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1. Type and Objectives of Assessment 👈
a. Proficiency
Test
The purpose of proficiency test is to test global competence in a language. It tests overall ability regardless of any training they previously had in the language. Proficiency tests have traditionally consisted of standardized multiple-choices item on grammar, vocabulary, reading comprehension, and listening comprehension. One of a standardized proficiency test is TOEFL.
b. Diagnostic
Test
The purpose is to
diagnose specific aspects of a language. These tests offer a checklist of
features for the teacher to use in discovering difficulties. Proficiency tests
should elicit information on what students need to work in the future;
therefore the test will typically offer more detailed subcategorized
information on the learner. For example, a writing diagnostic test would first
elicit a writing sample of the students. Then, the teacher would identify the
organization, content, spelling, grammar, or vocabulary of their writing. Based
on that identifying, teacher would know the needs of students that should have
special focus.
c. Placement
Test
The purpose of
placement test is to place a student into a particular level or section of a
language curriculum or school. It usually includes a sampling of the material
to be covered in the various courses in a curriculum. A student’s performance
on the test should indicate the point at which the student will find material
neither too easy nor too difficult. Placement tests come in many varieties:
assessing comprehension and production, responding through written and oral performance,
multiple choice, and gap filling formats. One of the examples of Placement
tests is the English as a Second Language Placement Test (ESLPT) at San
Francisco State University.
d. Achievement
Test
The purpose of
achievement tests is to determine whether course objectives have been met with
skills acquired by the end of a period of instruction. Achievement tests should
be limited to particular material addressed in a curriculum within a particular
time frame. Achievement tests belong to summative because they are administered
at the end on a unit/term of study. It analyzes the extent to which students
have acquired language that have already been taught.
e. Language
Aptitude Test
The purpose of language
aptitude test is to predict a person’s success to exposure to the foreign
language. According to John Carrol and Stanley Sapon (the authors of MLAT),
language aptitude tests does not refer to whether or not an individual can
learn a foreign language; but it refers to how well an individual can learn a
foreign language in a given amount of time and under given conditions. In other
words, this test is done to determine how quickly and easily a learner learn
language in language course or language training program. Standardized aptitude
tests have been used in the United States: the modern language aptitude test (MLAT),
and the pimsleur language aptitude battery (PLAB).
2.
Identify Issues in Language Assessment 👈
a. Behavior
Behavior (American
English) or behaviour (Commonwealth English) is the actions and mannerisms made
by individuals, organisms, systems or artificial entities in conjunction with
themselves or their environment, which includes the other systems or organisms
around as well as the (inanimate) physical environment. It is the computed
response of the system or organism to various stimuli or inputs, whether
internal or external, conscious or subconscious, overt or covert, and voluntary
or involuntary.Taking a behavior informatics perspective, a behavior consists
of behavior actor, operation, interactions, and their properties. A behavior
can be represented as a behavior vector.
b. Integrative
Integrative is an
interdisciplinary approach to assessment based on combining, interpreting and
communicating knowledge from diverse scientific disciplines to policy in such a
way that an entire cause–effect chain of a problem can be evaluated from a
synoptic perspective.
c. Communicative
language teach
Communicative language
teaching (CLT), or the communicative approach, is an approach to language
teaching that emphasizes interaction as both the means and the ultimate goal of
study.
Language learners in
environments utilizing CLT techniques, learn and practice the target language
through the interaction with one another and the instructor, the study of
"authentic texts" (those written in the target language for purposes
other than language learning), and through the use of the language both in
class and outside of class.
Learners converse about
personal experiences with partners, and instructors teach topics outside of the
realm of traditional grammar, in order to promote language skills in all types
of situations. This method also claims to encourage learners to incorporate
their personal experiences into their language learning environment, and to
focus on the learning experience in addition to the learning of the target
language.
According to CLT, the
goal of language education is the ability to communicate in the target
language. This is in contrast to previous views in which grammatical competence
was commonly given top priority.[3] CLT also focuses on the teacher being a
facilitator, rather than an instructor. Furthermore, the approach is a
non-methodical system that does not use a textbook series to teach the target
language, but rather works on developing sound oral/verbal skills prior to
reading and writing.
d. Performance
Based Assessment
Communicative language
teaching (CLT), or the communicative approach, is an approach to language
teaching that emphasizes interaction as both the means and the
ultimate goal of study.
Language learners in
environments utilizing CLT techniques, learn and practice the target language
through the interaction with one another and the instructor, the study of
"authentic texts" (those written in the target language for purposes
other than language learning), and through the use of the language both in
class and outside of class.
Learners converse about
personal experiences with partners, and instructors teach topics outside of the
realm of traditional grammar, in order to promote language skills in all types
of situations. This method also claims to encourage learners to incorporate
their personal experiences into their language learning environment, and to
focus on the learning experience in addition to the learning of the target
language.
According to CLT, the
goal of language education is the ability to communicate in the target
language. This is in contrast to previous views in which grammatical competence
was commonly given top priority. CLT also focuses on the teacher being a
facilitator, rather than an instructor. Furthermore, the approach is a
non-methodical system that does not use a textbook series to teach the target
language, but rather works on developing sound oral/verbal skills prior to
reading and writing.
