The Collection of Language Assessment Indicators
The Collection of Language Assessment Indicators
The Collection of Language Assessment Indicators
Course description
This course gives the basic concepts of measurements and their practical applications,
which comprises types of measures, criteria of good tests, principles of test construction, test
administration, scoring and interpreting test scores, description about language and
language learning taxonomies. Each item is presented in thematic contexts in English
language and English learning achievement. During the course students will do a lot of
exercises on constructing test items of English learning achievements, submit several works.
Evaluation is based on the assessment of the achievement in doing the assignments, mid
semester and final tests.
Objectives:
Course description
This course is intended to provide students with basic knowledge of language testing. IT helps them
develop an understanding, knowledge, and skills needed to develop language tests.
8.
Deskripsi:
Mata kuliah ini dirancang untuk mengkaji konsep dan prinsip dasar tes bahasa, khususnya tes
bahasa Inggris sebagai bahasa asing. Selain itu mata kuliah ini diharapkan
dapat memperluas cakrawala mahasiswa terhadap perkembangan mutakhir serta
temuan-temuan lainnya dalam dunia tes bahasa. Liputa perkuliahan ini anatara lain
relationship between teaching and testing, characteristics of a good test, dan techniques
and procedures of testing receptive as well as productive skills in discrete and integrative
manners. Kegiatan perkuliahan mencakupi class sessions, book report/paper
presentation, mid-semester and final-semester exams, dan book report/paper
writing/task-based projects.
Course Description:
This course introduces participants to the fundamental principles and best practice of language testing.
While the focus is on TESOLN contexts, the testing theories and methods are applicable across
various languages and diverse assessment contexts. The course has a dual focus on theory and practice.
The sessions will take a workshop format with theoretical introductions and practical work such as the
construction of test items and the design and validation of test scoring. We will take a critical perspective
on common testing methods and procedures and explore their limitations with a special focus on validity
and washback effects.
1. to introduce the basic types of language tests, and some of the important concepts and issues in
language testing, as well as a few very basic statistical procedures;
2. to provide guidance and practice in designing, trialling, and administering language tests;
3. to introduce some approaches and issues in the evaluation of tests;
4. to consider some of the important test administration issues in
language testing.
POKOK BAHASAN:
1. Introduction to language Testing: pengetahuan tentang Prinsip -prinsip dasar pembuatan pokok
uji kemampuan berbahasa Inggris.
2. Kind of Test and Testing: Mahasiswa dapat memahami berbagai jenis tes yang Yang sesuai
tujuan.
3. Tes validity and Tes Realibility • Tujuan Instruksional Umum: Mahasiswa dapat memahami
cirri- ciri tes yang baik.
4. Types of test items: Mahasiswa mampu memahami bermacam bentuk tes.
5. Constructing Rubrics on Language Test : Mahasiswa menyusun rubrik berdasarkan TIK
6. Subjective Assessment and Objective score : Mahasiswa memahami cara menghitung skor.
7. Integrative and Communicative Test : Mahasiswa memahami dan dapat menyusun tes
Integrative dan Communicative.
