Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.

Testing, assessing, and teaching

21.003 Aufrufe

Veröffentlicht am

Veröffentlicht in: Bildung, Technologie

Testing, assessing, and teaching

  1. 1. PRETEST1. Explain the definition of: a. test b. assessment c. evaluation
  2. 2. How did you feel?
  3. 3. Sutrisno Sadji Evenddy, M.Pd.
  4. 4. Test A method Measuring Person’s ability, knowledge, or performance A given domain
  5. 5. QuestionFind characteristics of a test.
  6. 6. Assessment An ongoing process Encompassing Wider domain E.g. - student’s response to a question - offers a comments
  7. 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. 8. QuestionWhat is the relationship among test,assessment, and teaching?
  9. 9. Tests, Assessment, and Teaching TEACHING ASSESSMENT TESTS
  10. 10. Assessment Types of Assessment Norm-Informal and Formative and Referenced Formal Summative and Criterion- Assessment Assessment Referenced Tests
  11. 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. 12. Answer and give your opinion.Is formal assessment the same as test?
  13. 13. Formative and SummativeAssessment Formative: Evaluating students in the process of “forming”their competencies and skills with the goal of helpingthem to continue that growth process. Summative: Aims to measure, or summarize, what a studenthas grasped, and typically occurs at the end of a courseor unit instruction.
  14. 14. Norm-Referenced and Criterion-Referenced Tests Norm-referenced tests: each test-taker’s score is interpreted in relation toa mean (average score), median (middle score), standarddeviation (extent of variance in scores), and/orpercentile rank (Brown, 2004).
  15. 15.  Criterion referenced tests are designed to give test-takers feedback, usuallyin the form of grades, on specific course or lessonobjectives (Brown, 2004)
  16. 16. Approaches to Language Testing Discrete-Point and Integrative Testing Communicative Language Testing Performance-Based Assessment
  17. 17. Discrete-Point TestingAre constructed on the assumption that language can bebroken down into its component parts and those partscan be tested successfully.
  18. 18. Integrative TestsMeasure the level of mastery of the combination of twoor more elements of the language.
  19. 19. Communicative Language TestingAbility to use language appropriately, both receptivelyand productively, in real situations.
  20. 20. Performance-Based AssessmentPerformance assessment is based on the observationappraisal valuation of the activity as in the case oflearnersTo assess the learning outcomes of the studentsobservations are needed when doing so.
  21. 21. Current Issues Traditional and New views on “Alternative’ Intelligence Assessment Computer-Based Testing
  22. 22. New Views on intelligence1. 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. 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. 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. 25. Computer-Based Testing• Computer adaptive test (CAT).1. a set of questions and2. generally appropriate for test taker level.
  26. 26. Individual Assignment1. 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 nextweek.
  27. 27. 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.