1. What
is the orientation of each test based on purpose?
These are some
kinds of test based on purpose:
·
Aptitude
test is used for predicting a student’ future success, potential, and
capability in language learning. How quickly somebody learn the second language.
The form is multiple choices. Besides, we have to know the material or the
concept of general language ability to make the form of the test. The
orientation is to the future (students’ future success).
Example: MLAT (Modern Language Aptitude Test)
·
Screening
is used in order to set the passing grade/qualification (with selecting the
material), and the orientation is to the future.
Example:
SNMPTN, SPMB, etc.
·
Placement
test is used to place students at the stage or class appropriate to their
abilities. The orientation is to the future.
Example: Acceleration class and regular class
·
Diagnostic
test is used to identify students’ strength and weaknesses and to ascertain
further the teaching plan, syllabus, curriculum or learning achievement. The
orientation is in now.
-
If it is below remedial
-
If it is precise: reinforcement
-
If it is upper: enrichment
·
Achievement
test is used to measure how much of the language taught during a period of time
has been learned.
Example: Mainly teacher made-test
·
Proficiency
test is used to measure people’s current ability/competence in a language
regardless of any training they may have had.
The orientation is to the future.
Example: TOEFL; IELT; TOEIC; BULATS
·
Research
purposes is used to do a research, taking a test and queisionare. The orientation is in now.
·
Program
evaluation is used to develop test to collect the information to evaluate program
(objective, system). the orientation is to the future
Example: IC program,RSBI
2.
How are NRT and CRT different?
Actually, there is difference between NRT and CRT.
It is on the comparison objects. Here,
Norm-referenced testing is measured
not with relation to others’ scores, but with relation to criteria for a
particular unit of learning. It compares a student's test performance with a
sample of similar students who have taken the same test. Example: TOEFL, IQ test, CAT, CTBS and SAT.
While, Criterion-referenced testing is measured not with
relation to teaching objectives, but with relation to group ranking. CRT
compares students’ achievement with pre-defined set of criteria or standard.
However, the result is usually in the form of passed or failed.
3.
How are assessment tools based on response type
classified?
Based on type classified of assessment tools, here
test takers are provides with responses one of which they must choose, such as
Multiple Choice and True-False form. Both testing have to open a chance to test
takers in order to make guesses based on particular knowledge or skills being
tested.
4.
How are test, measurement, evaluation, and assessment
related?
The relationship among test, measurement, evaluation,
and assessment conduct when teacher utilizes a way for knowing students’
competence. In this way, test is
conducted in order to find that competence which can be seen in form of
performance, either reveal hidden competence in each individual. On the other
hand, measurement is quantifying the characteristics of the competence for each
individual. Therefore, measurement contributes to the test result understanding
because it is more practical to be read by other people reflecting the real
competence of the students. Then, assessment
is used to increase their ability in order to reach their standard of competence.
Teacher can utilize assessment to know the students’ progress and it can be
conduct every time if he/she thinks that students need it. It can be in the
form of exercises or class activities. Assessment is on- going data collection
about the achievement and competence of the students. While evaluation is
broader than assessment. Therefore, it covers and needs test, measurement, and
assessment. Those three things lead to evaluation or judgment about each
individual/student. When we assess and evaluate students, absolutely we need
test and measurement too.
5.
What follow up actions will you take if the results of
the try out is as follows?
·
For
the item number 20 means that the distractor is not good. The A choice was
specified and the test taker should change the A key become D answer.
·
For
item number 21, the distractor is good, it means the answer was clear and it
does not need to be changed.
·
For
item number 22, the distractor is good, it means the answer was clear and it
does not need to be cahnged.
·
For
item number 23, the distractor is good enough, and the answer was clear. It
does not need to be changed.
6.
How are discrete-point testing, integrative,
integrated, and performance based on testing deferent in terms of the test task?
·
Discrete-point
testing is used to test single element of language or skill at a
time. For example Phoneme
recognition, Yes/No, True/ False answers, Spelling, Word completion, Grammar
items, and most multiple-choice tests. And it focuses in testing the smallest part of language
·
Integrative
testing is used to to test two or more (often a number of) skills or
features of language together. For
example: Cloze
tests, Dictation, Translation, Essays and
other coherent writing tasks Oral interviews and conversation Reading, or other
extended samples of real text. Actually, It focuses that component of language will work
together to function in certain language skill.
·
Communicative/Integrated
is also used to test multiple skills, but it has a difference. Its focus is in
students understanding, so we can use every way to raise that aim. The material
is real and we can set up the situation, for example: Role Card and Situational
Card.
·
Performance
is also used to test multiple skills and it has a difference. Even it focus
that language as a thing to carry the information to the students (while
Communicative focuses in students understanding), we also can set up the
situation. The example is CTL.
