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Introduction To Language Testing

This document provides an introduction to language testing. It discusses the objectives of the course, which are to familiarize students with language testing concepts and best practices. It explains that testing, measurement, assessment and evaluation are essential to educational decision making and student learning. It also differentiates between formative and summative assessment, and discusses alternative forms of assessment like portfolios and interviews. Key participants in testing like test designers, takers and users are defined. The benefits of different types of tests and how testing impacts student motivation are also covered.

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Andhika Fatria
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
221 views

Introduction To Language Testing

This document provides an introduction to language testing. It discusses the objectives of the course, which are to familiarize students with language testing concepts and best practices. It explains that testing, measurement, assessment and evaluation are essential to educational decision making and student learning. It also differentiates between formative and summative assessment, and discusses alternative forms of assessment like portfolios and interviews. Key participants in testing like test designers, takers and users are defined. The benefits of different types of tests and how testing impacts student motivation are also covered.

Uploaded by

Andhika Fatria
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Introduction to

Language Testing
Sumardi
081329017845

1. Objectives of this course


After you have completed the study of this course you will be:
familiar with the background of language testing
aware of the fact that testing is an important part of every
teaching
and learning experience
aware that both experienced and inexperienced teachers of
English as a Foreign Language (EFL) need to improve their skills
in constructing and administering classroom tests
able to understand how testing helps students create positive
attitudes towards your class and able to identify the main issues of
language testing
able to define and differentiate the terms test, measurement,
evaluation and assessment
recognize that assessment, measurement, evaluation and
testing are essential to sound educational decision making
recognize the ways assessment, measurement and evaluation
can
assist in instruction, guidance, administrative and research
decisions.

2. Introduction ...
A competence is the main

indicator that is expected to


emerge from each of the
language learning process.
A successful learning process
can be seen from the extent of all
students are able to master the
competencies to be achieved.
Competences: the realm of
cognitive, affective, and

What competencies are expected to

emerge from a process of English


learning?
Communication competence vs. linguistic

competence: What are their differences?


Problem: how to measure the success of

English learning process?

Test, measurement,
assessment, and
evaluation
Are they the same?

Test: a set of questions that have

the attributes of right and wrong


Measurements: a systematic
procedure for determining the
number at an object or phenomenon
Assessment: the interpretation of
measurement results
Evaluation: a systematic action to
determine the level of success of a
program (learning result and also
policy)

Evaluatio
n
Assessm
ent
Quantita
tive

Qualitati
ve

Measurem
ent

Nonmeasuremen
t

Test

Non-test

Essay

Objecti
ve

Observat
ion

The linkage of evalution,


assessment,
THT
measurement, and test

Intervi
ew

Ilustrasi ...

Bu Elin ingin mengetahui apakah peserta didiknya


sudah menguasai sebuah KD dalam mata pelajaran
bhs. Inggris. Untuk itu, Bu Elin memberikan tes
tertulis dalam bentuk objektif pilihan ganda
sebanyak 50 butir soal kepada peserta didiknya (Ini
berarti Bu Elin sudah menggunakan TES).
Selanjutnya, Bu Elin memeriksa lembar jawaban
peserta didik sesuai dengan kunci jawaban dan
sesuai dengan rumus tertentu dihitung skor
mentahnya. Ternyata skor mentah yang diperoleh
peserta didik bervariasi, yaitu 25, 36, 44, 47 dst.
(Sampai di sini Bu Elin telah melakukan
PENGUKURAN). Untuk memperoleh nilai dan arti
dari setiap skor tersebut, Bu Elin melakukan
pengolahan skor dengan pendekatan tertentu.

An alternative to the traditional forms of

assessment has been proposed in recent


years. This has come to be termed
alternative assessment, authentic
assessment, or informal assessment.
Authentic forms of assessment such as
portfolios, interviews, journal, project
work, and self-or peer assessment have
become increasingly common in the ESL
classroom.

Testing and Assessment;


How do they relate each other?

Test
Is an instrument or procedure
designed to elicit performance from
learners
with
the
purpose
of
measuring
their
attainment
of
specified criteria. It is almost always
identifiable
time
periods
in
curriculum. The learners are usually
conscious that their responses are
being measured and evaluated. Test
is the mean to assess the student.

Testing and Assessment:


How do they relate each other?

