RESUME OF LANGUAGE ASSESSMENT

Types Language tests of1. Objective2. Administration time3. The way to do/answer4. The way to construct5. Total number of test takers6. How to answer7. How to score8. Norm reference9. Aspect of language performance10. Views on the language

1. Objectivea. Selection/admission

Choosing candidate fulfilling criteria e.g. Program (education, job, overseas) etc.

Types of language: proficiency & level of performance/mastery depends on the needs in the selection. Based on the result : accepted or rejected.

a tour guide : Speaking Journalist : Writing

b. Placement Placing someone in a group : language performance Conducted before a program is started Candidates : have the same / almost the same capability Candidates : not a be frustrated / bored So many candidates in a group

c. Achievement Test To know how the result of TLP achieved : All the material or some Content of the test must be representative with the materials taught.

d. Diagnostic Doctors Diagnose patients for symptoms indicating diseases due to something which is not

proper Intended to evaluate SS’ errors in doing the test Errors show SS’ difficulties in doing something/mastering something Difficulties used as the bases to conduct language skill or component based on SS’ capabilities.

e. Try outTo know whether a test has good criteria in term of: Validity Rehability Difficulty level Discrimination power Time allocation Instruction Result of typing, etc Try-out revised a good test Bad items : revised /eliminated Items to construct : more than the real test

2. Administration Timea. Entrance Test

To decide whether somebody is accepted or rejected Conducted before a program is started/conducted

must not be too general be specific (more effective & efficient) Admission/rejection of candidates will be based on the minimum total number of candidates

requiredb. Formative

Conducted when the program is in progress/going on. Conducted to get info about the running program on a certain step/phase

(judgment : okay as has been planned or revised?) good : suitable, evaluation is okay Results

not good: ?MaterialsMethods not appropriateMediaExercises : not enoughc. Summative

Conducted at the end of the program

to know the result of TLP in general Scope : all the material taught

d.Pre-test = selection (accepted or rejected?)

Conducted before a program is carried out/at the beginning of a program. Doesn’t influence the admission of candidates Info on the result of pre-test used to know the progress achieved at the end of the program Progress is known from the difference result between pre & post test by using = or equal tests

3. The way to do/answer a. WRITTEN TEST

Both problem & response : done in a form Problems/questions oral : response written.

? Problems /questions written response oralEmphasis : how to response rather than how to give question/problem

b. Oral Test Both questions and responses orally! Speaking. Problems /questions ; written response orally

To avoid subjectivity & get more reliable results? Use rating scale Use analytical scoring Apply inter rates/intra rates

4. How to Construct Questionable : reliability, validity and other good requirement of a good test

Standardized Test Constructed based on rigid (tegas) rule and tried out several times to meet the criteria of a good test.

Considering : content, scope TOEFL UAN TOEIC SNM-PTN ??? IELTS SPMB

5. Total Number Of Examineesa. INDIVIDUAL Conducted individually by one or more examinees. Problems/questions are given directly to the examinees. Done especially for speaking.

b. GROUP Conducted once for one group of many candidates. It’s done not only based on practicality and efficiency but because we also need interaction not only

between examiner and examinees but among examinees. more practical

Not time consuming Not tiring / boring.

6. How to Answera. Essay Type Ask examinees to give answers/responses in the form of an essay : ex. Composition writing b. Short Answer Examinees are asked to give brief/short responses. ex. -integrated words

-isolated words -just a single alphabet/member

Examples of short answer. Filling blank spaces Completing uncompleted sentences (completing test)

Skills/component : oral/written L/R R/CVocabulary grammar

c. Choice Choosing one of alternatives/more alternatives (done on the answer sheet or a test booklet)

Ex. T/F Objection guessing M/C

7. How to Scorea. Subjective Test (Essay Test)

Influenced by : impression/opinion/judgment of a raterThe answers of ST are usually in the forms of

Sentences Paragraphs Description, including essay Essay Test

intra raterTo reduce subjectivity?

inter rater (pemberi nilai) Objective Test

No judgment time the raters due to key It takes time to construct but short time to score Could gain large of the material tested Quick in answering

LANGUAGE TEST

1. DISCRETE TEST Discrete test is a language test that focuses on the language component or skill separately. This test is based on the theory of language test which believes that language components are divided into

separate categories such as reading skill, speaking skill, vocabulary, grammar, pronunciation, etc. The purpose of this test is to measure knowledge or performance in very restricted areas of the target language.Example of Discrete Test;

a. True or false answersb. Grammar itemsc. Most multiple choice test

2. INTEGRATIVE TEST Integrative test is a language test that focuses on more than one language skills or components. This test is based on the theory language test which believes that language is a unitary competence that can

not be divided into separated competence. By not separating the language skills, it is possible that in a test, there are some combinations of language

skills. The purpose of this test is to measure a greater variety of language components or skills concurrently.

Examples of Integrative test;a. Cloze testb. Essays and writing tasksc. Reading test

The Differences of Discrete and Integrative TestAspect Discrete Test Integrative Test

Focus Focuses on one language component or skill.

Focuses on more than one language components or skills.

