An ongoing process
E.g. - student’s response to a question
- offers a comments
“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.
Types of Assessment
Informal and Formative and Referenced
Formal Summative and Criterion-
Assessment Assessment Referenced
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
13. Formative and Summative
Evaluating students in the process of “forming”
their competencies and skills with the goal of helping
them to continue that growth process.
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-
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
21. Current Issues
New views on
22. New Views on intelligence
1. Gardner (1983,1999), for example, extended the
traditional view of intelligence to seven different
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
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
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
Views assessment as subjective and value-laden
Embraces a shared model of power and control
Perceives learning as a collaborative process
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
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