1. Putri Puji Lestari 201012500608
Vera Christiana Dewi 2010125000390

2. Because we want to see :
 What they have achieved or how they are (Summative
assessment)
 How well they are doing, in order to help them do
better (Formative assessment)
 “sudden death”
 A lot of young learner assessment is based on
Continuous assessment

3.  Make a list of their strengths and tell what they can do
to improve and build on those strengths.
 Make a Learner Profile for each student
 Divide the class up into group

4. We can encourage older children to assess themselves…
 At the end of sequence of lesson, we can ask them to say
yes or no statements. Example : I can give my opinion
about things with the expression ‘I think that…’ or ‘I can
use more than two adjectives to describe objects and
people’.
 At the end of a sequence of lessons, students can do
tasks similar to the ones they have been doing

5.  In listening test for young learners who don’t yet write
well : point to the objects which we name or describe
 In speaking tests for older children : find the
differences between two similar pictures
 In reading and writing tests for younger children who
have just to started read : put ticks and crosses (or yes
or no), unscramble letters
 In reading and writing test for older children : fill in
tasks by choosing words which have accompanying
illustration

7.  Give the children confidence. We should not
expect them to always understand every word
and they should know this.
 Explain why the children have to listen. Make
sure the learners are clear about why they are
listening, what the main point or purpose of
the activity is.
 Help children develop specific strategies for
listening. An important strategy that the
teacher should teach is 'intelligent guesswork'.
Pupils are used to drawing on their
background knowledge to work out something
they are not sure of.
 Set specific listening tasks. I try to think of
listening in three stages, pre-listening, while-
listening, post listening and have activities for
each stage.
 Listening does not have to rely on the
availability of a cassette or pre-recorded
material. Most listening is teacher talk.
 Keep sentences short and
grammatically simple
 Use exaggerated
intonation to hold the
child's attention
 Emphasize key words
 Limiting the topics talked
about to what is familiar to
the child
 Frequently repeating and
paraphrasing

8. 
Assessment
Testing
Evaluatio
n

9.  Formative & Summative assessment
 Diagnostic test and achievement test
 Criterion referenced and norm referenced assessment
 Validity
 Reliability
 Fairness

10.  Assessing in relation to goals
 Selecting an assessment focus
 Assessment by observation
 Creating opportunities for assessment during
classroom activities
 Record keeping

11.  Non – verbal response
 Oral interview
 Role – play
 Written narratives
 Presentations
 Student – teacher conference
 Self – assessment
 Learning logs
 Dialogue Journal
 Peer and group assessment
 Student portfolio

12.  Correctives feedback
 Evaluation feedback
 Strategic feedback

13.  Negative
 Stress is placed on children by demands of assessment
 Individual children’s learning needs are downgraded in
the push o cover the syllabus or course book before the
next assessment
 Classroom activity is restricted to the test preparation
 Educational change is limited by the power of the
assessment machinery

14.  Positive
 Attention to neglected aspects of learning
 The effectiveness of policy, methodology, instruction,
and materials can be seen