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    Kel 1

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    Adam Dwi Cahyo
    The document discusses assessment, testing, measurement and evaluation in education. It defines assessment as identifying student progress and testing as using instruments to measure skills. It also discusses the characteristics of assessment, approaches to language testing, and the differences between measurement and evaluation.

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    © All Rights Reserved
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    Kel 1

    Uploaded by

    Adam Dwi Cahyo
    11 views11 pages
    The document discusses assessment, testing, measurement and evaluation in education. It defines assessment as identifying student progress and testing as using instruments to measure skills. It also discusses the characteristics of assessment, approaches to language testing, and the differences between measurement and evaluation.

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    kel 1.pptx

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    The document discusses assessment, testing, measurement and evaluation in education. It defines assessment as identifying student progress and testing as using instruments to measure skills. It also discusses the characteristics of assessment, approaches to language testing, and the differences between measurement and evaluation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    11 views11 pages

    Kel 1

    Uploaded by

    Adam Dwi Cahyo
    The document discusses assessment, testing, measurement and evaluation in education. It defines assessment as identifying student progress and testing as using instruments to measure skills. It also discusses the characteristics of assessment, approaches to language testing, and the differences between measurement and evaluation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 11

    ASESSMENT

    CONCETS AND
    ISSUES
    Group 1
    Vany selvianti tambunan
    Anggun sanjaya fitri
    QUESTION:

    1 . H ow m a ny t i m e s i n yo u r s c h o o l d ay s d i d yo u
    feel yourself tense up when teacher mentioned
    a test?
    2. And how was your feeling when you facing the
    test?
    American Test
    Anxieties Assosiation

    reported from student, schoolwork and exams the most


    stressful thing in their lives.

    Brown H. Douglas(2010), state that tests seem as


    unavoidable as tomorrow’s sunrise in virtually all educational
    settings around the world.
    Why test oftentimes just become scary things for students?

    Can they build a person’s confidence and become learning experiences?

    Can they become an integral part of a student’s ongoing classroom


    development?

    Can they bring out the best in student?


    ASSESMENT AND
    TESTING
    ASSESMENT IS IDENTIFYING THE CURRENT
    PROGRESS OR CURRENT PROCESS OF
    SOMETHING. THE ABILTY OR CONDITION OF
    LANGUAGE LEARNER.

    TESTING IS TYPE OF ASSESMENT THAT


    TYPICALY USES AN INSTRUEMENT THAT
    MEASURE THE SKILL, A DATABASE OR
    CONTAIN DOMAIN. CAN BE PERFORMANCE
    AND COMPETENCE.
    Assessment characteristics

    Informal and
    formal
    assessment
    Formative and
    summative
    assessment

    Norm-referenced and
    criterion-referenced
    assessment
    Approaches to language testing

    Discreate-Pont and
    Integrative Testing

    Communicative Language
    Testing

    Performance-Based
    Assessment
    MEASUREMENT AND
    E V A L U AT I O N
    Is the process of quantifying the observed performance of classroom learners.

    MEASUREMENT

    QUANTITATIVE QUALITATIVE

    - Provide exact descriptions of student


    performance
    - Allow to compare one student to another - May offer an opportunity for a teacher for
    more easily a teacher to individualize feedback o
    - Can spur us to be explicit in our pronunciation.
    specification for scoring student response
    EVALUATION
    Is involved when the results of a test are used for decision making (Bachman, 1990,
    pp. 22-23)

    You evaluate when you ‘’value’’ the results in such


    a way that worth of the performance is conveyed
    to the test-taker.

    EXAMPLE
    If a student achieves a score of 75 percent on a final classroom
    examination, he or she may told that the score resulted in a failure to
    pass the course.

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