8. Discrete Point : Mahasiswa dapat konsep discrete point
9. Test of Grammar and Usage
10. Tujuan Instruksi Umum: Mahasiswa memahami dan dapat menysun tes “Structure”
11. Test of Readingm :Mahasiswa dapat membuat soal Test of Reading
12. Test of Writing :Mahasiswa dapatt membua tes kemapuan menulis.
13. Test of Oral Ability : Mahasiswa dapat membuat Test of Oral Ability.
14. Test of Listening : Mahasiswa dapat membuat Test of Listening.
15. Interpreting Test Scores. : Mahasiswa dapat menginterpretasikan hasil tes.
BRIEF DESCRIPTION
The course is intended to provide a sufficient insight to the English Study Program
students, S1 program, on the concepts of Language Assessment intensively. They are
expected to have better understanding of Language Assessment principles not only of
first language but more importantly of second language, have comprehensive concepts
and insights on the assessment variation in language teaching; on item test analysis
to determine good quality of the test items based on standard criteria
COMPETENCY STANDARD
The students are expected to understand the concepts relating to Language Assessment,
which cover among others: (1) The sociolinguistic foundation of assessment; (2)
Implication of the communicative model of Language Assessment; (3) Communicative
language assessment; (4) How communicative language assessment is different from
structure-focused assessment (5) Types of communicative language assessment; (6)
Pragmatic language assessment; (7) Norm-referenced and criterion- referenced
language assessments; (8) Discrete point vs. Integrative language assessments; (9)
Types of tests in language assessment; (10) Types of test items in language assessment;
(11) The items, passage items, and discrete items, (12) How to assess the four language
skills – listening, speaking, reading and writing, as well as language components –
grammar and vocabulary and (13) some statistical calculations relating to assessment.
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4 Quiz I
5 How is communicative language Henning, G. 1987.
assessment different from structure-
Lyman, H.B. 1971.
focused assessment?
Suparman, Chap. 5, pp. 70-74
7 Mid Semester
8 Pragmatic language assessment Henning, G. 1987.
10 Quiz II
13 Types of test items in language assessment Isaac, S. & Michael, W.B. 1982.
Isaac, S. & Michael, W.B. 1982. Handbook in research and evaluation: for education and
behavioral sciences.
Suparman, Ujang. 2013. Improving the quality of test items of English as a foreign language by
means of Iteman. Proceeding on the International Conference on Teacher Education
Conference, organized by FKIP Lampung University at Bukit Randu Hotel, Bandar
Lampung, 1-4 July 2013.
Deskripsi Singkat Mata Kuliah : Mata Kuliah ini mengkaji tentang konsep teoritis dalam kegiatan
evaluasi bahasa. Merencanankan tujuan, alat, disain, dan menggunakan hasil penilaian untuk
menyimpulkan hasil pembelajaran. Prinsip-prinsip evaluasi pengajaran bahasa juga diberikan sehingga
diharapkan nantinya mahasiswa mampu melakukan penilaian hasil belajar dan menyimpulkan
keberhasilan proses belajar mengajar yang telah dilaksanakan. Melalui mata kuliah ini diharapkan
mahasiswa nantinya mampu mengambil keputusan strategis yang berkaitan dengan bidang
pengetahuan terkait serta mengaitkannya dengan kehidupan nyata melalui pemanfaatan IPTEKS.
KeterampilanKhusus
Setelahmenempuhmatakuliahinimahasiswamemilikikemampuan:
Menyempurnakansoalyangdirancanggurudenganmenggunakanprinsip-prinsippembuatan
penilaianyangbaik
.P5Mendesaininstrumenpenilaiansikap,pengetahuandandanketrampilan.
.P4Merumuskanhasilpenilaiandanmampumengadministrasikannya.
.P5Menentukanvaliditasdanrealibilitashasiltessecarastatistik. .
PenguasaanPengetahuan
1.C3Mampumenentukantujuandasar,assessment,measurement,test,danevaluasi.
2.C4Mampumenelaahkarakteristikpenialaianyangbaik.
3.C4Mampumembandingkanmembedakanantarasoalterstandardansoalbu
Jurnal
1. Afriyanti, Rika. 2015. An Analysis of English Tests At International Standard School in Padang
in 2010/2011 – 2011/2012 Academic Year. TELL–US(TeachingEnglishLiteratureandLinguistic–
Usage).Vol1.No.1.2
2. .Al-Yari,Ali-Sa’adSadeq,Alhammadi,SalehFayza,andAlyami,Ayied
Salah.2013.EvaluationofLanguageTesting:AnAppliedLinguistic Perspective.International
Journal ofEnglishLanguage Education.Vol.1 No.2.SpecialIssue.P.217–54
3. ..Earl,KerryandGiles,David.2011.An-otherLookatAssessment: AssessmentinLearning.New
Zealand Journal of Teachers’ Work.Vol.8. Issue1.11–20
4. .4 . Yulmiati. 2012. Constructing Validity of Reading Comprehension Test. JurnalPelangi.VolNo
2.
