Yuhuu……”welcome to my profile”
My name is Rima Aulia,but my friends always call me rima or ima. I was born on September 28th, 1989, now I am 20th years old.
I come from north Lampung (Kotabumi), but now I live in sukarme pandawaraya MAN 1 in the boarding house.
I am student from IAIN, especially in the Tarbiyah faculty and English department at 6th semester.
I like traveling but I hate waiting for something, cause it’s spend times ineffectually.
My hobby is reading prose books and listening to the music, all of kind of music I loved because make me relax and enjoyed listen and sing a song.
In my life “no saying die” cause if we want to do it and seriously, exactly you can but don’t forget always pray to Allah.
My motto is “ don’t think to be the best but think to do the best” because wherever you live you’ll get success in this word.
Okay…….I think enough for introduce my self. If you want to know me more and more, please come to me on my email childish_zalah@yahoo.com, . . .
A standard based test is one based on the outcome based education. Assessment is a key part of the standards reform movement. Standard based education reform is the modern trend in education. And standard based learning movement is bringing forth a movement for standard based assessment an approach that compares student’s performances to the standards. Then to be a reflection on standards based assessment, there are three section discussing, they are grading criteria, reporting tools and reporting forms.
There are 4 advantages of standard based assessment
1.Students are compared to a standard that all can reach, rather than artificially ranked into a bell curve where some students must be called, and only a few are allowed to success.
2. A criterion based test is a test worth teaching to, unlike a multiple choice test.
3. Students will no longer be created by passing them on to the next grade without obtaining what every child at the grade level must be able to know and do.
4. No longer will schools produced graduates who can not read their own diplomas.
The uses of listening in the class are:
a. Pupils listen attentively for short bursts of time.
They use non-verbal gestures to respond to greetings and questions about themselves, and they follow simple instructions based on the routines of the classroom.
b. Pupils understand simple conversational English.
They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal
cues, including illustrations.
Example of listening assessment
In Class:
1. The teacher gives out a choppy of worksheets.
2. She/ He explain to the children that they are going to hear a story about clothes. They have to color the clothes according to what they hear.
3. The teacher tells the story below.
It is winter. Anna and Simon are playing in the yard. They are having a snow-fight. Anna’s red coat is quite wet already, but her brown boots and blue trousers are warm, and she does not want to go into the room. Simon and Anna start making a snowman. They want to dress a snowman with Simon’s green scarf and Anna’s pink hat. The snowman looks beautiful, but the children start feeling cold, and they are running to the house. Later Anna finds out that she has lost her yellow scarf and forgotten her pink hat outside.
4. The teacher tells the story again and asks the children to check or complete their work.
Feedback
1. The teacher puts an enlarged copy of the worksheet up on the board with the clothing colored according to the story.
2. He or She goes round checking that the children have coloured the clothes correctly.
Assessment of outcome
1. One point for each correctly colored clothing item. If the children do not know the color they can put a tick on the clothing item and score half a point for getting the clothing. Also they should get half points if they identify the correct clothing item but color in the wrong color.
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Speaking requires that learners not only know how to produce specifics points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence). Speakers must be able to anticipate and then produce the expected patterns of specific discourse situations.
In language classroom, a teacher can select activities from a variety of tasks. They are: Imitative, Intensive, Responsive, Transactional, Interpersonal, and Extensive.
The uses of speaking in the class are:
a. Preparation; choosing appropriate topics for small talk.
b. Presentation; Present several video clips of small talk in casual situation.
c. Practice; give learners specifics information about the participants and the setting of a scenario where small talk will take place.
d. Evaluation; give pairs a teacher-prepared dialogue based their scenario from. Ask them to compare their improvised dialogues with the prepared dialogue, analyzing the similarities, differences, and reasons for both.
e. Extension; learners go individually or in a small groups into various contexts in the community and record the conversations they hear. Ask them to report their findings, and then have the class discuss the findings.
Two methods are used for assessing speaking skills:
* In the observational approach, the student’s behavior is observes and assessed unobtrusively
* In the structured approach, the student is asked to perform one more specific oral communication tasks. His or her performance on the task in then evaluated. The task can be administered in a one-on-one setting with the test administrator and one student or in a group or class setting.