Theory Language has separated components

Language is unity or a whole

Purposes To measure knowledge or performance in very restricted areas of the target language

To measure a greater variety of language components or skills concurrently.

- Integrative tests are OFTEN pragmatic in this sense, and pragmatic tests are ALWAYS integrative.- Discrete point tests, CANNOT be pragmatic, and conversely, pragmatic tests CANNOT be discrete point tests- Pragmatic tests MUST BE integrative, but integrative tests ARE NOT ALWAYS pragmatic.

3. Tests Pragmatic and Communicative1. Definition

1.1. Pragmatic TestPragmatic test is that is intended to measure ability in comprehending or using language which closely

related to its whole context.Pragmatic test is a part of communicative test used to measure students’ competence in applying language

components according to its situation in real life. (Oller, Burhan Nurgiyanto, 2001:177)“Pragmatik tes adalah tes yang digunakan untuk menyadap kemampuan untuk memahami atau

menggunakan bahasa senyatanya, yang erat kaitannya dengan seluruh konteks penggunaannya.” (M.Soenardi Djiwandono: 34)

- Pragmatic language is a language that is used in a social context and that helps us comprehend NOT ONLY what is said, but ALSO why the utterance is spoken.

- The aspects of pragmatic: functional competence, sociolinguistic competence, interaction competence, cultural competence

1.2. Communicative Test“Communicative tests are intended to be a measure of how the test takers are able to use language in real

life situations”. (Kenji, Kitao, Doshisha University, Kyoto- Japan)2. Characteristics

2.1. Characteristics of Pragmatic test

Emphasis is placed on the context in using and understanding usage. The main function is to analyze the language. Doesn’t emphasize on the structure of language like in discrete test. Language is not approached as a combination of partial skills like in integrative test. Involves verbal and non-verbal aspects. Type of test: a contextual text not isolated word or sentence. There are constraints in using language like: adding or subtracting of words unintentionally (verbal) or

situation, condition, behavior, etc (non-verbal).2.2. Characteristics of Communicative test

The context is expanded by concerning the aspects of a good communication. Doesn’t emphasize on the structure of language like in discrete test. Language is not approached as a combination of partial skills like in integrative test. Focus on the use of language of communication. Oriented on psycholinguistics and sociolinguistics. Type of test: should be appropriate and related to the use of language in real life communication.

3. Similarities between communicative and pragmatic test Do not emphasize on the structure of language like in discrete test. Language is not approached as a combination of partial skills like in integrative test. Involves verbal and non-verbal aspects.

4. Differences between communicative and pragmatic test Pragmatic

Emphasis is placed on the context in using and understanding usage. Not oriented on psycholinguistics and sociolinguistics. Focus on the function of language in language analysis, including language test. Type of test: comprehending a test based on the context, including the relation between verbal and non-

verbal aspects in the text. Communicative

The context is expanded by concerning the aspects of a good communication. Oriented on psycholinguistics and sociolinguistics. Focus on the function of language in real life communication. Type of test: appropriate and related to the use of the language in real life communication.

5. Examples Pragmatic test

Dictation Cloze test

Communicative test Role-play Writing a letter.

4. Norm Referenced Test and Criterion Referenced Test Norm referenced Test is a test that compares an examinee’s performance with the other examinees.

Purpose:1. to rank each student with respect to the achievement of others in broad areas of knowledge2. to discriminate between high and low achievers

Content:1. Measures broad skill areas sampled from a variety of textbooks, syllabi, and the judgments of curriculum

expertsItem Characteristic:

1. Each skill is usually tested by less than four items2. Items vary in difficulty3. Items are selected that discriminate between high and low achievers

Score interpretation:1. Each individual is compared with other examinees 2. Student achievement is reported for broad skill areas, although some norm-referenced tests do report

student achievement for individual skills. 3. Would be presented as a percentage with rank a half scoring above and a half scoring below mid-point

Criterion Referenced Test is a test that compares each examinee’s performance with a standard or a pre-defined set of criteria or a standard.

Purpose:1. to determine whether each student has achieved specific skills or concepts2. to find out how much students know before instruction begins and after it has finished (pre- and post-test)

Content:1. Measures specific skills which make up a designated curriculum. These skills are identified by teachers and

curriculum expert2. Each skill is expressed as an instructional objective

Item Characteristic:1. Each skill is tested by at least 4 items2. The items which test any given skill are parallel in difficulty

Score interpretation:

1. Each individual is compared with a preset standard for acceptable achievement. The performance of other examinees is irrelevant.

2. Student achievement is reported for individual skills.

Dimension Criterion-ReferencedTests

Norm-ReferencedTests

Purpose To determine whether each student has achieved specific skills or concepts.

To find out how much students know before instruction begins and after it has finished.

To rank each student with respect to theachievement of others in broad areas of knowledge.

To discriminate between high and low achievers.

Content Measures specific skills which make up a designated curriculum. These skills are identified by teachers d curriculum experts.

Each skill is expressed as an instructional objective.

Measures broad skill areas sampled from a variety of textbooks, syllabi, and the judgments of curriculum experts.

