ENGLISH EDUCATION

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

A test, in simple terms, is a method of measuring a

person's ability knowledge, or performance in a given
domain.
WHAT IS A

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

that their responses are being measured and evaluated.

INFORMAL AND FORMAL

ASSESSMENT

Informal assessment can take a

number of forms, starting with incidental,
unplanned comments and responses,
along with coaching and other impromptu
feedback to the student.
formal assessments arc exercises or
procedures specifically designed to tap
into a storehouse of skills and knowledge.
They are systematic, planned sampling
techniques constructed to give teachers
and students an appraisal of student
achievement.
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FORMATIVE AND
SUMMATIVE ASSESSMENT
Formative assessment
evaluating students in the process of
“forming” their competencies and skills
with the goal of helping them to
continue that growth process.
The 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.
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 NORM-
CRITERION

REFERENCED REFERENCED TESTS

Norm-referenced tests are standardized tests like Criterion-referenced tests, on the other hand, are
the Scholastic Aptitude Test (SAT) or the Test of designed to give test-takers feedback, usually in the
English as a Foreign Language (TOEFL), intended to form of grades, on specific course or lesson
be administered to large audiences, with results objectives. Classroom tests involving the students
efficiently disseminated to test-takers. The purpose in only one class, and connected to a curriculum, are
in such tests is to place test·takers along a typical of criterion-referenced testing. In a
mathematical continuum in rank order. criterion-referenced test, the distribution of
students' scores across a continuum may be of little
concern as long as the instrument assesses
appropriate objectives.
 APPROACHES TO LANGUAGE TESTING:
A BRIEF HISTORY

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
New Views on Intelligence
spatial intelligence
musical intelligence
bodily-kinesthetic intelligence
interpersonal intelligence
intrapersonal intelligence
Traditional and Alternative"
computer-Based Testing Assessment
Advantage: Tradisional
Self directed testing on One-shot, standardized exams
Various aspects of a language Timed, multiple-choice formal
Cored electronically for rapid Scores suffice for feedback
reporting of results Alternative
Disadvantage Continuous long-term
Lack of security and the assessment
possibility of cheating Untimed, free-response format
Open-ended responses are Individualized feedback and
less likely to appear washback
KEEP IN MIND THESE

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.
THANK YOU