ENGLISH LANGUAGE ASSESSMENT; CONFERENCES AND

INTERVIEWS, OBSERVATIONS, PEER AND SELFS-

ASSESSMENTS

Group 8
JOSHUA TRI IRIANTO K (a12114049)
REKA MAULIDINA (a12114052)
MATRIANI JAYA PUTRI (a12114065)
WINDI PUTRI ANGGRAINI (a12114071)
DAVID A. NGOPOH (a12114085)
FIKRI (a1211 )

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHER
TRAINING AND EDUCATION FACULTY
TADULAKO UNIVERSITY
2017
 INTRODUCTION

I. Based on our main topics; Conferences and Interviews, Observations,

and Peer and Self-assessments, here we try to show the step or level to see the
progress of students by an assessment tools for they who want to be assess by
the assessor. Each step is used as guidelines to provide the result of the
student’s progress.
The fourth topics above are useful in developing test and to ensure that
test fair and valid for student. We hope that what we try to show will
encourage those involved audience’s perception of how to design an
assessment tools for educational students.
The fourth topics above are state in different purposes. It can be writing
and reading and listening/non-oral test and speaking/oral test related to what
kind of test will assess and in what condition.
II. There are many of terms related to the fourth topics above;
a. Substancials: commenting on drafts of essays and reports, reviewing
portfolios, responding to journals, advising on a student’s plan for an oral
presentation, assessing a proposal for a project, giving feedback,
clarifying, exploring, and so on
b. Student-initiated response: is when students try to be active in the
classroom weather in the group work or whole class
c. Teacher-elicited response: evidence of listening comprehension,
evidence of attention span issues, learning styles preferences etc, and so
on.
d. Direct assessment of performance: use the data gathered for adjustment
and correction.
e. Indirect assessment of performance: self-check comprehension
f. Meta-cognitive assessment: setting goals for increasing student’s
performamce.
g. Assessment of socio-affective factors: it can be assess by seeing their
behaviorism.
h. Student self-generated tests: gathering/collecting all of student’s score
based on many test.
III. The importance of Conferences and Interviews, Observations, and
Peer and Self-assessments are we can also evaluate our performance as an
assessor by seeing the student’s progress for example the test that we have
offered to them is not valid or does not have relation to the topic what we
have taught.
Depend on the purpose of the fourth topics that how to design an
assessment tools, audience can also try to design their own assessment tools
by following the steps which will explain in the next page
 DISCUSSION

I. Conferences and Interviews

Conferences is use to assess students in writing performance
purposing to improve student’s writing skill. In conferences teacher
only permitted as a facilitator and guide for the student. Student should
be understood that teacher is an ally who is encouraging self-reflection
and improvement.
Kind of test that usually use for Conferences and Interviews is
journal. In Conferences and Interviews it is allowed to be informal
situation and just need little or no preparation. In doing an interviews
there are guidelines to frame the questions; 1) Warm-up, 2) begin with
relatively simple questions, 3) continue with level check and probe
questions, 4) frame questions simply and directly, 5) focus on only one
factor for each question, 6) be prepared to repeat or reframe questions
that are not understood, and 7) wind down with friendly and reassuring
closing comment.
II. Observations
Teachers is asked to observe their students when teaching them,
it is constantly engaged in a process taking student’s score
performance. An observation is usually held for evaluating students
progress in teaching-learning process, it is useful for giving feedback
to the students.
To observe student’s performance there are things have to be
considered by the teacher; 1) sentence-level oral production, 2)
cooperation frequency of oral production, 3) frequency of student-
initiated responses, 4) evidence of attention span issues, 5) learning
style preferences, 6) use of strategic options in comprehension or
production, 7) culturally specific linguistic and non-verbal factors.
In observing students teacher is asking for clarifying the
purpose of their observation to the students. Using rating scales in
observation is useful for seeing the target of goal that we have spotted
for the student to achieve, make sure that the test is practicality,
reliability and validity for student.
III. Peer and Self-assessments
Peer and Self-assessments is considered the notion of self and
peer-assessment where peer are available to render assessment and self
assessment is extend the learning process well beyond the classroom
and the presence of a teacher or tutor.
Self-assessment is usually show up student’s individually
motivation that comes form themselves so they can increase they
performance in well preparation while peer-assessment usually show
up motivations from the tutor or teacher so it need process to be
increasing student’s performance in the classroom.
Some ways in peer and self-assessment can be implemented in
language classroom:
a. Oral production
b. Listening comprehension
c. Writing
d. Reading.
 CONCLUSSION

Conferences and Interviews, Observations, and Peer and Self-assessments are

purposes to show what, why and how important an assessment tools is. The fourth
topics can help us to design an assessment tools in form of test. The test that we make
is can be useful not only for the teacher but also for the student. According to teacher
the assessment tools is very useful for us in state kinds of test that we want to apply to
gathering student’s score. While student can also assess their own score by seeing
how far they have progressed and how to repair their bad score. Among the fourth
topics above there is topic which only can be use in certain condition depend on what
skill that teacher want to assess.
 REFERENCES

www.sde.ct.gov/.../Observations_Interviews_and_Conferences.doc

www.ets.org/s/about/pdf/ell_guidelines.pdf

www.learnalberta.ca/.../documents/language_proficiency_assessment.p
df

www.scribd.com/doc/37540226/Language-Assessment-Principles