ItemCharacteristics

Each skill is tested by at least four items in order to obtain an adequate sample of studentperformance and to minimize the effect of guessing.

The items which test any given skill are parallel in difficulty.

Each skill is usually tested by less than four items.

Items vary in difficulty.

Items are selected that discriminate between highand low achievers.

ScoreInterpretation

Each individual is compared with a preset standard for acceptable achievement. The performance of other examinees is irrelevant.

A student's score is usually expressed as a percentage.

Student achievement is reported for individual skills.

Each individual is compared with other examinees and assigned a score--usually expressed as a percentile, a grade equivalent score.

Student achievement is reported for broad skill areas, although some norm-referenced tests do report student achievement for individual skills.

5. cloze test and c-test CLOZE TEST (CLOSE PROCEDURES)

DEFINITION:The tests of reduced redundancy which require test takers to utilize pragmatic expectancy grammar.

The most common purpose of the cloze tests is to measure the reading comprehension. prose RATHER THAN poem, poetry, or song can be used to other language skills or component skills

It is about the ability to know and to fulfill the words that are deleted accurately. It shows the level of language ability.

The deletion of the words is done systematically and has pattern of deleting words at –n, for example, fifth words, sixth words, seventh words. [the first and last sentence are not deleting; first sentence means the main idea, last sentence means the conclusion] ADVANTAGES

The cloze procedure seemed very attractive as a measure of overall ability. Cloze tests were easy to construct, administer, and score.

DISADVANTAGES Close test could not deliver all that was promised on its behalf. The fact that intelligent and educated native speakers varied quite considerably in their ability to predict the missing words. The example of CLOZE TEST :

With the collapse of The Soviet Union and discrediting of communism as a rival model, more and more people are coming to view constitutional democracy as the only legitimate form of government. Around the globe, people are seeking (1)_________establish constitutional democracies. Many newly democratic (2)________are turning to international community (3)_________support, and the international community is (4)_______ to respond. The new democracies face (5)_________and external enemies who oppose progress (6)__________constitutional democracy that undermines entrenched personal, (7)__________ and financial interest.

The United States (8)________ take the lead in promoting the (9)__________ toward democracy. Democratic governments are more (10)__________ and less given to provoking war (11)_________ inciting violence. States that are constitutional (12)___________ are less

likely to go to (13)___________ with other democracies, and are more (14)__________ to support limits on weapons trade (15)______ peaceful resolution of disputes, and foster (16)________ trade. Thus, when the people attempt (17)_______ hold free elections and establish a (18)__________ democracy, the international community should not (19)__________ assist but should ‘guarantee’ the result. Those measures should be institutionalized in organizations like the United Nations and the Organization of American States (OAS), which would be responsible for carrying out mission to ensure the success of constitutional democracy.

C - TEST DEFINITION

The modification of cloze test procedure, still retaining the underlying . C-Test is developed by Raatz and Klein Braley in 1981 THEORY OF GENERAL LANGUAGE PROFICIENCY� The C-Test is developed to solve some difficulties that is the part of cloze test weaknesses.� In the C-Test, instead of whole words, the deletion is starting from the second sentence, the second half of every second word in the text. (Cf. Giotjahn, 1987) ADVANTAGES

That only exact scoring is necessary and that shorter passages are possible. The deletion of elements less than word is also said to result in representative sample of parts of speech being so affected.

DISADVANTAGES It is harder to read than a cloze passage, and correct responses can often be found in the surrounding text.

The example of C-TESTThere are usually five men in the crew of a fire engine. One o_ them dri___ the eng____. The

lea___ sits bes___ the dri___. The ot___ firemen s__ inside t__ fight diff__ sorts o_ fires. S_, when t__ firemen arr___ at a fire, it is always the leader who decides how to fight a fire. He tells each fireman what to do.

THE DIFFERENCES BETWEEN CLOZE TEST AND C-TEST I. BASED ON THE WAY OF CONSTRUCT

CLOZE TESTThe deletion of the words is done systematically and has pattern of deleting words at –n, for

example, fifth words, sixth words, seventh words. C- TEST

The deletion is starting from the second sentence, the second half of every second word in the text (kaidah serba dua)

II. BASED ON THE WAY OF SCORING CLOZE TEST1. EXACT WORD METHOD

If student’s answer is not exactly the same with the answer key, it means it is wrong Example : big is replaced by large (wrong)2. APPROPRIATE CONTEXTUAL METHOD

Whatever student’s answer, it will be right as long as it is logic based on the context as the whole context.Example : big is replaced by large (right as long as it is appropriate with the context)

C- TESTIf student’s answer is not exactly the same with the answer key, it means it is wrong, because there has been a half of the word that is written in the test text.

6. Testing Grammar and VocabularyTests of Grammar and Usage

• The following are some of the most common types of objective items used to test awareness of the grammatical feature of the language:

1. Multiple-choice items2. Error recognition items 3. Rearrangement items 4. Completion items 5. Transformation items 6. Items involving the changing of word7. Broken sentence items 8. Pairing and matching items9. Combination items10. Addition items

1.Multiple Choice TestsObjective tests are made up of short questions, termed items. The most common is the multiple choice test.

