1. What is reading?
Reading is a complex cognitive process of constructing linguistic meaning from written symbols.
2. How should we assess reading?
• A student read out loud with the teacher making notes of the mistakes he or she makes. The teacher also listens to how the student orally structures the sentences he or she is reading to see if the reading is fluent.
• Another reading assessment evaluates the student, level of comprehension.
3. Find some example of reading assessment?
Example of reading assessment: by asking questions about a text or by having the student perform actions described in a text, evaluating texts for structure or meaning, developing interpretations of literary texts and linking them to other texts or real-word events, or finding underlying meanings such as irony or humor.
4. What is writing?
Writing is an activity in which a person express this idea, though, expression, and feelings which is used for communicating to the readers in the form of written words.
5. How should we assess writing?
Usually to assess writing there are five components, they are:
• Content refers to substance of writing, the experience of main idea
• Organization refers to the logical organization of the content
• Vocabulary refers to the selection of words those are suitable with the content
• Language uses refer to the use of the correct grammatical and syntactic pattern
• Mechanic refers to the use graphic conventional of language
6. Find some example of writing assessment?
In scoring criteria of the narrative text. The can used in writing includes five aspect of writing.
7. What is alternative assessment?
Alternative assessment is activities that reveal what students can do with language, emphasizing their strengths instead of their weaknesses, because alternative assessment is performance based, it helps instructors emphasize that the point of language learning is communication for meaningful purposes.
8. Why is alternative assessment needed?
Because alternative assessment are based on the idea that students can evaluate their own learning and learn from evaluation process. These methods give learners opportunities to reflect on both their linguistic development and their learning processes (what helps them learn and what might help them learn better).
9. What is alternative assessment are available?
10. Find some example of checklist and rubric?
Checklist :
• using 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. In the report they are to briefly describe the interviewee (gender, place of birth, occupation, family), explain when and why the interviewee came to the united States, describe a challenge the person has faced as an immigrant, describe how the person maintains a connection with his/her heritage.
• A checklist for assessing students’ completion of the task is shown in the popup window.
Rubrics :
a. Holistic Rubrics
The example: The American Council on the Teaching of Foreign Languages (ACTHL) Proficiency Guidelines (1986). The ACTHL guidelines are not appropriate for classroom use, because they are intended for large scale assessment of overall proficiency and are not designed necessarily to align with curricular objectives or classroom instruction.
b. Analytic Rubrics
For example, dimensions for writing performance might include content, organization, vocabulary, grammar, and mechanics. Each dimension is scored separately, than dimension scores are to determine an overall score.
c. Primary trait rubrics
For example, consider a task that requires that a student write a persuasive letter to an editor of the school newspaper.
d. Multi trait rubrics
For example, on an information – gap speaking task where students are asked to describe a picture in enough detail for listener to choose it from a set of similar pictures, a multi trait rubric would include dimensions such as quality of description, fluency, and language control, as the example in the popup window shows.
Minggu, 23 Mei 2010
The answer for 3rd task of Language Testing
1. Find more information about standardized based assessment
1). Standard based assessment,
The standard based learning movement bringing forth a movement for standard based assessment an approach that compares student performances to the standards. With standards based assessment, the students are graded on how well they learned and achieved the standards. 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.
2. Find this material listening and how to used in the class!
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:
• 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.
• 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, including illustrations.
3. Find some example of listening assessment!
• The teacher gives out a choppy of worksheets.
• She/ He explain to the children that they are going to hear a story about clothes. They have to colour the clothes according to what they hear.
• 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 doesn’t 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.
• The teacher tells the story again and asks the children to check or complete their work.
FEEDBACK
• The teacher puts an enlarged copy of the worksheet up on the board with the clothing coloured according to the story.
• He/ She goes round checking that the children have coloured the clothes correctly.
ASSESSMENT OF OUTCOME
• One point for each correctly coloured clothing item. If the children do not know the colour 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 colour in the wrong colour.
4. Find speaking material and how to use in the class!
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.
5. Find some example of speaking assessment!
Example of speaking assessment:
There are two methods that used by the teacher in speaking assessment, they are:
a. In the observational approach, the student`s behavior is observed and assessed unobtrusively.
b. In the structural approach, the student is asked to perform one or more specific oral communication tasks.
1). Standard based assessment,
The standard based learning movement bringing forth a movement for standard based assessment an approach that compares student performances to the standards. With standards based assessment, the students are graded on how well they learned and achieved the standards. 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.
2. Find this material listening and how to used in the class!
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:
• 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.
• 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, including illustrations.
3. Find some example of listening assessment!
• The teacher gives out a choppy of worksheets.
• She/ He explain to the children that they are going to hear a story about clothes. They have to colour the clothes according to what they hear.
• 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 doesn’t 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.
• The teacher tells the story again and asks the children to check or complete their work.
FEEDBACK
• The teacher puts an enlarged copy of the worksheet up on the board with the clothing coloured according to the story.
• He/ She goes round checking that the children have coloured the clothes correctly.
ASSESSMENT OF OUTCOME
• One point for each correctly coloured clothing item. If the children do not know the colour 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 colour in the wrong colour.
4. Find speaking material and how to use in the class!
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.
5. Find some example of speaking assessment!
Example of speaking assessment:
There are two methods that used by the teacher in speaking assessment, they are:
a. In the observational approach, the student`s behavior is observed and assessed unobtrusively.
b. In the structural approach, the student is asked to perform one or more specific oral communication tasks.
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