Assessment encompasses a
much wider than tests.
Whenever a student
responds to a question,
offers a comment, or tries
out a new word or structure,
the teacher makes an
assessment of the students

Testing and Assessment:


How do they relate each other?

ASSESSMENT
Sommer (1989)
The process of finding out who the
students are, what their abilities are,
what they need to know, and how
they perceive the learning will affect
them. Assessment places the needs
of the students at the center of the
teachers planning.

The Difference with Traditional Assessment (


Gracfa Pearson, 1994,p.357)
Alternative assessment is difference

from traditional testing in that it


actually asks students to show what
they can do. The main goal of
alternative assessment is to gather
evidence about how students are
approaching, processing and
completing real-life tasks in a
particular domain.

INFORMAL AND FORMAL


ASSESSMENT
INFORMAL/FORMATIVE EVALUATION:
involved in all incidental, unplanned
evaluative coaching and feedback
on tasks designed to elicit
performance, but not for the
purpose of recording results and
making fixed judgments about a
students competence. It implies the
observation of the process of
learning

INFORMAL AND FORMAL


ASSESSMENT
FORMAL ASSESSMENT / SUMMATIVE
TEST: Exercises or experiences
specifically designed to tap into a
storehouse of skills and knowledge,
usually within a relatively short time
limit. They are systematic, planned
sampling techniques constructed to
give teacher and student an
appraisal of students achievement.

DEFINITION OF AUTHENTIC
ASSESSMENT
Garcia and Pearson (1994: 335)
Efforts that do not adhere to the
traditional criteria of standardization,
efficiency, cost-effectiveness, objectivity,
and machine scorability
Authentic Assessment is also called
Performance Assessment, Alternative
Assessment, Portfolio Assessment, Informal
Assessment, Situated Assessment, and
Assessment by Exhibition.

3. Setting Testing Paramaters


WHY does the evaluation need to administer?;
WHAT is to be evaluated?;
WHEN is it to be avaluated?,
WHO will evaluate?;
HOW will the evaluation be carried out? What form

will it take? Will it be a pen-and-paper instrument


or be conducted orally? Will it seek to elicit
qualitative or quantitative data, or both?

4. Participants in Testing
The participants in
language testing are the:
Tester
Test taker/the testee
Test user

a. Tester
The tester may be:
A foreign language teacher who designs, administers, and
interprets tests given to his own learners
A group of people responsible for developing tests
requirements
A private or governmental testing agency (PALSO in
Greece;
ETS the Educational Testing Service in New Jersey, USA;
CITO in Holland or BSNP in Indonesia.
Other organizations/ international meetings: the annual
Language Testing Research Colloquium, The Scientific
Commission on
Language Tests and Testing of the
International Association of
Applied Linguistics,
Language Testing a professional and
academic
journal

b. The test taker / the


testee
The Test Takers may be:
Students in schools and
universities
Applicants for positions that
require foreign language abilities
People seeking certification of
language proficiency for their jobs

c. The test user


The test users are the individual or institution that make use
of
The interpretation of scores e.g. foreign language teachers
(to encourage and monitor learning, for personal feedback)
The Ministry of Education uses tests to ensure that the
National Curriculum is followed and to assess the
standards achieved in school work
Foreign universities (American or British) use language
tests (TOEFL or Cambridge Examination) to assess the
proficiency and predict if applicants can attend
successfully a programme of instruction in English
Public and private institutions assess the linguistic
competence of those employees who need a foreign
language in their work
Foreign language teaching schools use tests for placement
at an appropriate level in their courses

5. The Beneficiaries of
Testing
Diagnostic and placement tests offer advantages of

improved efficiency for learner, teacher, and


educational system
Admission tests protect admitting institutions and
agencies that offer scholarships from too high a
failure rate
Certification tests offer advantages to the persons
who pass the test and the agencies that hire them.
They also offer protection to existing professionals
organized in professional organizations who control
access to certain professions
Testing agencies TOEFL, University of Cambridge,
Local Examination Syndicate, English as a Foreign
Language, UCLES; tests are major sources of income
for testing agencies

6. The overall impact of testing in


students motivation

Testing has an impact on

students self-esteem.
The students will be more
confident of success
Testing motivates the
students to learn

7. Tips in writing questions

8. How to cope with exam failure

Thank you ... !

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