Assessment purposes and approaches

Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)

1. Assessment Purposes and Approaches By Anik Aniqoh (S200160042) Khoirul Bariyyah (S200160037) Ma’rifatun Umi (S200160038)

2. Overview of Assessment It is an integral part of instruction, as it determines whether or not the goals of education are being met.

3. 3 criteria of assessment Validity Reliability Practicality (Farhady,2012)

4. Assessment Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)

5. Assessment Purposes of ELL Students Screening and identification Placement Reclassification or exit Monitoring Student Progress Program Evaluation Accountability (O’Malley,1994)

6. Role of Standardized tests To compare individual or group performance with an external normative group To identify relative strengths and weaknesses in skill areas To monitor annual growth in skills For program evaluation (Hoover,1995)

7. Assessment Purposes For Students Identify what students know and needs Determine appropriate placement Select appropriate curricula For Families Communicate with parents to provide information about students’ progress and learning Relate school activities to home activities and experiences

8. Continued… For Teachers and Administrators Identify students’ needs, skills, and abilities Make lesson plan, do classroom activity , and set goals Report to parents about students’ achievements and status Monitor and improve teaching –learning process

9. Continued… For Public Inform the public regarding students’ achievement Provide information relating to student’s school-wide achievement Provide a basis for public policy (e.g. recommendation)

10. APPROACHES TO LANGUAGE TESTING

11. APPROACHES TO LANGUAGE TESTING

12. Discrete Approach Discrete-Point  are constructed on the assumption that language can be broken down into its component parts and that those parts can be tested successfully. These components are the skills of listening, speaking, reading, and writing, and various units of language (discrete points) of phonology/graphology, morphology, lexicon, syntax, and discourse. Types of Test Discrete point tests are always indirect, types of this test is Diagnostic tests of grammar

13. The Integrative Approach

14. Characteristics and Types of Tests in Integrative Approach

15. Strengths of Integrative Approach

16. Weakness of Integrative Approach The measuring integrated skills is better, sometimes there is a need to consider the importance of measuring skills based on students’ need, such as writing only, speaking only, etc.

17. Discrete Refers to the testing of one element at a time, item by item. Integrative Requires some points to combine many language elements in the completion of a task. Discrete point tests will always be indirect while integrative tests will tend to be direct .

18. Examples Discrete Form of a series of items testing a particular grammatical structure Diagnostic tests of grammar Integrative Comprehension of words and the ability to use them correctly Free composition Cloze test

19. The Communicative Approach

20. Characteristics and Types of Tests in Communicative Approach

21. Characteristics and Types of Tests in Communicative Approach

22. Strengths of Communicative Approach

23. Weaknesses of Communicative Approach

24. Performance-based assessment performance-based assessment is “an approach to assessment that seeks to measure student learning based on how well the learner can perform on a practical real task

25. Implementing PBA in EFL classroom Represent a set of strategies for the application of knowledge, skills and work habits through the performance of task. This type of assessment provides the teacher with information about how students understand and applies knowledge. Students apply their knowledge and skills in context.

26. Designing PBA -What am I trying to assess? -What do my students need to know? -What prerequisite skills do my students need to have? -At what level do my pupils need to perform? -Will it the same level of performance be required of all my students? -What type of knowledge is being assessed: reasoning, memory, or process?

27. Advantages and disadvantages Advantages It can promote student motivation Engages student in active learning Promote students' creativity Disadvantages Time consuming Rating can be subjective Requires careful training of rater

28. Example

29. Conclusion Assessment is important to know how good TEFL activity is done and to know what to fix to improve the result. It could be discrete-point, communicative and performance based assessment. It depends on what to assess.