Students must select the correct answer from a number of possible answers. Constructing Multiple Choice Test ItemsWriting MCQs is a relatively difficult task.However, the effort expended in item construction is rewarded by the ease and reliability of marking. There needs to be:

• a clear and unambiguous question (or item stem)• an answer which is correct• several (usually 3 or 4) distracters which appear plausible to students without the ability to recognize a

correct answer• a coherence to the content matter to be examined

Standard Form of a M CQ• Q1 A word that modifies a noun is called: <-- Stem• a)anadverb

b) a conjunction Distractors c) a verbd) an adjective <-- Correct Answer

2.Error Recognition ItemsDefinition:

Error-recognition is the exercises to know the mistakes of what we are doing and we try to recognize those errors. In this test the student is given a sentence which is consists 4 underlined words. From the 4 words, the student is intended to choose the word which is error.Example:……….. is shining brightly today.A. sun B. The sun C. A sun D. some sunThe choice here is strictly between options A and B. This is one of error-recognition multiple-choice.3.Rearrangement ItemsRearrangements items can take several forms, the first of which to consider here will be the multiple choice type.If we attempt to test the first error by means of and ordinary multiple choice item, we are faced with the problem of being restricted to only two options: the correct opinion and the distracter (i.e. the error)

You know how. . . . . .A. It is B. Is itThe order of adjectives and the position of adverb can be tested in this way. As indeed can several other grammatical areas:1.The police are looking for . . . . .

A. big B. Two C. Cars D. Black2.Would you like to read Erfan’s . . .

A. Short B. New C. Story D. Exciting 3. Budi said . . . . .cleaning his car.

A. Had B. Finished C. He D. Just4. Only. . . . .Been rude to you!

A. Ever B. I C. have D. Once 5. Mrs. Rodiah made Agnes . . . .

A. Her new pen B. To C. Show D. Me 6. Someone warned Taufik. . . . .Thieves

A. For B. To C. Out D. Look

4.Completion Items

The  completion  test  item  is  a  free  response  type  of  item  in  which  the  student  must  supply  the missing  information  from  memory.  You  may  make  the  completion  item  a  listing  test  item  in which  the student  must  supply  the  required  list  of  part  names,  procedural  steps,  and  so  on,  from memory.   An advantage   of   the   completion   item   over   the   multiple-choice   or   the   true-false   types is   that   it requires   more   than   simple   recognition   of   information.   That   eliminates   the   possibility of  guessing

• The completion item requires the student to answer a question or to finish an incomplete statement by filling in a blank with the correct word or phrase. For example:

• Neil Simon is a __________, Marshall Mason is a __________, Ming Chou Lee is a ___________. 5.Transformation Items

The transformation types of items is extremely useful for testing ability to produce structures in the target language and helps to provide a balance when included in tests containing multiple choice items.

It is the one objective item type which comes closest to measuring some of the skills tested in composition writing, although transforming sentences is different from producing sentence.

Rewrite each of the following sentences in another way, beginning each new sentence with the words given. Make any changes that are necessary but do not change the general meaning of the sentence.

• Joe can sing better than you.You cannot…………………………

• Frances is very good at tennis.Frances plays………………………..

• In sunny weather I often go for walk.When the weather………………………..

6.Items Involving The Changing of Word • This type of items is useful for testing the student’s ability to use correct tenses and verb forms. It is a

traditional type of test but the layout is improved in this particular case by providing blanks on the right of the text for completion. The continuity of the text is not impaired more than necessary by having both

blanks and underlined words inserted in the sentences. Thus the risk or obscuring the meaning of the text is reduced.

• Researchers (1) to convince that drugs• They (2) to test can improve the memory and that

• This type of items is useful for testing the student’s ability to use correct tenses and verb forms. It is a traditional type of test but the layout is improved in this particular case by providing blanks on the right of the text for completion. The continuity of the text is not impaired more than necessary by having both blanks and underlined words inserted in the sentences. Thus the risk or obscuring the meaning of the text is reduced.

• Researchers (1) to convince that drugs• They (2) to test can improve the memory and that• It (3) to be the forerunner of other drugs which• Eventually (4) to improve mental ability• Researchers (1) to convince that drugs• They (2) to test can improve the memory and that• It (3) to be the forerunner of other drugs which• Eventually (4) to improve mental ability

7.‘Broken Sentence’ Itemsrevise examination / often be very harmful./ It be far better/ icad/ balanced This type of item tests the student’s ability to write full sentences from a series of words and phrases, and thus does not allow the test writer to concentrate exclusively on testing those particular grammatical features which may have just been practiced in class.

Take / drugs and stimulants / keep awake / while life/ and get enough sleep/ every night./ There be limit / degree and span / concentration / which you be capable / exert./ Brain / need rest / as much body./ Indeed,/ it be quality / than quantity work / that be important.8.Pairing and Matching Items

• it is used to test the ability to select appropriate responses to stimuli with would be presented orally in normal everyday situation. this type of item usually consist of a short conversation.

