PP Kel 1
PP Kel 1
PP Kel 1
APPROACHES OF
LANGUAGE ASSESMENT
Syamsa Muktamar 20201111034
Aghnia Jihan S. A 20201111037
Daffa Rafif 20201111046
Eva Nur Ainy 20211111037
Table of
Content
What is a test? Assessing and
Teaching
Performance-Based
Approach to
Assessment
language testing
TEST?
1. A test is a method.
2. A test must measure.
3. A test measure individuality’s ability, knowledge, or
performance
4. A test measures performance, but the results imply
the test taker’s ability,
5. A test measure a given domain.
Assessing and teaching
Tests are prepared administrative procedures that occur at identifiable times in a
curriculum when learners muster all their faculties to offer peak performance, knowing
ASSESSMENT
SUMMATIVE ASSESSMENT
Formative assessment The summative assessment
evaluating students in the process of aims to measure, or summarize, what a
“forming” their competencies and skills student has grasped, and typically occurs
with the goal of helping them to at the end of a course or unit of instruction.
continue that growth process.
13
NORM-
CRITERION
A brief history of language testing over the past half century will serve as a
backdrop to an understanding of classroom-based testing. Historically,
language-testing trends and practices have followed the shifting sands of
teaching methodology
· DISCRETE-POINT
Discrete point tests are constructed on the assumption that language
can be broken down into its component parts and that those parts can
be tested successfully. These components are the skills of listening,
speaking, reading, and writing, and various units of language (discrete
points) of phonology/graphology, morphology, lexicon, syntax, and
discourse.
· INTEGRATIVE TESTING
Oller (1979) argued that language competence is a
unified set of interacting abilities that cannot be tested
separately. His claim was that communicative
competence is so global and requires such integration
(hence the term "integrative- testing) that it cannot be
captured in additive tests of grammar, reading,
vocabulary, and other discrete points of language. The
examples of integrative tests is cloze test and dictations.
COMMUNICATIVE LANGUAGE TESTING
Communicative testing presented challenges to test designers, as we will see in
subsequent chapters of this book. Test constructors began to identify the kinds of real
world tasks that language learners were called upon to perform. The contexts for those
tasks were extraordinarily widely varied and that the sampling of tasks for anyone
assessment procedure needed to be validated by what language users actually do with
language.
PERFORMANCE-BASED
ASSESSMENT
performance-based assessment of language typically
involves oral production, written production, open-ended
responses, integrated performance (across skill areas), group
performance, and other interactive tasks.
CURRENT ISSUES IN CLASSROOM TESTING
BASIC PRINCIPLES:
1. .Periodic assessments, both formal and informal, can increase motivation by serving as
milestones of student progress.
2. . Appropriate assessments aid in the reinforcement and retention of information.
3. Assessments can confirm areas of strength and pinpoint areas needing further work.
4. Assessments can provide a sense of periodic closure to modules within a curriculum.
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