There are 4 advantages of standard based assessment
1.Students are compared to a standard that all can reach, rather than artificially ranked into a bell curve where some students must be called, and only a few are allowed to success.
2. A criterion based test is a test worth teaching to, unlike a multiple choice test.
3. Students will no longer be created by passing them on to the next grade without obtaining what every child at the grade level must be able to know and do.
4. No longer will schools produced graduates who can not read their own diplomas.
Listening is a demanding process involving the listener (listener is an active participant in a conversation and they must concentration), the speaker (speaker is someone who give the material, a speaker`s rate of delivery may be too fast, too slow, or may have many hesitations for a listener to follow ), the content of the message ( content is familiar is easier), and any accompanying visual support (visual support for example: the actual tool, a video, pictures, diagrams, gestures, facial expression, and body language ).
The uses of listening in the class are:
a. Pupils listen attentively for short bursts of time.
They use non-verbal gestures to respond to greetings and questions about themselves, and they follow simple instructions based on the routines of the classroom.
b. Pupils understand simple conversational English.
They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal
cues, including illustrations.
Example of listening assessment
In Class:
1. The teacher gives out a choppy of worksheets.
2. She/ He explain to the children that they are going to hear a story about clothes. They have to color the clothes according to what they hear.
3. The teacher tells the story below.
It is winter. Anna and Simon are playing in the yard. They are having a snow-fight. Anna’s red coat is quite wet already, but her brown boots and blue trousers are warm, and she does not want to go into the room. Simon and Anna start making a snowman. They want to dress a snowman with Simon’s green scarf and Anna’s pink hat. The snowman looks beautiful, but the children start feeling cold, and they are running to the house. Later Anna finds out that she has lost her yellow scarf and forgotten her pink hat outside.
4. The teacher tells the story again and asks the children to check or complete their work.
Feedback
1. The teacher puts an enlarged copy of the worksheet up on the board with the clothing colored according to the story.
2. He or She goes round checking that the children have coloured the clothes correctly.
Assessment of outcome
1. One point for each correctly colored clothing item. If the children do not know the color they can put a tick on the clothing item and score half a point for getting the clothing. Also they should get half points if they identify the correct clothing item but color in the wrong color.
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Speaking requires that learners not only know how to produce specifics points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence). Speakers must be able to anticipate and then produce the expected patterns of specific discourse situations.
In language classroom, a teacher can select activities from a variety of tasks. They are: Imitative, Intensive, Responsive, Transactional, Interpersonal, and Extensive.
The uses of speaking in the class are:
a. Preparation; choosing appropriate topics for small talk.
b. Presentation; Present several video clips of small talk in casual situation.
c. Practice; give learners specifics information about the participants and the setting of a scenario where small talk will take place.
d. Evaluation; give pairs a teacher-prepared dialogue based their scenario from. Ask them to compare their improvised dialogues with the prepared dialogue, analyzing the similarities, differences, and reasons for both.
e. Extension; learners go individually or in a small groups into various contexts in the community and record the conversations they hear. Ask them to report their findings, and then have the class discuss the findings.
Two methods are used for assessing speaking skills:
* In the observational approach, the student’s behavior is observes and assessed unobtrusively
* In the structured approach, the student is asked to perform one more specific oral communication tasks. His or her performance on the task in then evaluated. The task can be administered in a one-on-one setting with the test administrator and one student or in a group or class setting.
There are five principles of language assessment :
PRACTICALITY
Practicality is a practical test
• Is not excessively expensive
• Stay within appropriate time constraints
• Is relatively easy to administer, and
• Has a scoring/ evaluation procedure that is specific and time efficient.
RELIABILITY
A reliable test is consistent and dependable. The issue of reliability of a test be addressed by considering a number of factors that may contribute to the unreliability of a test.
Consider following possibilities: fluctuations
• In the student (Student-Related Reliability)
• In scoring (Rater Reliability)
• In test administration (Test Administration Reliability)
• In the test (Test Reliability) itself
VALIDITY
Arguably, validity is the most important principle. The extend to which the assessment requires students to perform tasks that were included in the previous classroom lessons.
