Name: Noor Syifa

Nim: 2110117220017
Language Testing and Assessment A1
Individual work no 2 & 3 (page 30)
No. 2
Formtive Summative
Informal -Portofolios -Student-written response (one
-Journals paraghraph) to a reading assignment
-Short pop quizzes
-Impromptu student responses to
teacher’s questions
-Drafting and revising writing
Formal -Diagnostic tests -Placement tests
-Oral presentation (prepared, but -Periodic achievement tests
not rehearsed) -Final exams
-Student oral responses to teacher -Standardized proficiency tests
questions after a videotape lecture -Speeches (prepared and rehearsed)
-Whole class open-ended -Final essays after several drafts
discussion of a topic

No.3
In my experience, classroom tests usually focus on how well students have learned specific
material. This means they're more like criterion-referenced tests than the norm-referenced
kind that gives you a bell curve. How the scores look can depend on things like how hard the
test questions are, how the teacher taught the material, and how much the students already
knew. If the test is on easy stuff, most students might do well, so the scores could be higher.
But if the test is harder or covers a lot of different things, the scores might be more spread
out.