Give the correct responses to this following questions by writing the letter of the correct response in the space provided

Coolum I letter Coolum II1. Are you going to see a film to night? …….. A. Most are I think.2. So you went to the cinema? …….. B. I had a lot of work to do.3. Why didn’t you come with us to see the film? ……. C. Yes, I probably will.4. Have you ever seen a Japanese war film? …….. D. No, I didn’t.5. Is everyone going to see the film? …….. E. No, I Haven’t

9.Combination Items• In combination items, students are instructed to join each pair of sentences, using the word in brackets.

Examples :a. You finish the paper. Then check your answers carefully. (AFTER) Check your answer carefully after you finish the paper.

b. Some questions may be very difficult. They should be left until later. (WHICH) Some questions which should be left until later may be very difficult.• In combination items, students are instructed to join each pair of sentences, using the word in brackets.

Examples :a. You finish the paper. Then check your answers carefully. (AFTER) Check your answer carefully after you finish the paper.

b. Some questions may be very difficult. They should be left until later. (WHICH) Some questions which should be left until later may be very difficult.

10.Addition Items• In addition items students are instructed to insert in capitals in the most appropriate place in each

sentenceExamples:

a. YET Have you answer all the question? Have you answer all the question yet?

b. STILL Some students had not mastered the correct techniques for answering examination questions.

Some students had not still mastered the correct techniques for answering examination questions.Testing VocabularyThe following are some of the most common types of objective items used to test awareness of the grammatical feature of the language:

1. Multiple Choice Items (A)2. Multiple Choice Items(B)3. Sets (associated word)4. Matching Items5. More Objective Items 6. Completion Items

1. Multiple Choice Items (A)It is useful to distinguish between the following two major kinds of multiple-choice vocabulary items. Group A: Choose the letter of the word which is the nearest in meaning to the word in italics. Group B: Choose the letter of the correct or best word to complete each sentence.Type 1: In this type of recognition item the stem is replaced by a picture. Example:

a. Doctor b. Teacherc. Farmerd. Police

Type 2: Here the stem consist of a definition. The test have to select the correct option to which the definition refer.Example:A child whose parents are dead

a. Broker c. studentb. An orphan d. player

Type 3: the stem consists of a lexical item. The test have to select the best synonym or definition.Example: Advocate…

a. Support c. Contradictb. Advise d. Damage

Type 4: the stem here consists of a sentenceExample: It’s rained continuously for two whole days

a. Without stoppingb. Heavilyc. Regularlyd. At odd moments 2. Multiple Choice Items(B)

In certain ways, the items shown in this section are more difficult to construct than those in the previous section. The problem is chiefly one of context : too little context is insufficient to establish any meaningful situation, while too much context may provide too many clues ( both grammatical and semantic).Examples :1. I saw a nasty . . . between two cars this morning.

A. happening B. dangerC. damage D. accident

Paul : Can you tell me what time the doctor’s(1)... opens?Mrs. King : It’s open now. The(2)…will help you.(1) A. office B. surgery C. hospital D. ward(2) A. porter B. hostess C. waitress D. receptionist3.Sets (associated word)

1. RecognitionThis is one testing problem for which multiple choice can be recommended without too many reservation.

For one thing, distractors are usually readily available. For another, there seems unlikely to be any serious harmful backwash effect, since guessing the meaning of vocabulary items is something that we would probably wish to encourage. However, the writing of successful items is not without its difficulties.

a. Recognize synonymsExample:Choose the alternative (a, b, c, or d) which isclosest in meaning to the word on the left of thepage.

Gleam a. gather c. welcomeb. shine d. clean

b. Recognize definitionsExample:

loathe means a. dislike intensively b. become seriously illc. search carefully d. look very angry

c. Recognize appropriate word for contextContext, rather than a definition or a synonym, can be used to testknowledge of a lexical item.Example:

the strong wind the man’s effort to put up the tent.a. Disable b. hampered c. deranged d. regaled2. Production

The testing vocabulary productively is so difficult that it is practically

never attempted in proficiency tests.• Definitions

Example:A …….. is a person who looks after our teeth.……….. Is the second month of the year.

• Gap fillingThis can take the form of one or more sentences with a single wordmissing. Example:Because of the snow, the football match was until thefollowing week.4. Matching Items

Matching test items, along with true-false and multiple-choice, are selection items. They are specialized for measuring the student's ability to identify the relationship between a set of similar items, each of which has two components, such as words and their definitions, symbols and their meanings, dates and events, people and their accomplishments, etc Example:Directions: find the antonym of the words in column B from the words in column A Column A Column B      

1. Smart A. small 2. Big B. narrow 3. Quick C. long4. thin D. slow 

E. fat F.  Stupid

5. More Objective Items Type 1: Word formation test items

a) write a word in each blank. The word you write must be the correct form of the word on the left. – beauty How beautiful she is!

b) Rewrite following paragraph, putting in each blank the correct form of the word in capital letter.The mountain has …WONDERFUL… scenery. When we arrived in the butterfly park, I saw many

butterfly. So my eyes looked at them …ADMIRINGLY…, because they are …COLORFUL… and very …BEAUTIFUL… Type 2: Items involving synonyms

a) write in each space the best word to replace the word underlined in each sentence.– I am looking for my book in my room....Am seeking…

b) In each space write one word that means almost the same as the word on the left. The word you write must rhyme with the word on the right.

suitable…………… matchugly………………….bad

Type 3: Rearrangement items

Rearrange following letter to make words. Then use each word in a sentence of your own so as to show the meaning of the word.

