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    Method of Language Assesment (Group 1) (Edited)

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    Aan hasanah
    The document discusses methods of language assessment. It begins with an introduction of the presenters and an outline of topics to be covered, which include technical terms, the differences between tests and assessments, purposes of assessment, assessment principles, examples of assessment methods from experts, and how assessment is implemented in Indonesia based on its curriculum. Assessment is important for improving learning quality, as results can encourage teachers to identify effective teaching strategies and motivate students. The summary restates that assessment evaluates learning outcomes and is crucial for enhancing education.

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    Method of Language Assesment (Group 1) (Edited)

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    Aan hasanah
    27 views21 pages
    The document discusses methods of language assessment. It begins with an introduction of the presenters and an outline of topics to be covered, which include technical terms, the differences between tests and assessments, purposes of assessment, assessment principles, examples of assessment methods from experts, and how assessment is implemented in Indonesia based on its curriculum. Assessment is important for improving learning quality, as results can encourage teachers to identify effective teaching strategies and motivate students. The summary restates that assessment evaluates learning outcomes and is crucial for enhancing education.

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    language assessment

    Original Title

    Method of Language Assesment(Group 1)(edited)

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    The document discusses methods of language assessment. It begins with an introduction of the presenters and an outline of topics to be covered, which include technical terms, the differences between tests and assessments, purposes of assessment, assessment principles, examples of assessment methods from experts, and how assessment is implemented in Indonesia based on its curriculum. Assessment is important for improving learning quality, as results can encourage teachers to identify effective teaching strategies and motivate students. The summary restates that assessment evaluates learning outcomes and is crucial for enhancing education.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    27 views21 pages

    Method of Language Assesment (Group 1) (Edited)

    Uploaded by

    Aan hasanah
    The document discusses methods of language assessment. It begins with an introduction of the presenters and an outline of topics to be covered, which include technical terms, the differences between tests and assessments, purposes of assessment, assessment principles, examples of assessment methods from experts, and how assessment is implemented in Indonesia based on its curriculum. Assessment is important for improving learning quality, as results can encourage teachers to identify effective teaching strategies and motivate students. The summary restates that assessment evaluates learning outcomes and is crucial for enhancing education.

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    © All Rights Reserved
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    of 21

    Method of Language

    Assessment
    By
    Group 1
    Institut Keguruan dan Ilmu Pendidikan Siliwangi
    2022
    Presenters:

    ● Aan Hasanah
    NIM : 22220116

    ● Arlina Aga Yuniarti


    NIM : 22220075

    ● Novita Anggraeni Dewi


    NIM: 22220119
    Outline:
    ➢ Technical Terms
    ➢ The differences between test and assessment
    ➢ Purpose of Assessment
    ➢ Assessment Principals
    ➢ Assessment Method from two expert
    ➢ Games: Examples of Assessment!
    ➢ A Good Assessment
    ➢ Assessment Learning in Indonesia based on its curriculum
    ➢ Summary
    Quotes of the Day

    “Learners need more feedback than


    they need endless teaching” —
    Grand Wiggin
    Stimulus Questions:

    1. Have you ever made mistakes?


    2. How do you know when you did a
    mistake?
    3. Is that mistake make you learn
    something?
    4. Have you ever been angry when
    people point your mistakes?
    5. Do you see a different future when
    you learning from your mistakes?
    Technical Terms:
    ● Method:
    ○ noun [ C ]
    ○ US /ˈmeθ·əd/
    ○ a way of doing something:
    ■ New teaching methods encourage children to think for themselves.
    ● Assessment:
    ○ noun [ C or U ]
    ○ UK /əˈses.mənt/ US /əˈses.mənt/
    ○ the act of judging or deciding the amount, value, quality, or importance of something, or the judgment or decision that is made:
    ■ Would you say that is a fair assessment of the situation?
    ● Test:
    ○ noun [ C ]
    ○ UK /test/ US /test/
    ○ a way of discovering, by questions or practical activities, what someone knows, or what someone or something can do or is like:
    ■ The class are doing/having a spelling test today.

    (source: dictionary.cambridge.org)
    Continued:

    The synonym of method is procedure or technique or system or practice.

    (source: the saurus.com)


    The differences between test and assessment:

    Test and assessment are used interchangeably, but they do mean something
    different. A test is a “product” that measures a particular behavior or set of
    objectives. Meanwhile assessment is seen as a procedure instead of a product.
    Assessment is used during and after the instruction has taken place. After
    you’ve received the results of your assessment, you can interpret the results
    and in case needed alter the instruction. Tests are done after the instruction
    has taken place, it’s a way to complete the instruction and get the results. The
    results of the tests don’t have to be interpreted, unlike assessment.
    (source:
    onlineassessmenttool.com)
    Purpose of Assessment:
    Assessment has three purposes. It is designed to:

    1. Support and enhance learning,


    2. It provides certification for advancement, and
    3. It can be a form of accountability (quality assurance) for stakeholders.

    Either formative or summative assessment methods are used to support these purposes.

    Formative assessment is ongoing, providing both teachers and students with information about current
    progress in order to support future learning.

    Summative assessment provides information about the level of a student’s performance at certain points in
    the learning process, usually at the end of a course of study.

    Another technical term of relevance to this work is high-stakes assessment.

    High-stakes assessment is where the result of a summative assessment has the potential to alter the
    course of a candidate’s life in some way: the greater the impact, the higher the stakes.