3.
Hot Topics Relating to Classroom-Based
Assessment 👈
a. Multiple
intelligent
Multiple intelligences
is a theory first posited by Harvard developmental psychologist Howard Gardner
in 1983 that suggests human intelligence can be differentiated into eight
modalities: visual-spatial, verbal-linguistic, musical-rhythmic,
logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic.
Eschewing previously narrow, preconceived notions of learning capabilities (for
example, the concept of a single IQ), the idea behind the theory of multiple
intelligences is that people learn in a variety of different ways.
Multiple intelligences
refers to a theory describing the different ways students learn and acquire
information. These multiple intelligences range from the use of words, numbers,
pictures and music, to the importance of social interactions, introspection,
physical movement and being in tune with nature. Accordingly, an understanding
of which type(s) of intelligence a student may possess can help teachers adjust
learning styles, and suggest certain career paths for learners.
b. Musical
Musical intelligence is
one of Howard Gardner's nine multiple intelligences which were outlined in his
seminal work, Frames of Mind: The Theory of Multiple Intelligences (1983).
Gradner argued that intelligence is not a single academic capacity of an
individual, but rather a combination of nine different kinds of intelligences.
Musical intelligence is
dedicated to how skillful an individual is performing, composing, and
appreciating music and musical patterns. People who excel in this intelligence
typically are able to use rhythms and patterns to assist in learning. Not
surprisingly, musicians, composers, band directors, disc jockeys and music
critics are among those that Gardner sees as having high musical intelligence.
c. Kinesthetic
Kinesthetic learning
(American English), kinaesthetic learning (British English), or tactile
learning is a learning style in which learning takes place by the students
carrying out physical activities, rather than listening to a lecture or
watching demonstrations. As cited by Favre (2009), Dunn and Dunn define
kinesthetic learners as students who require whole-body movement to process new
and difficult information.
d. Naturalism
In philosophy,
naturalism is the "idea or belief that only natural (as opposed to
supernatural or spiritual) laws and forces operate in the world."[1]
Adherents of naturalism (i.e., naturalists) assert that natural laws are the
rules that govern the structure and behavior of the natural universe, that the
changing universe at every stage is a product of these laws.
Naturalism is not so
much a special system as a point of view or tendency common to a number of
philosophical and religious systems; not so much a well-defined set of positive
and negative doctrines as an attitude or spirit pervading and influencing many
doctrines. As the name implies, this tendency consists essentially in looking
upon nature as the one original and fundamental source of all that exists, and
in attempting to explain everything in terms of nature. Either the limits of
nature are also the limits of existing reality, or at least the first cause, if
its existence is found necessary, has nothing to do with the working of natural
agencies. All events, therefore, find their adequate explanation within nature
itself. But, as the terms nature and natural are themselves used in more than
one sense, the term naturalism is also far from having one fixed meaning.
e. Personal
Personality assessment,
the measurement of personal characteristics. Assessment is an end result of
gathering information intended to advance psychological theory and research and
to increase the probability that wise decisions will be made in applied
settings (e.g., in selecting the most promising people from a group of job
applicants). The approach taken by the specialist in personality assessment is
based on the assumption that much of the observable variability in behaviour
from one person to another results from differences in the extent to which
individuals possess particular underlying personal characteristics (traits).
The assessment specialist seeks to define these traits, to measure them
objectively, and to relate them to socially significant aspects of behaviour.
f. Intrapersonal
Intrapersonal
competencies involve self-management and the ability to regulate one’s behavior
and emotion to reach goals, while interpersonal competencies involve expressing
information to others as well as interpreting others’ messages and responding
appropriately. Supporting Students’ College Success: The Role of Assessment of
Intrapersonal and Interpersonal Competencies examines how to assess
interpersonal and intrapersonal competencies (e.g., teamwork, communication
skills, academic mindset, and grit) of undergraduate students for different
purposes. This report establishes priorities for the development and use of
assessments related to the identified intrapersonal and interpersonal
competencies that influence higher education success, especially in STEM.
g. Traditional
and Alternative Assessment
Assessment is one of
the crucial components of the instruction. People within the educational
community, i.e. policymakers, educators, students, parents, administrators,
have different ideas regarding the implementation of assessment strategies
(Dietel, Herman, and Knuth, 1991). While some believe traditional assessment
methods are more effective, others think that alternative assessment tools are
superior. This article is written to inform people particularly in the field of
distance education about assessment practices at a distance. However, the
content of assessment is not a field specific and it can be applied to various
instructional settings (Simonson, Smaldino, Albright, and Zvacek, 2000).
h. Computer
Based Testing
A method and system for
patient generation and evolution for a computer-based testing system and/or
expert system. One or more belief networks, which describe parallel health
state networks are accessed by a user or a computer. A knowledge base, at least
in part, is scripted from the one or more belief networks by the computer. A
model patient at least in part, is instantiated by the computer from the
scripted knowledge base. Optionally, the model patient is evolved by the
computer in accordance with the parallel health state networks and responsive
to a received course of action.
https://patents.google.com/patent/US7024399B2/en
https://patents.google.com/patent/US7024399B2/en
