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    Pretest: Explain The Definition Of: A. Test B. Assessment C. Evaluation

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    Iya Willya
    This document discusses tests, assessments, and teaching. It defines a test as a method to measure a person's ability in a given domain. Assessment is an ongoing process that encompasses a wider domain, such as comments on a student's response. Teaching is the process of setting up learning opportunities for students through activities, feedback, and helping students master skills. The relationship among these is that tests are formal measurements of skills, assessments can be both formal and informal, and teaching creates the learning environment. The document also discusses different types of assessments and tests, as well as traditional vs alternative assessments.

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    Pretest: Explain The Definition Of: A. Test B. Assessment C. Evaluation

    Uploaded by

    Iya Willya
    35 views28 pages
    This document discusses tests, assessments, and teaching. It defines a test as a method to measure a person's ability in a given domain. Assessment is an ongoing process that encompasses a wider domain, such as comments on a student's response. Teaching is the process of setting up learning opportunities for students through activities, feedback, and helping students master skills. The relationship among these is that tests are formal measurements of skills, assessments can be both formal and informal, and teaching creates the learning environment. The document also discusses different types of assessments and tests, as well as traditional vs alternative assessments.

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    Tt Assess

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    This document discusses tests, assessments, and teaching. It defines a test as a method to measure a person's ability in a given domain. Assessment is an ongoing process that encompasses a wider domain, such as comments on a student's response. Teaching is the process of setting up learning opportunities for students through activities, feedback, and helping students master skills. The relationship among these is that tests are formal measurements of skills, assessments can be both formal and informal, and teaching creates the learning environment. The document also discusses different types of assessments and tests, as well as traditional vs alternative assessments.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    35 views28 pages

    Pretest: Explain The Definition Of: A. Test B. Assessment C. Evaluation

    Uploaded by

    Iya Willya
    This document discusses tests, assessments, and teaching. It defines a test as a method to measure a person's ability in a given domain. Assessment is an ongoing process that encompasses a wider domain, such as comments on a student's response. Teaching is the process of setting up learning opportunities for students through activities, feedback, and helping students master skills. The relationship among these is that tests are formal measurements of skills, assessments can be both formal and informal, and teaching creates the learning environment. The document also discusses different types of assessments and tests, as well as traditional vs alternative assessments.

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    PRETEST

    1.

    Explain the definition of: a. test b. assessment c. evaluation

    How did you feel?

    Sutrisno Sadji Evenddy, M.Pd.

    Test
    A method
    Measuring Persons ability, knowledge, or performance

    A given domain

    Question
    Find characteristics of a test.

    Assessment
    An ongoing process
    Encompassing Wider domain

    E.g. - students response to a question - offers a comments

    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.

    Question
    What is the relationship among test, assessment, and teaching?

    Tests, Assessment, and Teaching


    TEACHING ASSESSMENT

    TESTS

    Assessment

    Types of Assessment
    Informal and Formal Assessment NormFormative and Referenced Summative and CriterionAssessment Referenced Tests

    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.

    Answer and give your opinion.

    Is formal assessment the same as test?

    Formative and Summative Assessment


    Formative:

    Evaluating students in the process of forming their competencies and skills with the goal of helping them to continue that growth process.
    Summative:

    Aims to measure, or summarize, what a student has grasped, and typically occurs at the end of a course or unit instruction.

    Norm-Referenced and CriterionReferenced Tests


    Norm-referenced tests:

    each test-takers 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).

    Criterion referenced tests

    are designed to give test-takers feedback, usually in the form of grades, on specific course or lesson objectives (Brown, 2004)

    Approaches to Language Testing


    Discrete-Point and Integrative Testing

    Communicative Language Testing

    Performance-Based Assessment

    Discrete-Point Testing
    Are constructed on the assumption that language can be broken down into its component parts and those parts can be tested successfully.

    Integrative Tests
    Measure the level of mastery of the combination of two or more elements of the language.

    Communicative Language Testing


    Ability to use language appropriately, both receptively and productively, in real situations.

    Performance-Based Assessment
    Performance assessment is based on the observation appraisal valuation of the activity as in the case of learners
    To assess the learning outcomes of the students' observations are needed when doing so.

    Current Issues
    New views on Intelligence

    Traditional and Alternative Assessment


    Computer-Based Testing

    New Views on intelligence


    1.

    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.

    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

    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

    Computer-Based Testing
    Computer adaptive test (CAT).

    a set of questions and 2. generally appropriate for test taker level.


    1.

    Individual Assignment
    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.
    1.

    Note: You should make it in hand-writing. Submit next week.

    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.

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