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ASSESSMENT

TESTING, ASSESSMENT, AND EVALUATION


IN TEACHING (I)
TESTING

• The test is a method to determine a person's ability,


knowledge, or performance in a given domain.

• Test is a process that is administered to measure students'


student's ability to performance in a particular field in a certain
time limit with some specific goal. It generally acts as a gate
pass in teaching for students to go ahead in learning.

---- test is refers to a tool, technique or a method to measure the


students` ability, knowledge, and performance. In other words,
it is used to measure students` abilities or competencies.
TYPES OF TESTS
Achievement tests
Brown (1994, p. 259) defines an achievement test as "tests that
are limited to particular material covered in a curriculum
within a particular time frame".
---- they are designed primarily to measure individual progress
rather than as a means of motivating or reinforcing language.
Ideally, achievement tests are rarely constructed by classroom
teacher for a particular class.
Diagnostic Test
A diagnostic test is designed to diagnose some particular
linguistic aspects.
Example: Diagnostic tests in pronunciation, (determining which
particular phonological features of the English language are
more likely to pose problems)
diagnostic language tests have a three- fold objective:
1. To provide learners with a way to start learning with their own
personal learning program what would be called in the
literature of testing learning paths.
2. To provide learners with a way to test their knowledge of a
language.
3. To provide learners with better information about their
strengths and weaknesses.
Ideally, diagnostic tests are designed to assess students’ linguistic
knowledge (knowledge of and about the language) and
language skills (listening, speaking, reading and writing)
before a course is begun.
Language Aptitude Test
A language aptitude test tends to measure a learner aptitude for
language learning.
Language aptitude tests usually consist of several different test
items which measures such abilities as:
• Sound-coding ability, i.e. the ability to identify and remember
new sounds in a new language.
• Grammar-coding ability, i.e. the ability to identify the
grammatical functions of different parts of sentences.
• Inductive-learning ability, i.e. the ability to work out meanings
without explanation in the new language.
• Memorization, i.e. the ability to remember and to recall words,
patterns, rules in the new language.
Placement Test
•A placement test is designed to place learners at an appropriate
level in a program or course.
•The term "placement test" as Richards et al. (1989) note does
not refer to what a test contains or how it is constructed, but to
the purpose for which it used.

Proficiency Test
A proficiency test is devised to measure how much of a language
someone has learned.
•It is not linked to any particular course of instruction, but
measures the learner's general level of language mastery.
•Some proficiency tests have been standardized for worldwide
use, such as the well-known American tests, the TOEFL.
TYPE OF TASK IN TESTING
Short-answer test items
It requires that the test-taker should provide a short answer to
the question asked. (Ex. Who is the first President of
Indonesia?)
Completion of test items
It requires the test-taker to provide or complete one or more
missing words in a sentence. (Ex. .... is the first president).
True-False
A statement is presented and required the test-taker to state
whether it is true or false, Yes or No, Agree or disagree, etc.
There are only two options.
Arrangement
Arrangement: In this case, some concepts are presented for the
test-taker to arrange them in a particular order.
Multiple choice
It has two parts. The first is called the stem or premise, which is
the question, while the second is the suggested answers called
alternatives, options, or choices. The correct option is the
answer or the key, while other options are called distractors or
distracters. Matching
In this case, two parallel columns or lists are involved. One list
contains the questions or the premises, while the other.
Cloze test
Cloze test is test based on a text with gaps that are put there
regularly after every seventh, eighth, or ninth word. The
examinee has to complete the gaps with appropriate words.
Mostly more than one option is possible. The first three or
more lines of the text are without gaps (Scrivener, p. 261).
Dictation
The examiner dictates a text, and students write it down. It examine
mainly spelling or pronunciation and also listening.
Gap-filling
This method is often mixed up with a cloze test, but it is an entirely
different type. This type can be used for various purposes; it can
test, for example, irregular verbs or prepositions (Scrivener,
p.183). The examiner creates some sentences with gaps, and the
test-taker has to complete them, but we have to avoid more than
one possible answer (Ur, p. 38).
Example of gap-filling with there is/there are:
______ a little dog in the park; ______ also a big cat. In this house,
______ eight little rooms and a big kitchen. ______ two lamps on
the wall but ______ only one lamp on that wall (Rosset, p.8).
Transformation
• In this type, test-taker has given sentences that they have to
put into another form, for example, to put sentences in simple
past tense into past perfect tense (Ur, p. 38).
Error correction
• Test-taker are given sentences with errors which concern
mainly grammar (verb forms, missing verbs or letters, etc.).
Their task is to find the mistakes and correct them
Essay
• The examinee has to write a text on a given topic and mostly
in a particular length and form. It tests writing abilities, and it
is not difficult to prepare. However, it is very demanding and
time-consuming to correct such essays because the examiner
has to watch many aspects of the language such as spelling,
grammar, vocabulary, punctuation, etc. (Ur, p. 41).
Information transfer
This is based on a reading of a text. Doff (1988) explained, test-
taker do not answer any questions, but they write some
information about the text, and this way, they show if they
have understood it.
Example
Complete this table.
Part of tree Use
flesh of fruit food, drink, flour
References & Recommended Reading
•Brown, H.D. (1994). Principles of Language Learning and
Teaching. New Jersey: Prentice-Hall.
•Doff, A. (1988). Teach English. Glasgow: Cambridge University
Press.
•Rosset, E. (1998). Fill in the Gaps. Brno: Didaktis.
•Scrivener, J. (1998). Learning Teaching. Oxford: Macmillan.
•Ur, P. (1991). A Course in Language Teaching. Cambridge:
Cambridge University Press.

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