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Sunday, September 9, 2012

My Summary (Advanced Assessment)

Student’s Name  :    Yansyah
SRN                    :    120221521953

Evaluation, Measurement, Assessment, and Tests in Language Teaching
A Summary

Evaluation, Measurement, Assessment, and Test in ELT
·      Evaluation : The systematic gathering of information for the purpose of making decision.
·      Measurement : The process of quantifying assessment data.
·      Assessment : Process of making a judgment or measurement of worth of entity (e.g. person, process, or program).
·      Test : Method of measuring a person’s ability, knowledge, or performance in a given domain.
Components of a test
A test should have these three components:
·     Method: an instrument that requires performance on the part of test-takers.
·     Focus of measurement
·     Domain: particular area to be scored.
Assessment vs. Evaluation
Focus of Measurement
Finding and Uses
Diagnostics: identify area for improvement.
Judgmental: arrive at an overall grade/score.
Assessment vs. Test
Ongoing process
Identifiable times
Wider domain
Specific domain
To provide information for improving learning and teaching.
To better understand students’ mastery level of skill or knowledge that has been taught.
Kind of Assessment

Formal and Informal Assessment
·     Formal Assessment: exercises or procedures specifically designed to give information about students’ achievement of skill or knowledge. Examples: tests, students’ journal, portfolio, etc.
·     Informal Assessment: a number of forms, stating with incidental, unplanned comments and responses, or feedback impromptu feedback to the students. Examples: compliment, correction, or advice to students’ performance.

Formative and Summative Assessment
Formative: during the “forming” students’ competencies (ongoing). E.g. teacher’s comment or suggestion, call attention to an error, etc.
Summative: in the end of course. E.g. final exams.
Traditional and Alternative Assessment
Traditional assessment: more standardized-based (oriented to product).
Alternative assessment: more performance-based (oriented to process).
Kind of Test

Norm-Referenced and Criterion-Referenced Tests
Norm-referenced: test-taker’s score is interpreted in relation to a mean, median, standard deviation, and or percentile rank. E.g. Scholastic Aptitude Test (SAT) and TOEFL.
Criterion-referenced tests: designed to give test-takers feedback (grades) on specific course or lesson objectives. E.g. classroom tests.
Discrete-point test and Integrative test
Discrete-point test: language can be broken down into its component parts and that those parts can be tested successfully. E.g. listening test, reading test, etc.
Integrative test: language is a unified set of interacting abilities that cannot be tested separately. E.g. cloze test and dictation.
Computer-Based Testing: test-takers perform responses on a computer, such as CAT (computer-adaptive test).
Interconnection assessment and teaching
·     Periodic assessment can increase motivation by serving as milestones of students’ progress.
·     Appropriate assessment aid in the reinforcement and retention of the information.
·     Assessment can confirm areas of strength and weaknesses needing further improvement.
·     Assessment can promote student autonomy by encouraging students’ self evaluation.
·     Assessment can motivate learners to set a goal for themselves.
·     Assessment can aid in evaluating teaching effectiveness.  
Oval: Assessment
Oval: TestOval: Teaching


Brown, H. Doughlas. 2003. Language Assessment: Principles and Classroom Practices. Longman

Kizlik, Bob. January 14, 2012. “Measurement, Assessment, and Evaluation in Education”. In Adprima Toward the Best Education Information for New and Future Teachers. Retrieved December 30, 2012. From

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