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Principle of Language Assessment.

By Group 2 Of TBI 5 G I A I N Tulungagung

Presen
t☺
They are :
01 Validity

02 Reliability

03 Authenticity

04 Washback

Applying principle to the evaluation of classroom

05 test
 Member’s of Group 2

Yugo Nopradana Heppy Karunia Putri Wahdatul Ngulya Fauziah

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Before it, what is assessment ?

One component of teaching

activities,

By doing assessment teachers can

hopefully information about
every aspects of their students,
especially their achievement,

An aspect that plays crucial role in

assessment is tests,

A good test is constructed by

considering THE PRINCIPLE OF
LANGUAGE ASSESSMENT.
 Validity

validity impact on our daily

lives and how we interact with
people and the world around us;
it is about we observe all kinds
of behavior, hear what people
say to us and make inference
that lead to action or beliefs.
Content-Relate Evidence

Content related how far the test

content could adequate as
representative to address the issues.
Identify the achievement that you want
to measure and consider direct testing
(students interact teacher’s question by
spoken the target language) and
indirect testing (teacher question and
interact students to write the target
language).
 Reliability

❑Reliability refers to the consistency of

the scores obtained (Gronlund, 1977:138).
❑It means that if the test is
administered to the same students on
different occasions (with no language
practice work taking place between these
occasions) then it produces (almost) the
same results.
❑Reliability actually does not really
deal with the test itself. It deals with
the results of the test. The test
results should be consistent.
Student-Related Reliability

Student-Related Reliability
This is related to the condition of students which causes both
psychological factors such as mental readiness before receiving
lessons, whether it is the result of environmental, natural, or their
own personal factors. It can also be from the teacher factor, whether
they don't like the one who teaches or so. The second is physical
factors or their health, such as illness, fatigue and so on. Motivation
and clear guidance will help students overcome these factors. It takes
special attention to the problems faced by students.
 Authenticity
01 02

The next principle is

The tendency of this
authenticity, a base
principle may be
that covered the
students feasible
design a form of test,
recognized the
including the features,
language related to
appropriate language,
fact or not just
and the implication of
perception.
the test.
The way students recognize
the language of facts

❑ Topics are
❑ Items are meaningful
❑ Use contextua (relevant,
natural lized interesting)
language rather
than
isolated

❑ Tasks represent,
or closely
❑ Some thematic
approximate,
organization to
real world
items is
tasks.
provided, such
as through a
story or episode,
 Washback

washback, generally refers to the influence of

testing on teaching and learning.
Washback occurs more in classroom assessment and it useful
to identify strengths and weaknesses.

In dealing with principles of language assessment,

these two words somehow can be interchangeable,

The way to enhance washback by comment

generously and specifically on test performance
ApplyingPrinciplestotheEvaluationofClassroomTests:
The principles language assessment of
reliability, validity, authenticity, and
washback go a long way toward providing
useful guidelines for both evaluating an
existing assessment procedure and designing
one on your own. Quizzes, tests, final exams,
and standardized proficiency tests can all be
scrutinized through these five lenses.

1. Are the test procedures practical?

2. Is the test reliable?
3. Does the procedure demonstrate content
validity?
4. Is the procedures face valid and “biased
for best”?
5. Are the test tasks as authentic as
possible?
6. Does the test other beneficial washback to
the learner?
 C o n c l u s i o n
❑ A test is good if it contains good validity, high reliability, authenticity, and
positive washback.
❑ The five principles provides guidelines for both constructing and evaluating the
tests.
❑ Teachers should apply these five principles in constructing or evaluating tests
which will be used in assessment activities.
 Thank You
For your attention, any problems guys ?