Onir (iron) cimenedi (medicine)

Type 4: Definition a) use each of the following in a sentence so as to show the meaning of the word.

– artist : person who creates work of art.– association : official group of people joined together for a purpose

b) Explain the meaning of each of the underlined word in the following sentences. 1. Bank pay interest on saving accounts. ( money paid for the use of money)2. The audiences enjoy her performance. ( act of performing a play concert etc)

7. Testing WritingA. DEFINITION

Writing test is a kind of language test that emphasize in productive language skill (writing)The main objective/purpose is to measure the student’s ability in writing that must be covered grammar,

vocabulary, content, fluency (runtut dalam menulis/tidak basa-basi dan pembaca dapat memahami maksud penulis), and diction.--> criteria of writing testGeneral Components or Main Areas1. Language use: the ability to write correct and appropriate sentences.2. Mechanical skills: the ability to use correctly those conventions peculiar to the written language. (e.g.

punctuation, spelling).3. Treatment of content: the ability to think creatively and develop thoughts, including quall irrelevant

information.

4. Stylistic skills: the ability to manipulate sentences and paragraphs, and use language effectively.5. Judgment skills: the ability to write in an appropriate manner for a particular purpose with a particular audience

in mind, together with an ability to select, organize, and order relevant information. Type of task: Describe, explain, compare and contrast, argue, etc.B. CRITERIA OF PERFORMANCE

A successful will have passed an examination designed to test ability to produce a selection of following type of writing:

a) Basic level: letter, postcard, diary entry, forms.b) Intermediate level: as basic level, plus guide, set of instructions.c) Advance level: as intermediate level, plus newspaper report, notes the candidates performance will

have met the following minimum criteriaC. SETTING THE COMPOSITION

In addition to providing the necessery stimulus and information required for writing, a good topic for composition determines the register and style to be used in the writing task by presenting the student with a specific situation and context in which to write.

There are 3 parts in setting task:1. Set writing task that are properly representative of the population of task we should expect the student o

be able to perform.2. The task should be elicit valid samples of writing (e.g. which truly representative student ability)3. The samples of writing can and will be scored validly and reliably.

1. Representative task a. Specify all possible content.In order to judge whether the ask we set are representative of the task that we expect student to be able to

perform, we have to be clear at the outset just what these task are that they should be able to perform. These should be identified in the task specifications.

b. Include a representative sample of the specified content.The ideal test would be one which required candidates to perform all the relevant potential writing task.

2. Elicit a valid sample of writing ability.a. Set as many separate tasks as is possible.This requirement is closely related to the need to include a representative sample of specified content.b. The only writing ability and nothing else.This advice assumes that we do not want to test anything other than the ability to write. In language testing we

are not normally interested in knowing whether students are creative, imaginative, or even intelligent.

3. Ensure valid and reliable scoring.a. Set task which can be reliable scored.A number of suggestions made obtain a representative performance will also facilitated reliable scoring.b. set as many task as possible.The more scored for each candidate, the more reliable should be the total score.c. Give no choice of task.Making the candidates perform tasks also make comparisons between candidates easier.

D. OBJECTIVE TESTS OF WRITING TEST Punctuation:

1. Type 1. The following type of punctuation item is very popular and is generally used to cover a wide range of punctuation marks.

2. Type 2. Example: Put the correct punctuation mark in each underline.No, he hasn’t yet Henry replied.What do you want, I asked HenryMay I use your telephone? he asked.

3. Type 3. A greater degree of objectivity can be obtained by using the multiple-choice technique.Spelling

1. Type 1. DictationDictation measures a complex range of integrated skills and should not be regarded as a constituting simply a test of spelling. The dictation of single words, nevertheless, can prove a fairly reliable test of spelling. Several such tests consist of up to fifty words and use similar procedures to the following:

(i) Each word is dictated once by the tester;(ii) The word is then repeated in a context; and finally,(iii) The word is repeated on its own.

2. Type 2. Multiple-choice itemsAnother fairly widespread method of testing spelling is through multiple-choice items usually containing five options, four of which are spelt correctly. The students are required to select the word which is incorrectly spelt.In some tests only four words are given as options, the fifth option being no mistakes or all correct.

3. Type 3. Completion items

One advantage of such a test is that it does not present the students with incorrect forms.

E. HOW TO SCOREDepends on the PURPOSE of testing or the circumstance of scoring:

- Analitic Rubric is a method of scoring which require a separate score for each of number of aspects of a task. - Holystic Rubric Involves the assignment of a single score to piece of writing on the basic of an overall impression of it.