7.
Standardized assessment tools need to be designed
according to the following steps, namely?
Stage of Test that has some following steps, such as:
1.
Purpose
of the test
In this contecxt, It includes the scope of material and focuses in the
objective of the test. It uses kinds of test based on the purpose, such as
Aptitude test, Screening/Selecting/Admission/Entrance, Placement, Diagnostic,
Achievement, Proficiency, Research Purpose Test and Program Evaluation.
2.
Specify
the competence
3.
Derive
the competence to be indicator and put it in the blue print
Ø
There
are some principles of deriving indicator, those are SMART Specific
:
·
Measurable : it can be quantify
·
Achievable : the test takers can achieve, reach and do it
·
Realistic : it based on students real life
·
Timely : it has to be limited in time
Ø
There
is also formula of deriving indicator, such as Audience, Behavior, Condition
and Degree
4.
Item
is written based on the blue print
5.
Ask
expert to be second opinion
6.
Revise
it
7.
Ask
expert again and compare with the blue print
The
important of blue print:
Ø
Basic
for guidance and direction in item writing
Ø
Basic
for test form assembly
Ø
Guide
to interpretation of score
8.
Revise
it
9.
Try
it out
10. Revise it again
11. Save it in the bank item
8.
How is scoring on students’ performance on test classified?
·
Dichotomous
For dichotomous the number is utilized into wrong which is zero and the
correct score is one. For instance: Multiple Choices, True-False
Correct-Incorrect and others. Viewing and treating the response as either one
of two distinct, exclusive categories. A test taker’s performance is therefore
put into category. The number utilized in this kind of scoring is 0 and 1.
·
Continuous
For continuous the number is provided into several grades
(0,1,2,3,4...).Other number also possible. For example a range from 0 to 100.
Additionally, the scoring includes speaking and writing. The test takers
response is considered as having a gradation or degree in it. In this way a
test taker’s response may be scored as 0,1,2,3,4 or 5 depending on the nature
of the response
9.
How are scoring and grading different? Provide an
example of necessary?
a.
Scoring
:
In
this case, based on
students’ activity in the real life application, Scoring can be involved in the form
of performance, science experiments, and social science experiments, write
stories and report, and read and interpret literature. The teacher-scoring plan
reflects the relative weight that they place on each section and items in each
section. For example, the integrated-skills class that we have been using
focuses on listening and speaking skills with some attention to reading and
writing. Because oral production is the focus, the teacher decides to place
more weight on the speaking (oral interview) section than on the other three
sections. Therefore, teacher should designate 40% of the grade to the oral
interview with consider the listening and reading section to be equally important,
but each of them, especially in this multiple choice format, is of less
consequence than the interview. Therefore, we can give each of them 20% weight.
That leaves 20% for the writing section, which seems about right to teacher to
given the time and focus writing in this unit. The Scoring classification:
1.
Dichotomous
Scoring:
The number
is utilized into wrong which is zero and correct score is one. For example,
Multiple Choice, True-False, Correct-Incorrect and others format which offer
responses.
2.
Continuous
Scoring:
The number
is utilizes into several grades (0,1,2,3,4...). Other numbers are possible, for
instance a range from 0 to 100. The scoring includes speaking and writing.
Grading has two forms, such as:
•
Absolute
grading: system of grading when we pre-specify standards of performance on a
numerical point system
|
|
Midterm
(50 points)
|
Final Exam
(100 points)
|
Other performances
(50 points)
|
Total of performance
(200 points)
|
|
A
|
45-50
|
90-100
|
45-50
|
180-200
|
|
B
|
40-44
|
80-89
|
40-44
|
160-179
|
|
C
|
35-39
|
70-79
|
35-39
|
140-159
|
|
D
|
30-34
|
60-69
|
30-34
|
120-139
|
|
E
|
Below 30
|
Below 60
|
Below 30
|
Below 120
|
·
Relative
grading
Ranking students in order of performance (percentile
rank) and assigning cut-off point of grades usually accomplish relative grading
|
|
Institution X (%)
|
Institution Y (%)
|
Institution Z (%)
|
|
A
|
15
|
30
|
60
|
|
B
|
30
|
40
|
30
|
|
C
|
40
|
20
|
10
|
|
D
|
10
|
9
|
|
|
E
|
5
|
1
|
|
How we assign letter grades to this
test is a product of
•
The
country, culture, context of the English classroom
•
Institutional
expectations (most of them unwritten)
•
Explicit
and implicit definitions of grades that you have set forth
•
The
relationship you have established with this class, and
•
Students’
expectations that have been engendered in previous tests and quizzes in this
class.
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