TEST OF PRODUCTIVE SKILLS

LILIA DITA PRATAMA (926.002.19.006)

RIMA KHASANAH (926.002.19.010)
 PRODUCTIVE SKILLS

TESTING WRITING
01 - Writing
- Comparison of Composition
02 TESTING SPEAKING
- Speaking
- The Major Problem in
and Objective Tests of Writing Measuring Speaking Ability
- Objective Tests of The - Types of Oral Production
Elements of Writing Tests
- Improving The Effectiveness - Improving The Scored
of Composition Tests Interview
 WRITING

Teaching writing as an integrated process, like the

teaching of reading, normally be deferred until rather
advanced courses in English as a second language.
During the early stages of learning, written exercises will
generally be used simply to reinforce the learning of
specific grammatical points or lexical items; only later will
writing be treated as an end in itself—as a complex skill
involving the simultaneous practice of a number of very
different abilities, some of which are never fully achieved
by many students, even in their native language.
 General Components

CONTENT FORM GRAMMAR

THE SUBSTANCE THE EMPLOYMENT OF

THE ORGANIZATION
GRAMMATICAL FORMS
OF THE WRITING; OF THE CONTENT AND SYNTACTIC
THE IDEA PATTERNS
EXPRESSED

STYLE MECHANICS
THE CHOICE OF STRUCTURES THE USE OF THE
AND LEXICAL ITEMS TO GIVE A GRAPHIC CONVENTIONS
PARTICULAR TONE OF FLAVOR
OF THE LANGUAGE
TO THE WRITING
COMPARISON OF COMPOSITION AND OBJECTIVE TESTS OF WRITING

01 02 03

Composition
Composition Composition tests are much
tests require tests easier and
students to motivate quicker to
organize their students to prepare than
own answers, objective tests,
improve an important
expressed in
their own their writing advantage to the
conversely. busy classroom
words. teacher.
 THE CRITICS OF COMPOSITION TESTING
Composition tests are unreliable 01
measures because (1) students perform
differently on different topics and on
different occasions; and (2) the scoring of
compositions is by nature highly
subjective..
03
02 Composition tests require much
more scoring time than
In writing compositions, objective tests; for this reason,
compositions add greatly to the
students can cover up
weaknesses by avoiding expense and administrative
problems. problems of large-scale testing
OBJECTIVE TESTS OF THE
ELEMENTS OF WRITING

TESTING FORMAL GRAMMAR AND STYLE

The kinds of grammatical problems that are tested in
objective writing-ability tests differ markedly from the
problems included in structure tests for foreign
students.

TESTING THE ABILITY TO ORGANIZE MATERIALS

The most satisfactory of the tests that we do have are
those of paragraph organization.

TESTING THE MECHANICS OF WRITING

Punctuation and capitalization, the so-called mechanics of
writing, may be tested objectively with simple adaptations of
the completion and correction items described earlier.
.
IMPROVING THE EFFECTIVENESS OF COMPOSITION TESTS
Preparation of the Test
So much attention has been given to the
problems of improving composition
measures within the past few decades
that a thorough treatment of the subject
would almost require a book in itself.
Set writing tasks that are within the reach of
all. The purpose of general writing-ability
testing is to elicit characteristic samples of
every student’s writing and from these to
determine their proficiency.
Make the writing tasks clear and specific;
provide full directions.
Pretest the writing test assignments, to be
sure that they are really workable and are
realistic in terms of the time available to the
students. It is very useful, in this
connection, to keep a file of topics which
have been used and found to be particularly
effective.
SCORING THE TEST
Decide in advance on the precise basis for
scoring. The starting point is to decide on the
weight or emphasis that will be given to each 01
of the various writing factors, such as
content, form, grammar, style, and
mechanics.
If possible, treat the papers anonymously during
scoring. In very small classes, of course,
02 anonymous scoring is extremely difficult if not
impossible, for the teacher will recognize his
students by their handwriting and style.

Before marking any papers, scan a sample

of papers to decide upon standards. Find, 03
for example, a high, high-medium, low-
medium, and low paper to serve as models.
TESTING SPEAKING

1. Pronunciation

2.Grammar .

3. Vocabulary

4.Fluency
5. Comprehension
Your Text Here
 THE MAJOR PROBLEM IN MEASURING SPEAKING
ABILITY

The three of speech

components—grammatical
structure, vocabulary, and
comprehension—are now
being tested by reliable and
relatively simple objective
The central reason is the
techniques. It is highly
lack of general agreement
probable that performance.
on what “good”
.
pronunciation of a second
language really means: is
comprehensibility to be the
sole basis of judgment.
The Fluency, is fairly easy to Because it has related with
assess, it usually takes only some aspects such as
a few minutes of listening to connected words, stress and
determine whether a foreign intonation.
speaker is able to
approximate the speed and
ease.
 TYPES OF SPEAKING TEST

Scored Interview
The simplest and most frequently
employed method of measuring oral
proficiency is to have one or more
trained raters interview each
candidate separately and record their
evaluations of his competence in the
spoken language.

Highly Structured Speech

Samples As a rule these tests are in several
1. Sentence repetition.
parts, each designed to get a
2. Reading passage. somewhat different kind of speech
sample. The stimuli may be oral
3. Sentence conversion (provided by live voice or on tape) or
written, or both.
• IMPROVING THE SCORED
INTERVIEW

1. Decide the test methods and

rating standards.
2. Conduct the test in some quiet
place with suitable acoustics.

3. Reserve sufficient time for each interview. .

4. Rate the students without reference to other test scores

5. Record the ratings. .

Thank you!