My Summary (Advanced Assessment)

Student’s Name  :    Yansyah

SRN                    :    120221521953

Evaluation, Measurement, Assessment, and Tests in Language Teaching

A Summary

No.	Topic		Definition
1	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.
2.	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.
3.	Comparison		Assessment vs. Evaluation
			Dimension	Assessment		Evaluation
			Timing	Formative		Summative
			Focus of Measurement	Process-oriented		Product-Oriented
			Finding and Uses	Diagnostics: identify area for improvement.		Judgmental: arrive at an overall grade/score.
			Assessment vs. Test
			Dimension	Assessment		Test
			Timing	Ongoing process		Identifiable times
			Domain	Wider domain		Specific domain
			Use	To provide information for improving learning and teaching.		To better understand students’ mastery level of skill or knowledge that has been taught.
4.	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).
6.	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).
7.	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.

References

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 http://www.adprima.com/measurement.htm.