HOLISTIC SCORING/IMPRESSIONISTIC JUDGEMENTWe use holistic scoring if the circumtances of scoring is being carried out by a small, well- knit group at single

site, because it is likely to be more economical of time, may be the most appropiate. Holistic scoring uses a varity of criteria to produce a single score. The specific criteria selected depend on local instructional programs and language arts objectives. The rationale for using a holistic scoring system is that the total quality of written text is more than the sum of its components. Writing is viewed as an integrated whole. We have provided an example of holistic scoring rubric developed by ESL teachers that contains the following four dimension :

- Idea development/organization : focuses on central idea with appropiate elaboration and conclusion

- Fluency/structure : appropiate verb tense used with a variety of grammatical and syntatic structures

- Word Choice : Uses varried and precise vocabullary appropiate for purpose

- Mechanics : Absance of errors in spelling, capitalization, and punctuation.

The criteria for which ratings are assigned fall along five dimensions: meaning, organization, use of transitions, vocabulary, and grammatical/mechanical usage. Criteria appropiate to each level very depending on the developmental nature of the writing. For example, at level 1, writing may be characterized by copying from a model, using diagrams, or drawings and using single words or simple phrases. In contrast, at the highest level students may show evidence of the complex writing that is characteristic of native English speakers, including elements of style, composition, sentence constructions, and grammar.A variation on holistic scoring that lends itself to classroom use is primary trait scoring. This type of scoring focuses on whether or not each paper shows evidence of the particular trait or feature you want. Students to demostrate in writing. The trait could be a language- based faeture emphasizing anyone or more of the criteria for holistic scoring indicated above, such as idea development/organization or sentence fluency/stucture. The advantage of this approach is in focusing on specific aspects of instruction that most reflect the objecctives being covered when the writing assignment is given. Alternatively, the scoring could be based on a content based feature, such as accurate cotenten or use of concepts in the subject area. A student’s paper could be evaluated for (1) accurate and sufficient content about civil disobedience. (2) Comparisons of civil disobedience with at least one ither approach to civil rights, and (3) cohorent presentation of ideas supported by evidence.

ANALYTIC SCORINGWe use analytic scoring if diagnostic information is required and if scoring is being conducted by a

heterogeneus. Possibly less well trained group, or in a number of different places, analytic scoring is probably called for. Analytic scale saparate the feautures of a composition into components that are each scored saparetely. The separate components are sometimes given different weights to reflect their importance in instruction. Two advantages of this type of rubric are in peoviding feedback to students of specific aspects of their writing and in giving teachers diagnostic information for planning instruction. Another special advantages of analytic scoring with ELL students is in providing positive feedback on components of writing on which they have progressed most rapidly. Two limitations of analytic scoring are that teachers sometimes do not agree with the weight given to the separate components and that they may have to spend more time completing the scoring. Notice that the differentiated scoring for sentence formation, usage, and Mechanics gives a balanced emphasis to these dimensions relative to the wieght given to composing.8. Listening TestI. Introduction

It may seem rather odd to test listening separately from speaking, since the two skills are typically exercised together in oral interaction. However, there are occasions, such as listening to the radio, listening to the music, listening to the lecture, or listening to the railway station announcements, when no speaking is called for.

The significance of these features for testing purposes:1. Phoneme discrimination tests2. Test of stress and intonation3. Statement and dialogue4. Testing comprehension through visual material5. Understanding talks and lectures

II. The significance of these features for testing purposes:

1. Phoneme discrimination tests.The ability of this test is to discriminate between certain phonemes may sometimes prove very difficult for native speaker. Many English dialects fail to make some of the vowel and consonant contrasts and thus, in addition to all the other variables, these tests are affected by the pronunciation differences of native speaker. Example: Phoneme discrimination tests

This type of discrimination test consist of a picture, accompanied by three or four words spoken the examiner in person or on type.

The testees hear:A. Pin B. Pen C. Pair D. PainA. Shark B. Sock C. Sack D. ShockA. Thin B. Tin C. Fin D. Din

After each group of four words the testees write the letter of the most appropriate word for that picture. For example.

1.A 2. B 3. B2. Test of stress and intonation.Although features of stress, intonation, rhythm and juncture are generally considered more important in oral communication skills than the ability to discriminate between phonemes, test of stress and intonation are on the whole less satisfactory than the phoneme discrimination tests treated in the previous section. Most tests are impure in so far as they test other skills at the same time; many are also very artificial, testing the rarer (but more ‘testable’) features.Example:

Spoken: you will send me a couple of tickets Written: you will send me a couple of tickets This is probably

A. a requestB. a commandC. a expression of disbelief

3. Statement and dialoguesThese items are designed to measure how well students can understand short samples of speech and deal with a variety of signals on the lexical and grammatical levels of phonology.Moreover, the responses required on the part of the listeners are not communicative responses in any sense at all. The listeners are not required to respond by interpreting what they have heard or by adding further information, as in real life.

Example: The testees hear a statement (usually on tape) and then choose the best option from four written paraphrases.

Spoken: I wish you’d done it when I told you.Written: A. I told you and you did it then. B. I didn’t tell you but you did it then. C. I told you but you didn’t do it then. D. I didn’t tell you and you didn’t do it then.

