Current Issues in Classroom Testing

1. Current Issues in Classroom Testing Teguh Ardianto

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

3. New View on Intelligence Teguh Ardianto

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

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

6. Traditional and Alternative Assessment Teguh Ardianto

7. Traditional and “Alternative” Assessment Triggered Moved the trend

8. Armstrong (1994) and Bailey (1998) drew the clear distinction between traditional and alternative assessment in the table below:

9. 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.

12. Computer-Based Testing Teguh Ardianto

13. Computer Based Testing

14. Computer Based Testing Computer based test requires test takers perform responses on a computer.

15. 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

16. 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

17. 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

18. 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.

19. 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.

20. Thank You…