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Test,
Assessing,
& Teaching
Relationship among
testing, teaching, and
assessment

Tests

Assessment

Teaching
A Test ?
Test is a method of
measuring a persons ability,
knowledge, or performance
in a given domain (Brown,
2004).

Test is a device for


obtaining a sample of
individuals behavior (Allen,
1979).
Test, in plain, ordinary
words, is a method of
measuring a persons ability
or knowledge in a given
area (Brown, 1987), domain
(Brown, 2001).

Test measures a persons


ability or knowledge (Brown,
1987).
A test must be
practicality,
reliability, and
validity (Brown,
1987).
A test ought to be
practical-within the means
of financial limitations, time
constrain, ease of
administration, and scoring
and interpretation.
A reliability test
is a test that is
consistent and
dependable.
By far the most
complex criterion of a
good test is validity,
accurately, objective.
Validity
Content validity
Construct validity
Content Validity

Curriculum

Syllabus

Test Specification

Test
Testing
An arrow
English
Competence

Listening Reading

Students
English
Competence

Speaking Writing
Students English Competence
Kinds of Tests:
Proficiency tests
Diagnostic tests
Placement tests
Achievement test
Aptitude tests
Principle for
Designing
effective
classroom tests
Before the test
1. Give students all the
information you can about
the test. Exactly what will
the test cover? Which
topics will be the most
important? What kind of
items will be included?
How long will it be?
Before the test
2. Encourage students to do a
systematic review of
material. For example:
skim the textbook and
other material, outline
major points, write down
examples, etc.
Before the test
3. Give them practice tests or
exercises, if available
4. Facilitate formation of a study
group, if possible
5. Caution students to get a good
nights test before the tests
6. Remind students to get to the
classroom early.
During the test
1. As soon as the test is
distributed, tell students to
quickly look over the
whole test in order to get a
good grasp of its different
parts
During the test
2. Remind them to mentally
figure out how much time
they will need for each
part
3. Advise them to concentrate
as carefully as possible
During the test
4. Alert students a few
minutes before the end of
the class period so that
they can proofread their
answers, catch careless
errors, and still finish on
time
After the test
1. When you return the test,
include feedback on
specific things the student
did well, what he or she
did not do well, and if
possible, the reasons for
such a judgment on your
part
After the test
2. Advise the student to pay
careful attention in class to
whatever you say about the
test results
After the test
3. Encourage questions from
students
4. Advise students to make a
plan to pay special attention
in the future to points that
they are weak on
Measurement?
Measurement is the
assessing of numbers of
individuals in a systematic
way as a means of
representing properties of
the individuals ( Allen,
1979).
Assessment?
Assessment is conceived as
broader than measurement.

Assessment includes not


only the collection data, but
also fashioning them into an
interpretable form-the
generation of information
(Stark and Thomas, 1994).
Teaching?
Teaching sets up the practice
games of language learning:
the opportunities for learners
to listen, think, take risk, set
goals, and process feedback
from the coach and then
recycle through the skills that
they are trying to master
(Brown, 2004).
Comparation Between Assessment and Evaluation
Assessment Evaluation
To improve future To judge the merit or worth of a
Purpose performance performance against a pre-defined
standard
Both the assessee and the The evaluator determines the criteria
Setting Criteria assessor choose the criteria.

The assessee --- who can The evaluator --- who is able to make a
Control choose to make use of judgment which impacts the evaluatee
assessment feedback
Calibration against a standard
Thorough analysis by
answering questions such as
Depth of Analysis
why and how to improve
future performance

Positive outlook of Closure with failure or success


Response implementing and action
plan

Peter E. Parker1, Paul D. Fleming 2, Steve Beyerlein3, Dan Apple4 and Karl Krumsieg5
31st ASEE/IEEE Frontiers in Education Conference, October 10 - 13, 2001 Reno, NV
Dimension of Difference Assessment Evaluation

Timing Formative Summative

Focus of Measurement Process-Oriented Product-Oriented

Relationship Between
Reflective Prescriptive
Administrator and Recipient

Findings, Uses Thereof Diagnostic Judgmental

Ongoing Modifiability of Criteria,


Flexible Fixed
Measures Thereof

Standards of Measurement Absolute Comparative

Relation Between Objects of A/E Cooperative Competitive


by (Vice President for Academic Affairs, Coe College)
Definitions
A test is a systematic instrument or procedure to measure
students behavior/ attribute.
Measurement is a required process describing numeric of
specific identification
Assessment is collecting information about quality or quantity
of students change (Johnson & Johnson, 2002: 6).
Evaluation is systematic process of collecting, analysis, and
interpreting information to determine value how far the students
achieve the learning and teaching objectives (Ghani, 2006: 70)
Evaluasi = students quantitative description (measurement) +
value Judgement
Evaluasi = students quantitative description (not
measurement) + value Judgement Gronlund (1971: 6)
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