1. PRETEST
1. Explain the definition of:
a. test
b. assessment
c. evaluation

2. How did you feel?

3. Sutrisno Sadji Evenddy, M.Pd.

4. Test
 A method
 Measuring
 Person’s ability, knowledge, or performance
 A given domain

5. Question
Find characteristics of a test.

6. Assessment
 An ongoing process
 Encompassing
 Wider domain
E.g. - student’s response to a question
- offers a comments

7. Teaching
 “The process of carrying out certain activities that
experience has shown to be effective in getting
students to learn“
 Setting up the opportunities for learners to listen,
think, take, risks, set goals, and process feedback from
the “coach” and then recycle through the skills that
they are trying to master.

8. Question
What is the relationship among test,
assessment, and teaching?

9. Tests, Assessment, and Teaching
TEACHING
ASSESSMENT
TESTS

10. Assessment
Types of Assessment
Norm-
Informal and Formative and Referenced
Formal Summative and Criterion-
Assessment Assessment Referenced
Tests

11. Informal and Formal Assessment
 Informal Assessment starts with incidental, unplanned
comments and responses, along with coaching and
other impromptu feedback to the students.
E.g. Nice job!, Good work!, etc.
 Formal assessment are exercises or procedures
specifically designed to tap a storehouse of skills or
knowledge.

12. Answer and give your opinion.
Is formal assessment the same as test?

13. Formative and Summative
Assessment
 Formative:
Evaluating students in the process of “forming”
their competencies and skills with the goal of helping
them to continue that growth process.
 Summative:
Aims to measure, or summarize, what a student
has grasped, and typically occurs at the end of a course
or unit instruction.

14. Norm-Referenced and Criterion-
Referenced Tests
 Norm-referenced tests:
each test-taker’s score is interpreted in relation to
a mean (average score), median (middle score), standard
deviation (extent of variance in scores), and/or
percentile rank (Brown, 2004).

15.  Criterion referenced tests
are designed to give test-takers feedback, usually
in the form of grades, on specific course or lesson
objectives (Brown, 2004)

16. Approaches to Language Testing
Discrete-Point and Integrative Testing
Communicative Language Testing
Performance-Based Assessment

17. Discrete-Point Testing
Are constructed on the assumption that language can be
broken down into its component parts and those parts
can be tested successfully.

18. Integrative Tests
Measure the level of mastery of the combination of two
or more elements of the language.

19. Communicative Language Testing
Ability to use language appropriately, both receptively
and productively, in real situations.

20. Performance-Based Assessment
Performance assessment is based on the observation
appraisal valuation of the activity as in the case of
learners
To assess the learning outcomes of the students'
observations are needed when doing so.

21. Current Issues
Traditional and
New views on
“Alternative’
Intelligence
Assessment
Computer-Based
Testing

22. New Views on intelligence
1. Gardner (1983,1999), for example, extended the
traditional view of intelligence to seven different
components.
2. Sternberg (1988,1997) also charted new territory in
intelligence research in recognizing thinking and
manipulative strategies as part of intelligence.
3. Goleman (1995) concept of EQ has spurred us to
underscore the importance of the emotions I our
cognitive processing.

23. Traditional Assessment
 Assumes knowledge has universal meaning
 Treats learning as a passive process
 Separates process from product
 Focuses on mastering discrete, isolated bits of information
 Assumes the purpose of assessment is to document
learning
 Believes that cognitive abilities are separate from affective
and alnative abilities
 Views assessment as objective, value-free, and neutral
 Embraces a hierarchical model of power and control
 Perceives learning as an individual enterprise

24. Alternative assessment
 Assumes knowledge has multiple meanings
 Treats learning as an active process
 Emphasizes process and product
 Focuses on inquiry
 Assumes the purpose of assessment is to facilitate
learning
 Views assessment as subjective and value-laden
 Embraces a shared model of power and control
 Perceives learning as a collaborative process

25. Computer-Based Testing
• Computer adaptive test (CAT).
1. a set of questions and
2. generally appropriate for test taker level.

27. Individual Assignment
1. Find an article discussing definition of test,
assessment, or evaluation. Then, write important
things relate to those terms.
2. Find the advantages and disadvantages of
traditional and alternative assessment.
Note: You should make it in hand-writing. Submit next
week.

28. Group Work
• Divide the class into 9 groups.
• Each group should:
- present material based on syllabus.
- present the material in power point.
- provide a paper (makalah) and hand out for
audiences.