Five types of evidence below :
• Content validity
• Criterion-related Validity
• Construct Validity
• Consequential Validity
• Face Validity
AUTHENTICITY
In an authentic test
• The language is as natural as possible
• Items are as contextualized as possible
• Topics and situations are interesting, enjoyable, and/or humorous
• Some thematic organization, such as through a story line or episode is provided
• Tasks represent real-world tasks.
Language aptitude test
• A language aptitude test is designed to measure capacity or general ability to learn a foreign language.
• Task in MLAT includes:Number learning,phonetic script,spelling clues,word in sentence,and repaired associated.
• There’s no unequivocal evidence that language aptitude test predict communicative success in a language.
• Any test that claims to predict success in learning a language is undoubtedly flawed.
Placement Test
• The ultimate objective of a placement test is to correctly place a student into a course or level.
• A placement test usually includes a sampling of the material to be covered in the various courses in a curriculum.
• In a placement test, a student should find the test material neither too easy nor too difficult but appropriately challenging.
• The English as a second language placement test (ESLPT) at San Francisco State University has three parts, part 1: student read a short article and then write a summary essay. Part 2: student write a composition in response to an article. Part 3: multiple choice; students read an essay and identify grammar errors in it.
Diagnostic Tests
• A diagnostic test is designed to diagnose specified aspects of a language.
• A diagnostic test can help a student become aware of errors and encourage the adoption of appropriate compensatory strategies.
• A typical diagnostic test of oral production was created by Clifford prator (1972) to accompany a manual of English pronounciation.
Achievement Test
• An achievement test is related directly to classroom lessons, units, or even a total curriculum.
• Achievement tests should be limited to particular material addressed in a curriculum within a particular time frame and should be offered after a course has focused on the objectives in question.
• The primary role of an achievement test is to determine whether course objectives has been meet – end of a period of instruction.
• Achievement test are often summative because they are administered at the end of a unit or term of study.
• Achievement test range from five-or ten-minutes quizzes to three hour final examinations, with an almost infinite variety of item types and formats.
• Practical steps in constructing classroom test.
PRACTICALITY
Practicality is a practical test
• Is not excessively expensive
• Stay within appropriate time constraints
• Is relatively easy to administer, and
• Has a scoring/ evaluation procedure that is specific and time efficient.
RELIABILITY
A reliable test is consistent and dependable. The issue of reliability of a test be addressed by considering a number of factors that may contribute to the unreliability of a test.
Consider following possibilities: fluctuations
• In the student (Student-Related Reliability)
• In scoring (Rater Reliability)
• In test administration (Test Administration Reliability)
• In the test (Test Reliability) itself
VALIDITY
Arguably, validity is the most important principle. The extend to which the assessment requires students to perform tasks that were included in the previous classroom lessons.
Five types of evidence below :
• Content validity
• Criterion-related Validity
• Construct Validity
• Consequential Validity
• Face Validity
AUTHENTICITY
• The language is as natural as possible
• Items are as contextualized as possible
• Topics and situations are interesting, enjoyable, and/or humorous
• Some thematic organization, such as through a story line or episode is provided
• Tasks represent real-world tasks.
WASHBACK
Washback includes the effects of an assessment on teaching and learning prior to the assessment itself, that is on preparation for the assessment.
• Informal perfomence assessment is by nature more likely to have built-in washback effects because the teacher is usually providing interactive feedback.
• Formal tests can also have positive washback, but they provide no washback, if the students receive a simple letter grade or a single overall numerical score.
• Classroom test should serve as learning devices through which washback is achieved.
• Students’ incorrect responses can become windows of insight into further work.
• Their correct responses need to be praised, especially when they represent accomplishments in a student’s interlanguage.
• Washback enhances a number of basic principles of language acquisition :intrinsic motivation, autonomy, self confidence, language ego,interlanguage, and strategic investment, among others.
• One way to enhace washback is to comment generousely and specifically on test performance.
• Washback implies that students have ready access to the teacher to discuss the feedback and evaluation he has given.
• Teachers can raise the washback potential by asking students to use test results as a guide to setting goals for their future effort.
Washback includes the effects of an assessment on teaching and learning prior to the assessment itself, that is on preparation for the assessment.
