1. BEYOND TESTS :
ALTERNATIVE IN ASSESSMENT
BY :
Elya Eka Septiani
Novi.A
Tun Mardiyah
Ikfi Mawarida Amalia Husna

2. The Dilemma of Maximizing Both
Practicality and Washback
The principal purpose of this chapter is to examine some of the alternatives
in assessment that are markedly different from formal tests. especially
large scaled standardized tests, tend to be one shot performances that are
timed, multiple choice decontextualized , norm-referenced, and that foster
extrinsic motivation. On the other hand, tasks like
portfolios, journals, Conferences and interviews and self assessment are :
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.

3. Performance – Based Assesment
Performance-based assessment is an alternative form of
assessment that moves away from traditional paper and pencil
tests. Performance-based assessment involves having the students
produce a project, whether it is oral, written or a group
performance.
The students are engaged in creating a final project that exhibits
their understanding of a concept they have learned. A unique
quality of performance-based assessment is that is allows the
students to be assessed based on a process. The teacher is able to
see first hand how the students produce language in real-world
situations. In addition, performance-based assessments tend to
have a higher content validity because a process is being measured.
The focus remains on the process, rather than the product in
performance-based assessment.

4. According to O’Malley and Valdez Pierce (p.5), the
following are characteristics of performance assessment
:
1. Students make a constructed response
2. They engage in higher-order
thinking, with open-ended tasks.
3. Tasks are meaningful, engaging, and
authentic.
4. Tasks call for the integration of
language skills.
5. Both process and product are assessed
6. Depth of a student’s mastery is
emphasized over breadth.

5. PORTFOLIOS
A portfolio is a purposeful collection of student’s
work that demonstrates their
efforts, progress, and achievements in given
areas.
Portfolios include materials such as:
• Essays and compositions in draft and final form;
• Reports, project outlines;
• Poetry and creative prose;
• Audio and/ or video recordings of
presentation, demonstrations, etc;
• Journals, diaries, and other personal reflections;
• Notes on lectures

6. Gottlieb (1995) suggested a developmental
scheme for considering the nature and purpose
of portfolios, using acronym CRADLE to designate
six possible attributes of portfolio:
• Collecting
• Reflecting
• Assessing
• Documenting
• Linking
• Evaluating

7. Number of potential benefits portfolios
• Foster intrinsic motivation, responsibility, and
ownership
• Promote student-teacher interaction with the teacher
as facilitator
• Individualize learning and celebrate the uniqueness of
each student
• Provide tangible evidence of a student’s work
• Facilitate critical thinking, self-assessment, and revision
processes
• Offer opportunities for collaborative work with peers
• Permit assessment of multiple dimentions of language
learning

8. Successful portfolio development will depand on
following a number of steps and guidelines
1. State objectives clearly
2. Give guidelines on what materials to include
3. Communicate assessment criteria to students
4. Designate time within the curriculum for
portfolio development
5. Establish periodic schedules for review and
conferencing
6. Designate an accessible piace to keep portfolios
7. Provide positive washback-giving final
assessments

9. JOURNALS
A journal is a log (or “account”) of one’s
thoughts, feelings, reactions, assessments, ideas, o
r progress toward goals, usually written with little
attention to structure, form, or correctness.
The result is the emergence of a number of
overlapping categories or purposes in journal
writing, such as the following:
• Language-learning logs
• Grammar journals
• Responses to readings
• Strategies-based learning logs
• Self-assessment reflections
• Diaries of attitudes, feelings, and other affective
factors
• Acculturation logs

10. The following steps are not coincidentally parallel
to those cited above for portfoli development:
1. Sensitivelly introduce students to the concept of
journal writing
2. State the objective(s) of the journal
3. Give guidelines on what kinds of topics to
include
4. Carefully specify the criteria for assessing or
grading journals
5. Provide optimal feedback in your responses
6. Designate appropriate time frames and
schedules for review
7. Provide formative, washback-giving final
cmments

11. Conferences and interviews
• Conferences are not limited to drafts of written work. It
must assume that the teacher plays the role of a facilitator
and guide , not of an administrator of a formal assesment.
• A number of generic question that may be usefull to pose
in conference are
1. What did you like about this work?
2. What do you think you did well?
3. How does it show improvement from previous work?
Can you show me the improvement?
4. What did you do when you did not know a word that
you want to write? (Genesee and Upshur, 1996).

12. Guidelines for conferences and
interviews
1. Offer an initial atmosphere of warmth and anxiety-
lowering (warm-up).
2. Begin with relatively simple questions.
3. Continue with level-check and probe questions, but
adapt to the interviewee as needed.
4. Frame questions simply and directly.
5. Focus on only one factor for each question. Do not
combine several objec-tives in the same question.
6. Be prepared to repeat or reframe questions that are
not understood.
7. Wind down with friendly and reassuring closing
comments.

