English Language Teaching and Learning Assessment and Evaluation

Scoring
and
Reporting
Siti Mariyam
(23021340078)
Yenni Sanruri
(23021340068)
 OUTLINE
1. Scoring
2. Reporting
3. Discussion Session
4. Q&A
What is scoring ?

Palmon, et.al (2019)

 the nature of scoring

Scoring refers to the process of assigning

points, grades, or rankings to a particular
task, activity, or performance

Palmon, et.al (2019)

 importance of accurate Scoring

Yes No

1. Fairness
2. feedback
3. decission making

Gultom (2016)
Types of scoring

Raw Score Scaled Score

Criterion- Nom-
Referenced Referenced
Score Scorre
Han & Huang (2017)
 Scoring Criteria and Rubric

1. task achivement
The scoring rubric helps to ensure
2. range and accuracy
consistency in grading, as it
3. cohesion and coherence
provides a standardized set of
4. mechanic
criteria for evaluating students'
5. content
work.
6. organization

Sugiyarni & Rini (2023)

Example of
Rubric?
Method in
scoring
Analytic scoring

Holistic Scoring Objectified Scoring

Alharbi & Surur (2019)

 Proccess of Scoring

Difine the Develop

Score the
scoring the
Performance
criteria scoring
Rubric

use the
score to Review
inform and Adjust Provide
Decision the score Feedback
making proccess
Widiastuti & Indriyani (2023)
What is reporting ?

Palmon, et.al (2019)

 What is Reporting?

Reporting is the process of communicating

the knowledge and understanding gained
from assessing a student’s learning.
The purpose of Reporting?

The purpose of reporting is to provide

relevant information about a
student’s progress to students,
parents, support staff and other
teachers.

Mark your answer using the draw tool or a line (press L)

 Benefits of Reporting

For Students:
students know what they have achieved in relation to the achievement standards
students know specific areas in which they need to improve

For Parents:

parents can understand how well their children are performing in relation to the
learning expectations of the Year level they have been taught
help them make choices about their child’s future learning goals

For Teachers and School:

by having students’ report, teacher can plan a better future teaching and learning
being able to make decisions about continuous improvement of their curriculum
Characteristics of Reporting?

Reports should be:

aligned to the curriculum,
assessment and achievement
standards
accurate, defensible and
comparable
individualised and meaningful
in plain language so they are
easy to interpret and understand.

Mark your answer using the draw tool or a line (press L)

 Types of Reporting

1. Report Cards
2. School web pages
3. Parent-Teacher conference
4. Student-Teacher conference
5. Personal letter to parents
6. Phone calls to parents
7. Weekly/Monthly progress report
Examples of Report Card
Examples of Weekly/Monthly progress
 Conclusion
Scoring and reporting in language assessment refer to the processes of evaluating
a student's language skills and communicating the results to stakeholders.
Scoring involves assigning a numerical or categorical value to a student's
performance on a language assessment, while reporting involves communicating
the results in a clear and concise manner.The goal of scoring and reporting is to
provide a comprehensive understanding of a student's language proficiency level,
identifying areas of strength and weakness, and guiding future instruction and
support.
 References
Gultom, E. (2016.). Igniting a Brighter Future of EFL Teaching and Learning in Multilingual Societies ASSESSMENT AND EVALUATION IN EFL
TEACHING AND LEARNING.

Han, T., & Huang, J. (2017). Examining the Impact of Scoring Methods on the Institutional EFL Writing Assessment: A Turkish Perspective (Vol.
53).

Made Ayu Widiastuti, N., & Santi Indriani, K. (2023). Assessment Rubric Design for Students’ English Problem-Solution Short Essay Writing.
7(2). https://writing9.com/text/5d2175ffa0d8370017b5e

Queensland Government. (2013). Reporting student achievement and progress in Prep to Year 10 Advice on implementing the Australian
Curriculum. Queensland Studies Authority.

Queensland Government. (2016). Reporting advice and guidelines — Prep–Year 10. Queensland Curriculum & Assessment Authority.

Reiter-Palmon, R., Forthmann, B., & Barbot, B. (2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of
Aesthetics, Creativity, and the Arts, 13(2), 144–152. https://doi.org/10.1037/aca0000227

Rini, S. (2023.). Exploring Writing Assessment in EFL Classroom. Journal of English Education and Teaching (JEET)

Widiastuti, I. A. M. S. (2021). Assessment and feedback practices in the EFL classroom. REID (Research and Evaluation in Education), 7(1), 13–22.
https://doi.org/10.21831/reid.v7i1.37741
 Food for thoughts
Please discuss in groups, what kind of scoring method that suitable
to use for assessing your students’ skill(based on your room's topic)
and what type of reporting that you prefer to use?

Speaking Reading Listening Writing

(Room 1) (Room 2) (Room 3) (Room 4)
Thank You