    (source: international of federation accountant)


    Assessment Principals
    The principles below outline good assessment:
    1. Clarify good performance
    Provide clear definitions of academic requirements before each learning task
    2. Encourage time and effort on task
    Reduce the size (e.g. by limiting the word count) and increase the number of learning tasks
    (or assessments). Distribute these across the module
    3. Deliver high quality feedback information that helps learners self-correct
    Ensure feedback turnaround time is prompt, ideally within 2 weeks
    4. Encourage positive motivational beliefs and self-esteem
    Use real-life scenarios and dynamic feedback

    5. Encourage interaction and dialogue around learning (peer and teacher student)
    Use learner response systems to make lectures more interactive
    Cont’d:

    6. Facilitate the development of self-assessment and reflection in learning


    Ask learners to write a reflective essay or keep a reflective journal in relation to
    their learning
    7. Give learners choice in assessment – content and process
    Require learner groups to generate criteria that could be used to assess their
    projects
    8. Help teachers adapt teaching to student needs
    Carry out a brief survey mid-term or mid-semester while there is time to address
    major concerns
    Assessment Method:
    Assessment methods define the nature of the assessor actions and include:

    ● Examine method: The process of reviewing, inspecting, observing, studying, or analyzing one or more assessment
    objects (i.e., specifications, mechanisms, or activities). The purpose of the examine method is to facilitate assessor
    understanding, achieve clarification, or obtain evidence.
    ● Interview method: The process of holding discussions with individuals or groups of individuals within an organization to,
    once again, facilitate assessor understanding, achieve clarification, or obtain evidence.
    ● Test method: The process of exercising one or more assessment objects (i.e., activities or mechanisms) under specified
    conditions to compare actual with expected behavior.

    In all three methods, the results are used in making specific determinations called for in the determination statements and
    thereby achieving the objectives for the assessment procedure.

    (source: Timothy Virtue, Justin Rainey, in HCISPP Study Guide, 2015)


    Cont’d:
    Assessment Methods Examples

    Observation Real work activities, simulated work activities.

    Simulation Role play, hypothetical situations, scenarios.

    Questioning Open ended, closed, verbal, written.

    Third Party Report Written or oral reports.

    Product Review For product specification benchmarks

    Portofolio Product produced, training records

    Structured activities Projects, case study, group discussion.

    Self Assessment Questionnaires, journal, reflection.

    (source: Terresa Obrian O’connor Institute)


    Cont’d:
    ● Observation
    ○ The student is central to some work-based assessment.
    ● Simulation
    ○ The requirement of the student for professional capabilities and competence.
    ● Questioning
    ○ Traditional mode of assessment, the student must be access of memory of reference material.
    ● Third Party Report
    ○ The students must be able to gather all the evidence that happened in learning.
    ● Product Review
    ○ The teachers can examine the benefit and downside their students’ products.
    ● Portofolio
    ○ A collection of student work.
    ● Structured activities
    ○ The student emphasis on learning from action and problem solving
    ● Self Assessment
    ○ The student highlighted their strengths and weaknesses.
    Games: Match the right pictures with the name of the Examples of
    Assessment!
    Cont’d:
    A Good Assessment:
    Here is a general agreement that good assessment (especially summative) should be:
    1. Valid: measures what it is supposed to measure, at the appropriate level, in the
    appropriate domains (constructive alignment).
    2. Fair: is non-discriminatory and matches expectations.
    3. Transparent: processes and documentation, including assessment briefing and
    marking criteria, are clear.
    4. Reliable: assessment is accurate, consistent and repeatable.
    5. Feasible: assessment is practicable in terms of time, resources and student numbers.
    6. Educational impact: assessment results in learning what is important and is
    authentic and worthwhile.
    (source: https://www.imperial.ac.uk/)
    Assessment Learning in Indonesia based on its curriculum:

    1) 2006 Curriculum
    a) Decentralize the education system.
    b) The central government establishes competency standards and basic competencies.
    c) Teachers are required to be able to develop their own syllabus and assessment according to the
    conditions of the school and the area.
    2) 2013 Curriculum
    a) Cognitive (aspek pengetahuan),
    b) Affective (aspek keterampilan), and
    c) Psychomotor (aspek sikap dan perilaku.)
    3) Merdeka Curriculum
    a) Formative Assessment
    b) Summative Assessment (source: binus.ac.id)
    Summarry

    Assessment is learning outcomes which is very important.


    It’s very important in order to improve quality of learning,
    while it can be seen from the result of assessment. The
    result of assessment can encourage teachers to determine
    good teaching strategies and motivate students to
    improve their study.
    References:
    Brown, Douglas. 2003. Language Assesment. Longman.

    Fulcher, Glenn and David, Fred. 2007. Language Testing and Assessment: An Advanced Resource Book.
    Routledge Applied Linguistics

    International Federation of Accountants. 2004. International Education Paper for Professional Accountants:
    Assessment Method. IFAC.

    Larazo, Luis Alberto. Introduction to Language assessment. Universidad de Alcala.

    Tsagari, Dina, etc. 2015. Handbook of assessment for Language Teacher. Tale Project

    Saragih, Farida Hanim. Testing And assessment In English Language Instruction. Universitas Negeri medan.

    Sukyadi, Didi. Penelitian Hasil Belajar Mengajar Bahasa inggris Untuk Anak Usia Dini. Universitas Pendidikan
    Indonesia.

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