Current Issues in Classroom Testing Teguh Ardianto

Moving trends and moving views Assessment experts Communicative language testing Challenge Performance-based assessment Classroom teachers New theories of intelligence Effective Assessment The advent of alternative assessment The increasing popularity of computer based testing. Moving trends and moving views

New View on Intelligence Teguh Ardianto

Manipulative Strategy INTELLIGENCE Old View Linguistic Logical-Mathematic Linguistic Logical-Mathematic Spatial Musical Bodily-kinesthetic Interpersonal Intrapersonal Gardner (1983, 1999) Sternberg (1988, 1997) Creative thinking Manipulative Strategy Goleman (1995) EQ (Emotional Quotient) Views on Intelligence

Ability to negotiate meaning Assess what…?? This..?? These..?? Objectivity Whole language skills Authenticity Learning processes Ability to negotiate meaning Trend of Assessment Those..??

Traditional and Alternative Assessment Teguh Ardianto

Traditional and “Alternative” Assessment Performance-based assessment The traditional, more-objective assessment The alternative, more authentic assessment Triggered Moved the trend Traditional and “Alternative” Assessment

Armstrong (1994) and Bailey (1998) drew the clear distinction between traditional and alternative assessment in the table below: Traditional Assessment Alternative Assessment One-shot, standardized exams Continuous long term assessment Timed, multiple-choice format Untimed, free-response format Decontextualized test items Contextualized communicative tasks Scores suffice for feedback Individualized feedback and washback Norm-referenced scores Criterion-referenced scores Focus on the “right” answer Open-ended, creative answers summative formative Oriented to product Oriented to process Non-interactive performance Interactive performance Foster extrinsic motivation Foster intrinsic motivation

Notes to Armstrong and Bailey’s categorization It is difficult to draw a clear line of distinction between “traditional” and “alternative” assessment. It is not always true that traditional assessment is worse than alternative assessment.

Computer-Based Testing Teguh Ardianto

Computer Based Testing Some famous CBTs TOEFL TOEIC IELTS Small scale, “home grown” test Large scale, standardized test Computer Based Testing

Computer Based Testing Computer based test requires test takers perform responses on a computer. Test takers receive prompts The prompt can be in spoken or written Test takers are required to response They can write or speak the response Almost all responses and items are fixed and close ended Computer Based Testing

Computer Adaptive Test In a CAT, each test taker receives a set of questions that meet the test specifications and that are generally appropriate for his or her performance level. CAT starts from moderate level questions test takers answer the question the computer scores the responses and determine the next questions Correct Incorrect More difficult questions Lesser or equal difficult questions Computer Adaptive Test

Some advantages of CBT Classroom-testing Self-directed testing on various aspects of language (vocabs, grammar, discourse, language skills, etc.) Practice for upcoming high stakes standardized test Some individualization, in the case of CATs Large scale standardized test can be administered easily to thousand of test takers at many different stations, then scored electronically for rapid reporting of results

Some disadvantages of CBT Lack of security and the possibility of cheating are inherent in classroom-based, unsupervised computerized test Occasional “home-grown” quizzes that appear on unofficial websites may be mistaken for validated assessment The multiple-choice format preferred for most computer-based test contains the usual potential for flawed item design Open ended responses are less likely to appear because of the need for human scorers, with all the attendant issues of cost, reliability and turn around time The human interactive element (especially in oral production) is absent

Lessons from this chapter Assessment is an integral part of the teaching-learning cycle. Tests are a subset of assessment and may provide authenticity, motivation, and feedback to the learner. Tests are essential components of a successful curriculum and one of several partners in the learning process.

Cont: Lessons from this chapter Periodic assessments, both formal and informal, can increase motivation by serving as milestones of student progress. Appropriate assessments aid in the reinforcement and retention of information. Assessments can confirm areas of strength and pinpoint areas needing further work. Assessments can provide a sense of periodic closure to modules within a curriculum. Assessments can promote student autonomy by encouraging students' self-evaluation of their progress. Assessments can spur learners to set goals for themselves. Assessments can aid in evaluating teaching effectiveness.

Thank You…