This document discusses utilizing open educational resources (OER) for online language assessments in Universitas Terbuka's Indonesian for Foreign Speakers (BIPA) program. It begins by introducing BIPA as a fully online language program and the challenge of online assessment. It then discusses how OER and task-based assessments can provide flexible learning materials and authentic assessments. Specifically, it describes how the BIPA program uses Moodle, a learning management system, to provide various self-assessment activities and resources that allow learners to practice language skills. The conclusion emphasizes that technology and OER enable effective online language teaching, learning, and assessment.

1. The Online Assessment for BIPA
Program
by Utilizing OER
Lidwina Sri Ardiasih
Universitas Terbuka
Bali, October 18, 2012
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2. Outlines
• Introduction
• Utilizing OER as an innovation in offering
online language assessments
• BIPA as an online language program
• The implementation of using OER for BIPA’s
online assessment
• Conclusion
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3. Introduction
• Globalization era  technology: communication and
information
• Learning a language  necessity : communicate in the
destination country
• UT  DE: offering BIPA Program
• fully-online - non-native speakers – CE Program
• fully supported by UT – strategic plan
• Challenge  online assessment for language skills
• Using OER as the source for BIPA’s assessment
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4. Aims
1) describe the current online tutorial of the BIPA
Program, particularly its assessment systems, and
2) analyze how far OER supports the assessment
process in the BIPA program.
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5. Utilizing OER as an
innovation in offering
online language
assessments (1)
• assessment = evaluation  different in purpose
• Simonson, et.al., 2011  assessment: the process of
measuring, documenting, and interpreting behaviours
that demonstrate learning  provide feedbacks
• Learners: 1) recall the needed concepts or skills, and 2)
reinforce themselves to enhance their knowledge
• Instructors: 1) provide remediation, 2) prepare more
appropriate materials based on learners’ needs.
• Bachman (2002)  ‘task-based assessment’
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6. Utilizing OER as an
innovation in offering
online language
assessments (2)
• Connecting Point between Teachers, Testers, and Learners
• Learners highly motivated
to practice using the language,
• Instructors  responsible to
provide various materials in
order to help learners enhance
their language skills, both
written and spoken.
• testers  responsible to provide
authentic materials for assessing learners’ learning outcomes
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7. Utilizing OER as an
innovation in offering
online language
assessments (3)• 2002  UNESCO has introduced the use of Open Educational
Resource (OER)
• Kanwar and Uvalic-Trumbic (2011)  OER: “any educational
resources openly licensed content in the forms of streaming
videos, paper-based text, video, audio or computer-based
multimedia that are openly available for educators as well as
students and designed for supporting teaching learning activities”
• UNESCO (2011)  “teaching, learning or research materials that
are in the public domain or released with an intellectual property
license that allows for free use, adaptation, and distribution”
• OER  flexibility and accessibility  used correctly
• in language online assessment  the technology and OER should
be combined properly to gain effective and meaningful assessment
process.
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8. BIPA as an online
language program
• Learning a language  practicing the four language skills
• BIPA  fully-online language
program
• Designed as a fully-online language
program, BIPA is delivered in an
online platform enables the
instructors provide learners with
1) effective learning activities
2) appropriate assessment package
3) provide opportunities to have
a discussion forum.
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9. The implementation of
using OER for BIPA’s
online assessment (1)
• UT  the concept DE Institution: accommodate learners with
self-learning activities & self-assessments.
• Jonassen, et.al. (1999)  “one useful role of technology in e-
learning is as a social medium to support learning which
enables students to participate in discussion, collaboration
with others, and supporting discourse among knowledge-
building communities”
• Zuhairi, et.al. (2007)  from 2004: UT has applied the
Moodle Software as the mode of tutorial delivery.
• Moodle  LMS -- provide documents, graded assignments,
quizzes, discussion forums, etc.
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10. The implementation of
using OER for BIPA’s
online assessment (2)
• Moodle (2013)  free to download and use; there is no
licensing fee  Characteristics of OER
• enables the tutors to modify the assessment facilities
• BIPA Program 
online tutorial: 11 weeks
• The self-assessments
accommodated the learners’
needs to practice the
language skills by themselves.
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11. The implementation of
using OER for BIPA’s
online assessment (3)
• various assessments are available in Moodle to assess the
participants’ reading as well as writing.
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12. CONCLUSION
• Technology  important role in education:
in language teaching and learning process.
• Currently, offering a language program through online platform is
possible.
• BIPA Program as a language program that offers fully-online
teaching and learning activities  provide effective and
meaningful learning package for the participants
• The use of OER has been taken as one alternative in BIPA
program.
• Using Moodle software enables the instructor or tutor to provide
various activities for learning as well as assessment.
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13. TERIMA KASIH
THANK
YOU
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