CHAPTER

I
ASSESSMENT CONCEPTS ANDISSUES

GROUP 4

MUNIF FUAD. S. (A1B217055)

RIZA THANIA. S. (A1B217063)
ISSUES IN LANGUAGEASSESSMENT:
THEN AND NOW
Communicative Language Testing

1. In this type of testing focus was on communicative language-testingtasks and

learners were required to perform real world tasks designed by test designer.
2. Test designer believed that tasks designed, needed to include strategic and
pragmatic abilities in the construction of languagetesting.
Model of Language
Competence
by Bachman
(1990)
Model of LanguageCompetence by
Bachman (1990)

Bachman and Palmer (1996,pp. 70-75) also emphasized the importance of strategic
competence (the ability to employ communicative strategies to compensate for breakdowns
as well as enhance the rhetorical effect of utterances) in the process of communication.
Performance-Based Assessment

Performance-based assessment of The assesments involve learners in

language typically involves oral actually performing the behavior
production, written production, open- that we want to measured.
ended responses, integrated
performance (across skill areas), group
performance, and other interactive tasks.
Characteristic Performance Based-Assessment

Performance Based-Assessment interactive tasks;

speaking, requesting, responding or even combining listening and speaking
and in integrating reading and writing.
Multiple
Intelligence
Traditional

and

alternative
assesment
 Traditional and Alternative Assessment
Traditional Assessment
Standardized exams, Timed, Multiple-choice format
Decontextualized test items, Scores suffice for
feedback, Norm-referenced scores
Focus on discrete answers, Summative, Oriented to
product
Noninteractive performance, Foster extrinsic
motivation
Alternative Assessment
Continuous long-term assessment, Untimed, Open-
endedresponses
Contextualized communicative tasks, individualized
feedback, Criterion-referenced scores, Open-ended, Creative
answers
Formative, Oriented to process, interactive
performance, Foster intrinsicmotivation
Computer-BasedTesting
Advantages:

1. a variety of easily administered classroom-basedtests.

2. self-directed testing on various aspects of a language (vocabulary, grammar, discourse, one or all of the four
skills,etc.)
3. practice for upcoming hight-stakes standardizedtests.
4. some individualization, in the case of CATs.
5. large-scale standardized tests that can be administered easily to thousands of test-takers at many different
stations, then scored electronically for rapid reporting of results.
6. improved (but imperfect) technology for automated essay evaluation and speech recognition (Douglas &
Hegelheimer,2008)
Computer-BasedTesting

Disadvanteges:

1. lack of security and the possibility of cheating are inherent in unsupervised computerizedtests.
2. occasional “homegrown” quizzes that appear on unofficial Web sites may be mistaken for validated
assesments.
3. the multiple-choice format preferred for most computer-based tests contains the usual potential for flawed item
design.
4. open-ended responses are less likely to appear due to (a) the expense and potential unreliability of human
scoring or (b) the complexity of recognition software forautomated scoring.
5. the human interactive element (especially in oral production) is absent.
6. validation issues stemming from test-takers approaching tasks as test tasks rather than as real-world
language use (Douglas &Hegelheimer.2008)
THANK YOU FOR YOURATTENTION