INTEGRATIVE BAYANAY, Marie

APPROACHES Jeanne Krisha D.

BY BROWN, H.D. & ABEYWICKDRAMA P. (2010) Presenter
ASSESSING ONE SKILL AT A
TIME
LISTENING TO RADIO
READING A BOOK
DELIVERING A SPEECH
WRITING A LETTER
INTEGRATION OF SKILLS IN
LANGUAGE ASSESSMENT
 DEALING WITH CONVERSATIONS (Speaking and listening)
WRITING can hardly performed without READING
USING THE COMPUTER (all the macro skills)
DELIVERING CLASSROOM PRACTICES:
Discussions
Group work
Responding to readings
Problem solving
“The integration
of skills is of
paramount
importance in
language
learning.”
INTEGRATIVE APPROACHES
John Oller (1979) argued that language competence was a
unified set of interacting abilities that could not be tested
separately1
Unitary trait hypothesis, which suggested an “ indivisible” view
of language proficiency: that vocabulary, grammar, phonology,
the “four skills” and other discrete points of language

1Cziko,1982, and Savignon, 1982 soon followed in their support for what became known as
integrative testing.
 COMMUNICA
TIVE
COMPETENCE

grammar reading

vocabular
writing y
WHAT DOES AN INTEGRATIVE
TEST LOOK LIKE
INTEGRATIVE TESTS

CLOZE DICTATIO
TESTS NS
CLOZE TESTS
It is a reading passage (perhaps 150-300) words in which roughly
every sixth or seventh word has been deleted; the test taker is
required to supply words that fit into those blanks.
Oller (1979) claimed that these tests are good measures of over all
proficiency:
Competencies in a language
Knowledge of vocabulary
Grammatical structure
Discourse structure
Reading skills and strategies
Internalized “expectancy” grammar (enabling one to predict an item that
will come next in sequence)
DICTATION
- This activity includes learners listening to a short passage and
writing what they hear
- language-teaching --- testing technique:
Requires careful listening
Reproduction in writing what is heard
Efficient short-term memory
Some expectancy rules to aid the short-term memory
DICTATION
- test – takers hear a passage, typically 50-100 words, recited three
times: first at normal speed; then with long pauses between
phrases or natural word groups, during which time test-takers
write down what they hear finally at normal speed once more so
they can check their work and proofread.
SAMPLE DICTATION SCRIPT
SCORING DICTATION TESTS
Spelling error only, but the word appears to have been heard correctly
Spelling/and or obvious misrepresentation of a word, illegible word
Grammatical or phonological error (e.g.,” the southeast have a hot desert”)
Skipped word or phrase*
Permutation of words (e.g., “ a fertile valley”; “the part of the central state”)
Additional words not in the original
Replacement of a word with an appropriate synonym
REFERENCE
Brown, H.D. & Abeywickdrama P. (2010) Language assessment:
Principles and classroom practices. NY: Pearson Longman.