Name: Andi Cahyuni Candrawati

St. Number: E1D118013

Class: VI/TP3

Summary Chapter 1

Testing, Assessing, and Teaching

In second language education, we will learn three basic interrelated concepts: testing,
assessment, and teaching. Test is a method of measuring a person's ability, knowledge, or
performance in a given domain. A well-constructed test is an instrument that provides an
accurate measure of the test-taker's ability within a particular domain. Besides, Assessment is an
ongoing process that encompasses a much wider domain. Assessment is different from
evaluation. Assessment is feedback from the student to the instructor about the student's learning,
meanwhile evaluation uses methods and measures to judge student learning and understanding of
the material for purposes of grading and reporting. Then, Teaching is the activity of sharing
knowledge and experience from one person to another, which is usually regulated in a discipline.
All of the three concepts become involved and related in learning process like a cycle. Firstly, a
teacher must teach the students a certain subject. In this stage, the teachers work to select the
tasks that will be most helpful in order to facilitate the students´ learning. The second stage
would be assessment, because it is uses for several purposes, for example, teachers can check if
their strategies or methods that are being applied are correctly, in an individual or a group
way  so they can make corrections or improvements. At last, teachers should make test to find
out the understanding of the material that has been studied by students.

Assessment has two functions; formative and summative. Formative assessments serve to
evaluate students in the process of building their competencies and skills with the aim of helping
them continue the growth process. Meanwhile, Summative assessment aims to measure, or
summarize, what a student has grasped, and typically occurs at the end of a course or unit of
instruction. A summation of what a student has learned implies looking back and taking stock of
how well that student has accomplished objectives, but does not necessarily point the way to
future progress. There are also two major approaches to language testing that were debated in the
1970s and early 1980s named Discrete-point and Integrative test. 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. Beside that, integrative test has two types: doze test
and dictations. A doze test is a reading passage (perhaps 150 to 300 words) in which roughly
every sixth or seventh word has been deleted; the test-taker is required to supply words that fit
into those blanks. (Oller, 1979). The current issue in the classroom testing are: 1) the effect of
new theories of intelligence on the testing industry; 2) the advent of what has come to be called
"alternative” assessment; and 3) the increasing popularity of computer-based testing.