5. Yulmiati.2015.Analisis Kebutuhan Terhadap Pengembangan Instrumen
PenilaianOtentik.JurnalPelangi.Volume7/No.1.
6. Yulmiati. 2015. Instrumen Penilaian Otentik pada Skill Membaca Teks Naratif untuk SMA Kelas X.
Jurnal Kependidikan. Volume 1/No.1. Mei 2015.ISSN:2443-3152.
7.Yulmiati.2016.TheoriticalReviewsonAffectiveAssessmentToward
TheUnderstandingOfSeniorHighSchoolEnglishTeachersInPadang ofWestSumatera.Proceedings of
ISELT FBS Universitas Negeri Padang. Vol4.No2.
8.
CP-MK (LO):
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TOEFL or teacher made tests. On the second half of the semester, you are required to develop
your own test batteries, try them out and analyze the results. Besides, you will also talk about
other alternative assessments such as portfolio, self assessment, conferences, projects,
and the like and relate them to the current practices in our secondary education.
Course goals:
At the end of the course, you are expected to be able to:
1) Demonstrate knowledge of the differences between norm-referenced tests,
criterion-references tests, and performance tests, and be able to match decision
types (placement, admission, achievement, and diagnosis) to test types.
2) Learners will be able to critically examine various language test item formats, and
create test items in at least one format.
3) Calculate the mean, mode, median, and standard deviation for test score datasets.
4) Interpret and calculate standardized test scores.
5) Construct histograms representing test score data and interpret the histograms for
the purpose of test improvement.
6) Demonstrate practical knowledge of Pearson Product Moment and point biserial
correlation coefficients by interpreting coefficients, and calculating them.
7) Demonstrative practical knowledge of Pearson Product Moment correlation and
the Spearman Brown Prophecy formula by interpreting and calculating interrater
reliability.
8) Develop a basic working knowledge of constructing test items and item scoring
strategies for the four skills of writing, speaking, reading, and listening.
9) Define test reliability, and successfully calculate test reliability for norm-
referenced tests and performance tests.
10) Define test validity, and discuss the use of item content validation for the
purposes of developing an argument for test validity.
11) Identify alternative approach currently used in our secondary education system..
Subject description
This subject provides a broad overview of the major principles involved in second and foreign language
testing and assessment. The focus is on both the theoretical and practical issues in testing and
assessment. The subject examines English language assessment including proficiency and placement
tests, high-stakes standardized testing, and traditional and non-traditional assessment. It also examines
testing techniques and procedures. The assessment of the four basic language skills that demonstrate
language proficiency is also examined. This subject emphasizes the general principals of English
language test construction and administration. Students are provided with practical experience in
preparing, correcting, analysing and assessing language
Subject Objectives
Upon successful completion of this subject students should be able to:
• Understand the key concepts and the basic principles of language testing and assessment. • Criticize
the relationship of testing to teaching practice and syllabus design. • Understand approaches and
techniques in language test development and validation. • Evaluate a test format in terms of purpose
and appropriateness. • Construct and design a test for a specific skill
Department : English
Study Program : English Education
Name of subject : Language Testing/ Language Learning Assessment
Course Description
This course covers language teaching and testing, approaches in language testing (LT), problems in LT,
purposes and types of LT, criteria of tests, correspondence of syllabus and tests, subjective and objective
tests, test of language elements and skills, test specifications and procedure of test construction, test
scoring, score interpretation, test evaluation and direct experience in constructing and evaluating
language tests based on types, purposes, and criteria of good language test construction
Specific Instructional Objectives After attending this course the students are expected to
have competence and skills as follows: To identify the relation between language teaching and language
testing; To identify the approaches generally used in constructing language tests; To identify the
problems that may occur in language testing in practice; To identify types and purposes of language
tests; To identify the good language test criteria; To evaluate the relation between learning objectives
and tests; To differentiate objective and subjective tests; To construct language tests in the forms of
discrete point and integrated skills; To construct tests of language components; To construct tests of
language skills; To identify and construct English language test specifications (blueprint); To identify
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the procedure of language test construction; To interpret test scores; To evaluate English language
tests; and To construct English language test