- The correct answer should be placed randomly in each item’s alternatives in equal numbers
- Use special alternatives such as ‘none of the above’ or ‘all of the above’ carefully
- Express the item so that it provides a brief and specific answer
- Do not extract statements from a textbook as a basis of short answer item
- Indicate the type of the answers required when the intended answers are expressed in numerical units
- Blanks for the answers should be equally long and be placed next to the question
- Do not include too many blanks when using completion items
- UNDERSTANDING LISTENING
- LANGUAGE KNOWLEDGE IN LISTENING
- WORLD KNOWLEDGE IN LISTENING
- FEATURES OF SPOKEN TEXT Phonological modification Phonological modification
- TYPES OF LISTENING
One of the most basic types of outcomes that can be measured with multiple-choice questions is knowledge of terminologies. It is suggested that the length of the alternatives should be relatively equal to avoid providing clues to the correct answer. Ensure that the number of test items is proportional to the length of the introductory material.
The first limits the content usually shown to the scope of the topic and. First, test takers must listen to a text to assess the validity of the test. Several types of listening tests can also be used to measure different aspects of the test-taker's knowledge and skills.
ASSESSING READING ASSESSING READING
- THE NUTS AND BOLTS OF READING
- TEXT PROPERTIES
- TASK DEMAND
- SKILLS IN READING
- TOP-DOWN VS BOTTOM-UP APPROACH TO READING PROCESS PROCESS
- The Nature of Speaking
- SITUATIONAL CONTEXTS OF SPEAKING
- DESIGNING SPEAKING TASKS
- INTERVIEW
- DESCRIPTIVE TASK
- NARRATIVE TASK
- COMPARING AND CONTRAST
- EXPLAINING AND PREDICTING
- DECISION TASK
- ROLE-PLAYS AND SIMULATION
- REACTING IN SITUATION TASK
- STRUCTURED-SPEAKING TASK
- MORE SPEAKING TASKS Sentence/Dialogue Completion Sentence/Dialogue Completion
The results of tests should be carefully examined as the setting of the test may fail to minimize the extrinsic motivation of the test takers. The main disadvantage of the cloze procedure is that it is not clear what it measures, as the test designer has no control over the deletion of the word. It allows test takers to check the range of possible answers and determine how they think about the possible answers.
In the summary test, test takers are asked to read a text and then summarize the main ideas of either the whole passage or part of it. It is widely believed that one of the factors that influence one's speech is the situation in which the speech occurs. In a role-playing game, testers play a new role and communicate with partners instead of the tester.