• Informal perfomence assessment is by nature more likely to have built-in washback effects because the teacher is usually providing interactive feedback.
• Formal tests can also have positive washback, but they provide no washback, if the students receive a simple letter grade or a single overall numerical score.
• Classroom test should serve as learning devices through which washback is achieved.
• Students’ incorrect responses can become windows of insight into further work.
• Their correct responses need to be praised, especially when they represent accomplishments in a student’s interlanguage.
• Washback enhances a number of basic principles of language acquisition :intrinsic motivation, autonomy, self confidence, language ego,interlanguage, and strategic investment, among others.
• One way to enhace washback is to comment generousely and specifically on test performance.
• Washback implies that students have ready access to the teacher to discuss the feedback and evaluation he has given.
• Teachers can raise the washback potential by asking students to use test results as a guide to setting goals for their future effort.
Language aptitude test
• A language aptitude test is designed to measure capacity or general ability to learn a foreign language.
• Task in MLAT includes:Number learning,phonetic script,spelling clues,word in sentence,and repaired associated.
• There’s no unequivocal evidence that language aptitude test predict communicative success in a language.
• Any test that claims to predict success in learning a language is undoubtedly flawed.
Proficiency Test
• A proficiency test is not limited to any one course,curriculum,or single skill in language ;rather ,it test overall ability.
• It includes: standardized multiple choice items or grammar, vocabulary, reading comprehension, and aural comprehension.
• Proficiency test are almost always summative and normreferenced.
• They are usually not equipped to provide diagnostic feedback.
• Their role is to accept or to deny someone’s passage into the text stage of a journey.
• A proficiency test is not limited to any one course,curriculum,or single skill in language ;rather ,it test overall ability.
• It includes: standardized multiple choice items or grammar, vocabulary, reading comprehension, and aural comprehension.
• Proficiency test are almost always summative and normreferenced.
• They are usually not equipped to provide diagnostic feedback.
• Their role is to accept or to deny someone’s passage into the text stage of a journey.
• The ultimate objective of a placement test is to correctly place a student into a course or level.
• A placement test usually includes a sampling of the material to be covered in the various courses in a curriculum.
• In a placement test, a student should find the test material neither too easy nor too difficult but appropriately challenging.
• The English as a second language placement test (ESLPT) at San Francisco State University has three parts, part 1: student read a short article and then write a summary essay. Part 2: student write a composition in response to an article. Part 3: multiple choice; students read an essay and identify grammar errors in it.
Diagnostic Tests
• A diagnostic test is designed to diagnose specified aspects of a language.
• A diagnostic test can help a student become aware of errors and encourage the adoption of appropriate compensatory strategies.
• A typical diagnostic test of oral production was created by Clifford prator (1972) to accompany a manual of English pronounciation.
Achievement Test
• An achievement test is related directly to classroom lessons, units, or even a total curriculum.
• Achievement tests should be limited to particular material addressed in a curriculum within a particular time frame and should be offered after a course has focused on the objectives in question.
• The primary role of an achievement test is to determine whether course objectives has been meet – end of a period of instruction.
• Achievement test are often summative because they are administered at the end of a unit or term of study.
• Achievement test range from five-or ten-minutes quizzes to three hour final examinations, with an almost infinite variety of item types and formats.
• Practical steps in constructing classroom test.
writing is an activity in which a person express his idea, though, expression, and feelings which is used for communicating to the readers in the form of written words.
Based on aspect of writing, they are content, organization, vocabulary, language use and mechanic.
Example of writing assessment in narrative text :
Will be derived as follow :
content : 30%,
organization : 20%,
vocabulary : 20%,
language use ; 25 %,
mechanics : 5 %.
Alternative assessment is performance based, it helps instructors emphasize that the points of language learning is communication for meaningful purpose.
The alternative assessment needed because with alternative assessment student’s are expected to participate actively in evaluating themselves and one another.
The alternative available are checklist and rubrics
The example of checklist is using a resource list provided by the instructor, students contact and interview a native speaker of the language they are studying, then report back to the class. The example of rubrics is used for language task that involve some kind of oral or written production on the part the student.
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