CHAPTER REPORT

LANGUAGE ASSESSMENT COURSE

NAME : Muhammad Rafi Al Ghifari

NIM 222122145
CLASS :D
CHAPTER/TITLE : 3 / How Do We Assess?
DATE : 18-09-2024

No. SUB TOPIC DESCRIPTION

3.1. Delineating Large-Scale The chapter highlights the key differences between
Testing and Classroom large-scale testing and classroom assessment
Assessment Practice practices. Large-scale testing is external to the
classroom, has higher stakes, and is often a one-time
measurement undertaken by outsiders. In contrast,
classroom assessment is contextualized, ongoing, and
has both formative and summative functions. The key
differences between these two practices lie in their
context, purpose, and measurement. Large-scale
testing lacks context and is often used for external
evaluation, whereas classroom assessment is
integrated with instruction and aims to support
learning. Additionally, large-scale testing measures
learning, while classroom assessment is a genuine
episode of learning in itself.

In classroom assessment practices, the focus is on

supporting learning and informing teaching. Teachers
encourage students to define their own learning goals,
monitor their progress, and take action to close the
gap. Students are the primary consumers of
assessment results and need to be encouraged to draw
inferences and take actions. Teachers' feedback varies
in degree and purpose, and its usefulness is critical to
the validity of classroom assessment information. To
evaluate the quality of classroom assessment practice,
teachers ask questions such as what a particular
performance means to the student, whether the
student accurately interprets their performance, and
whether the communication from the teacher is clear
and helpful.

In contrast, large-scale testing follows processes and

procedures, but is external to the classroom and has
high stakes. Classroom assessment, on the other hand,
reflects what is emphasized in teaching, the amount of
time spent on learning, and the teacher's knowledge
of the students. While large-scale tests can have a
positive impact on learning when aligned with
classroom learning outcomes, they can also have a
negative impact, known as washback, on teaching and
learning. Teachers aim to support positive washback
 and increase meaningful learning. Examples of
negative washback include the negative effects on
student motivation and learning, as highlighted by
anonymous comments from ESL teachers on the
impact of tests on their teaching.

3.2. Creating a Classroom Creating a classroom assessment plan is an essential

Assessment Plan step in evaluating students' achievement of learning
goals and outcomes. An assessment plan serves as a
guide for how to assess students' learning and can vary
depending on the instructional context. A study by
Cheng, Rogers, and Wang (2008) found that teachers
in different contexts, such as Canada, Hong Kong, and
China, had varying approaches to assessment
planning. The study revealed that Canadian and Hong
Kong instructors tended to focus on class
presentations, portfolios, journals, projects, and
individual presentations, while Chinese instructors
relied more on quizzes and tests.

An assessment plan typically outlines the

performances that will be considered in calculating
the final mark and their relationship to the overall
learning outcomes for the course. The plan can be
influenced by the context and constraints of the
course, such as the level of flexibility in defining the
assessment plan, the stakes for students, and the
requirements of the course. Two examples of
assessment plans, Teacher A and Teacher B,
demonstrate the role of context and constraint in
planning course assessment. Teacher A's plan focuses
on mastery of student learning, with a pass/fail
system, while Teacher B's plan combines multiple
assessment tasks and tests to obtain students' final
marks.

Teacher A's plan emphasizes student self-reflection,

with questions such as "What did I learn this week?"
and "What is still a problem?" to help students focus
 on their own learning process. The plan also includes
classroom tasks such as poster presentations and in-
class tests. In contrast, Teacher B's plan has higher
stakes, with students needing to pass the course to
graduate from high school. The plan allocates 60% of
the mark to ongoing processes of learning and 40% to
outcomes or products.

The two assessment plans illustrate the importance of

considering the context and constraints of the course
when planning assessment. They also demonstrate
that teachers have considerable latitude in defining
the importance of ongoing activities that support the
learning process, even in courses with defined
requirements and higher stakes.

3.3. Classroom Assessment Classroom assessment tools and procedures are

Tools and Procedures essential in supporting student learning. Assessment
tools can be categorized into different types, such as
open-ended or supply-type questions, selection-type
questions, and student-centered assessments. These
tools can be used to monitor student progress, review
student development, and assess performance.
Portfolios are a type of assessment tool that can be
used to document student learning over time. They can
be used to support student self-reflection, goal-
setting, and autonomy.

Portfolios can be categorized into different types,

such as showcase portfolios and working portfolios.
Showcase portfolios feature finished products or
outcomes, while working portfolios collect ongoing
evidence of work undertaken over time. Portfolios
can be used to assess student learning in different
areas, such as language skills, self-awareness, and
responsibility for personal learning. However,
portfolios also have their challenges, such as
managing and storing them, and ensuring student
buy-in and motivation.
To implement portfolio assessment effectively,
teachers need to provide clear guidelines and criteria
for selection, and involve students in the selection
process. Teachers also need to consider the purpose
of the portfolio, the learning outcomes, and the
assessment criteria. Portfolios can be used to
communicate results to students, parents, and
guardians, and can provide a framework for
meaningful discussions about student achievements
and progress.

Planning for portfolio assessment involves

considering several questions, such as the purpose of
the course, the learning outcomes, and the
assessment criteria. Teachers also need to consider
the complexity of assessment practices, which are
shaped by context, purpose, method, and procedure.
There are guidelines and standards that can inform
valid, fair, and ethical assessment practices, such as
the Code for Fair Testing Practices for Education and
the Principles for Fair Student Assessment Practices
for Education in Canada.