13. Observations
• Observation is a systematic, planned procedure for real-time, almost
furtive recording of student verbal and nonverbal behavior. One of
the objectives of such observation is to assess students without their
awareness (and possible consequent anxiety) of the observation so
that the naturalness of their linguistic performance is maximized.
• Potential observation foci:
- sentence-level oral production skills.
- pronunciation of target sounds, intonation, etc.
- grammatical features (verb tenses, question formation, etc.
- discourse-level skills (conversation rules, turn-taking, and other
macroskills)
- interaction with classmates (cooperation, frequency of oral
production)
- frequency of student-initiated responses (whole class, group work)

14. Steps for observations
• Determine the specific objectives of the observations
• Decide how many students will be observed at one time
• Set up the logistics for making unnoticed observations
• Design a system for recording observed performances
• Do not overestimate the number of different elements you can
observe at one time
• Plan how many observations you will make
• Determine specifically how you will use the results

15. Alternatives in observation
Checklists are a viable alternative for recording observation results.
• The observer identifies an activity or episode and checks appropriate
boxes along a grid. This grid referto variables such as whole-class, group,
and individual participation, linguistic competence (form, function,
discourse, sociolinguistic), etc. Each variable has subcategories for better
analysis.
Rating scales have also been suggested for recording observations.
• One type of rating scale asks teachers to indicate the frequency of
occurrence of target performance on a separate frequency scale (always =
5; never = 1).
• Another is a holistic assessment scale that requires an overall assessment
within a number of categories (for example, vocabulary usage,
grammatical correctness, fluency).

16. Students will take
subjectivity in
asssessment, they too
harsh or self-flattering
A
conventional
view of
language
assessment
might
consider the
notion of self-
assessment
as an absurd
reversal of
politically
correct power
relationship
Self and Peer Assessment
• Learners develops succesfully with
their ability to monitor her/his
own performance
• Self-assessment shows learner’s
autonomy principle that then
becomes one of the primary
foundation stones of successful
learning
• Peer-assessment is used to render
assessment and give additional
inputAre they
capable enough
of rendering
accurate
assessmnet of
their own
assessment?

17. theoretical underpinnings
• Brown and Hudson, 1998 :
The benefits:
 direct involvement of students in their own destiny
Encouragement of autonomy
Increasing motivation because of their self-
involvement.
• Bailey, 1998.
in the assessment of general
competence, learners’s self-assessment may be
more accurate than one might suppose.

18. TYPES OF SELF- AND PEER-
ASSESSMENT
• Assessment of ( a spesific ) performence
• indirect assessment of ( general ) competenc
• Metacognitive assessment ( for setting goals )
• Socioaffective assessment
• Students-generated tests

19. Assessment of (a spesific )
performence
• Student monitors hishimself –in either oral or
written- and renders some kind of evaluation
soon/ immediately after performance.
• i.e
• Students fills out a checklist
• Students views a video-recorded lecture
• Students complete a self-corrected of a
comprehension quiz

20. media
• Journal
• Peer editing
• Online self-qorrecting quizzez and test on
Dave’s ESL Café [www.eslcafe.com]
• Television and film

21. Indirect assessment of ( general )
comptence
Self- and peer-assessment are limited in time and focus to a
relatively short performance.
Assessment of competence may encompass a lesson over several
days, a module, or even a whole term of course work and the
objective is to ignore minor, nonrepeating performance flaws and
to evaluate general ability.

22. Metacognitive assessment ( for setting
goals )
• Evaluations purpose not only of viewing past performance or
competence but also of setting goals. Personal goal setting
has the advantage of fostering intrinsic motivation and of
providing learners with extra-special impetus from having set
and accomplished goals.
• Simple illustration of goals setting assessment offered by
Smolen, Newman, wathen & lee (1995)

24. Brown’s New Vistas

25. SOCIOAFFECTIVE ASSESSMENT
The type of self- and peer- assessment that examining
effective factors in learning.
So, assessment looking at oneself though a phsycological
lens.
This type of assessment is purposed to the learners
resolve to assess and improve the motivation, to gauge and
lower their own anxiety, to find mental and emotional
obstacles in learning and then plans to overcome those
barriers

27. Students-generated tests
Is the technique of engaging students in
the proccess of constructing test
hemselves. With the
engagement, students –generated tests
can be productive, intrinsically
motivating, autonomy-building processess.

28. GUIDELINES FOR SELF-AND PEER ASSESSMENT
1. Tell students the purpose of the assessment
2. Define the task(s) clearly
3. Encourage impartial evaluation of
performance or ability
4. Ensure beneficial washback through follow-
up tasks

29. Taxonomy of self- and peer-
assessment

32. THANKYOU…
WISH BE USEFULL…
