Mid Test Term (UTS)

Name : Afif Adani

Class : VI B
NIM : 2223160098

Subject : Evaluation on ELT

Time Allocation : 100 minutes
Lecturer : Sutrisno Sadji Evenddy, M.Pd.

Question:

1. Describe the test above based on:

a. 5 principles of language assessment. (score: 10)
b. 6 critical questions. (score: 12)

2. If you as a teacher in that class describe what kind of “alternative assessment” will you
apply? (choose one of “alternative assessment”). (score: 3)

Answer:

1. A. The 5 principles of language assessment:

Practicality refers to the logical, down-to-earth, administrative issues involved in making,

giving, and scoring an assessment instrument. Some considering attributes of practicality: stay
within budgetary limits; can be completed by the test taker withing appropriate time constraints;
has clear directions for administration; appropriately utilizes available human resources; does
not exceed available material resources; considers the time and effort involved for both design
and scoring. As the issue above I personally think that was fulfill the practical principles of
language assesment because it has clear administration and does not exceed material recources,
also the test is considers the time, the test is manage the time for each test for example in audio
or listening test has 20 minutes then oral test has 3 minutes. This test is fulfill practicality
principles because the teacher involved to become the examinee in the oral test that make the
test available human resource. And thats very practical doesn't exceed available material
resources too much.

The second principle is Reliability. A reliable test is consistent and dependable. If you
give the same test to the same student or matched student on two different occasions, the test
should yield similar. A reliable test is consistent in its conditions across two more
administrations; gives clear directions for scoring/evaluation; has uniform rubrics for
scoring/evaluation; lends itself to consistent application of those rubrics by the scorer; contains
items/tasks that are unambiguous to the test-taker. From the issue above the test is has a rubric
that contains the items to evaluate their listening skill in the form of audio test and that items
is really consider the things such as grammatical and phonological elements represented in a
variety of stimulus types and responding to written multiple choice items and I think that less
of ambiguity.

The third principle is Validity. Validity as an integrated evaluative judgment of the

degree to which empirical evidence and theoretical rationales support the adequance and
appropriateness of inferences and actions based on the test score or other modes of assessment.
(Samuel Messick, 1989:11). A valid test: measures exactly what it proposes to measure; does
not measure irrelevant or contaminating variables; relies as much as possible on empirical
evidence (performance); involves performance that samples the test’s criterion (objective);
offers useful, meaningful information about a test-taker’s ability; is supported by a theoretical
rationale or argument. As the theoritical based on the issue above the test is valid because the
thest is measure excatly what it proposes to measure we can see in the issue that the aim of the
student or the focus is in the oral examination, and its match with the test by designing listening
and speaking. And the test has the aim and goals to it, so from the test we can see the students'
ability in those skill after 15 weeks course in oral communication.

The forth principle is Authenticity. Bachman and Palmer (1996) defined authenticity as
“the degree of correspondence of the characteristics of a given language test task to the features
of a target language task” (p.23) and then suggested and agenda for identifying those target
language task and for transforming them into valid test items. An authentic test: contain
language that is a natural as possible; has items that are contextualized rather than isolated;
 includes meaningful, relevant, interesting topics; provides some thematic organization to items,
such as through a story line or episode; offers tasks that replicate real-world task. In the issue
above I assumed that the test has an authentic assessment, because as we know the process of
evaluating student performance behavior in a multidimensional manner in real situations.
Students are required to be able to show learning outcomes in the form of abilities in real life,
not something that is made up or that is only obtained in the classroom, but is known in
everyday life. For example the test is given by oral test interview one by one with the teacher
and this test is made to create the real communication in the daily life.

Washback. A test that provides beneficial washback: positively influences what and how
teacher teach; positively influences what and how leaner learn; offers learners a chance to
adequately prepare; gives learners feedback that enhances their language development; is more
formative in nature than summative; provides conditions for peak performance by the learner.
From the issue above the student will excarly got the washback from the teacher in the oral
examination by interview one by one because the teacher probably will correct the wrong
words or sentence or the pronounciation from the student, and made the student did the self
analysis about the asked question and try to use their discovery learning process to understand
the question.