It is advisable to keep the grammatical, lexical and phonological difficulties in the stem, leaving the written options free of such problems and at a lower level of grammatical and lexical difficulty than the spoken stimulus. 4. Testing comprehension through visual materialMost of the item types in this section are more appropriate for the elementary stages of learning English. They, however, preferable to the discrimination items previously discussed as they involve the testing of grammar and lexis trough phonology. Pictures, maps and diagrams can be used effectively for testing such skills, thereby making the testee’s performance less dependent on other skills (e.g. speaking, vocabulary, and reading).

Example: The students are required to select the appropriate picture that being described.

The student will hear1. Both car doors are open2. It’s dayligth but both headlamps are on.3. The man who’s repairing the car lying underneath it.4. Although the girl sees the man working hard, she doesn’t help him.

5. Understanding talks and lectures

This type the testers hear a short story talk or lecturer and are required to answer question on it. This type of test generally administered in one of the following ways;1. The testees receive note paper and take notes while they listen to the lecture. Then given the question

paper (usually consisting of multiple choice items). 2. The testees receive the question paper first and are given a few minutes to glance through it. And then

they hear the lecture and work through the question. 3. The testees to the lecture and then receive the question paper. They read it through and then listen to

the lecture given a second time.

Beside the third ways above, still any several ways such as:1. The teacher read aloud and record for a listening test by a teacher.2. Read aloud to the another group, the speaker deliberately introducing hesitation features. 3. Through the interview , the reporter began in a self conscious way acting his part and speaking well.

However the person conducting the interview became so interested in the subject that he/she put the script aside and asked question which the reporter was not expecting.

III. TextsFor reason of content validity and backwash, texts should be specified as fully as possible.

1. Text type might be first specified as monologue, dialogue, or multi participant, and further specified, and further specified: conversation, announcement, talk or lecture, instructions, directions, etc.

2. Text forms include: description, exposition, argumentation instruction, narration.3. Length may be expressed in seconds or minutes. The extent of short utterances or exchanges may be

specified in terms of the number of turns taken.IV. Possible techniques1. Multiple choicesThe advantages and disadvantages of using multiple choices in extended listening tests are similar to those identified for reading test .in addition; however there is the problem of the candidates having to hold in their heads four or more alternatives while listening to the passageExample:I don’t suppose you could show me where this goes, could you? Response

a. no, I don’t suppose sob. of course I canc. I suppose if won’t god. Not at all

2. Short answer

This technique can work well, provided that the question is short and straightforward, and the correct, preferably unique, response is obvious3. Gap fillingThis technique can work well where a short answer question with a unique answer is not possibleExampleWoman: do you think you can give me a hand with this?Man: I’d love to help but I’ve got to go round to my mother’s in a minuteThe woman asks the man if he can________her but he has to visit his_______ 4. Information Transfer

This technique is as useful in testing listening as it is in testing reading, since it makes minimal demands on productive skills. It can involve such activities as the labeling of diagram or pictures, completing forms, making diary entries, or showing routes on a map.

In this question you must write your answers. Tom also has to draw a sketch map of the accident. He has drawn the streets, but he can’t write in the names. He asks you to fill in details. Look at the sketch map. Listen to Tom and write on the map what he tells you.

9. READING TEST@ Reading Comprehens. Test -> to test READING ABILITY.- The activities:

a) Recognize words/word groups.b) Deduce the meaningof words by:

1. Understanding word function2. Understanding contextual clues

c) Understand explicity stated informationd) Anticipate and predict what will come next to the texte) Understand relations between parts of a text through both lexical devices and grammatical cohesive devicesf) Identify the main ideag) Generalise and draw conclusionh) Understand information not explicilty stated by:

1. Making inferences2. Understanding figurative language (bahasa kiasan)

i) Skim and scanj) Read critically

- Voice (silent reading & reading aloud->pronunciation test)- Length of materials

a) Intensive: short reading extracts (most reading texts)b) Extensive: whole articles, chapters, books, novels, etc

# NOTES:1) To test GENERAL PROFICIENCY, include a variety of text types in order to obtain acceptable reliability.2) To demonstrate how the target language is used in real life situations, use authentic materials (ex. reports).3) In one text/passage, we may take 2/more formats of testing.4) In a PROFICIENCY TEXT, the text should contain the type of reading task which will be demanded of the

students in later real life situations.5) In a class progress test/6) Reading comprehension test also demands the capability of one's proficiency on GRAMMAR &

VOCABULARY.7) The length of the text must be approximately counted as follows:a. Elementary: 50-100 wordsb. Intermediate: 200-300 wordsc. Advanced: 400-600 words, by regarding the difficulty level of the text

8) Avoid background knowledge of the students in answering the comprehension questions:a. Don't test other skills, but languageb. The comprehension questions must depend on comprehension of a reading text rather than on general

knowledge/intellegence of the students.Thus, DON'T use texts which have been discussed (SEEN TEXT).9) In reading comprehension, it requires the students to digest & interpret what they have read. DON'T construct

test items simply on matching words & phrases in the text.- seen texts: a text which has already been discussed.- unseen texts: a text which hasn't been discussed yet.

- form opinions: it is used when you are asked to criticize a text/passage.- add ideas: it is used when you are asked to give/add any information that relates to the text/passage.