B. 6 critical questions of language assessment:

Are the Test Procedures Practical?

Practicality is determined by the teacher’s (and the student’s) time constraints, costs, and
administrative details, and to some extent by what occurs before and after the test. To determine
whether a test is practical for your needs, you may want to use the checklist below.

Practicality checklist :

1. Are administrative details clearly established before the test?

Yes the administrative details clearly establishes before the test, thats very clear because that has
the clear aim and goals of the test, also the test is match with it there are the duration of the time
to.
2. Can students complete the test reasonably within the set time frame?

Yes, because the audio test is just listening and write what they've listened and it maybe takes 20
minutes enough to answer in the worksheet.

3. Can the test be administered smoothly, without procedural “gliches”?

The test is need to use the technology for audio test. And maybe in oral by interview its less glitches.

4. Are all materials and equipment ready? The test will be audio test for listening section and
there is a worksheet, and the second part is speaking test that need the teacher to be examinee. In
audio need the worksheet and audio test object.

5. Is the cost of the test within budgeted limits?

Yes, because they use the teacher and its really budgeted limits

6. Is the scoring/evaluation system feasible in the teacher’s time frame?

Because in the test has the goals thats to evaluate the students' speaking and listenint ability so
from the worksheet and teacher's assesment is feasible.

- Is The Test Reliable?

Reliability applies to both the test and the teacher, and at least for source of unreliability must be
guarded against, as noted in the second section of this chapter. Test and test administration
reliability can be achieved by making sure that all students receive the same quality of input,
whether written or auditory. Part of achieving test reliability depends on the physical context-
making sure

- Does The Procedure Demonstrate Content Validity?

The major source of validity in a classroom test is content validity: the extent to which the
assessment requires students to perform tasks that were included in the previous classroom lessons
and that directly represent the objective of the unit on which the assessment is based

1. Are classroom objectives identified and appropriately framed?

2. Are lesson objectives represented in the form of test specifications?

Is The Procedure Face Valid And “Biased For Best”?

Are the Test Tasks As Authentic As Possible ?

Is the language in the test as natural as possible?

I think the focus on the test is grammatically test in speaking and phonological elements so the
nature of the language can be described in the audio test.

1. Are items as contextualized as possible rather than isolated?

2. Are topics and situations interesting, enjoyable, and/or humorous?

3. Is some thematic organization provided, such as through a story line or episode?

4. Do tasks represent, or closely approximate, real-world task?

- Does the Test Offer Beneficial Washback To The Learner?

the student will excarly got the washback from the teacher in the oral examination by interview
one by one because the teacher probably will correct the wrong words or sentence or the
pronounciation from the student, and made the student did the self analysis about the asked
question and try to use their discovery learning process to understand the question.

2. Based on the situation above, if as a teacher I would choose to use selected response assessment.
Because, the above test situation is that students are asked to listening to an audio program with
most of the course’s grammatical and phonological elements represented in a variety of stimulus
types and responding to written multiple choice items. Therefore, the right alternative
assessment if the test is like that is to use selected response assessment, because in the test
students will be asked to work on multiple choice questions. The other reason is, because
according to the criteria of selected response assessment, namely:
i. Students choose correct answer from a limited set of options.
ii. Best used to measure listening an reading skills
iii. Quick to administer
iv. Scoring is quick, easy and relatively objective

And other alternative assessments that I will use are conferences and interviews. Because,
in the (b) point of test is the three-minute oral interview, one on one, with the teacher is mentioned.
Conferences are not limited to drafts of written work. It must assume that the teacher plays the role
of a facilitator and guide , not of an administrator of a formal assesment. The above situation is in
accordance with the criteria of Personal-Response Assessment, namely:

A. Produces language

B. Provides:

- individualized assessment,
 - ongoing assessment

- rich forms of feedback

Why do you have a Personal-Response Assessment? Because later students will be going,
one by one, into the oral interview in separate room.