Language Assessment Assignment Reading Report

Compiled by:
Name Reg. Number Class : Heniarti Sri Agusta : 18239 : K4/2010

English Department Language and Art Faculty Universitas Negeri Padang 2012

Types of Language Test .Based on the purpose, language test can be put in five categories. They are: a. Placement test Placement test is a test that is given to learner at the beginning of a course. The purpose is to determine the range of language that the learners know so that teacher can place them in the most suitable classes, group or course level. (Lindsay, 2006) Placement test needs to be: (1) familiar, friendly and relaxed, (2) reasonably brief and easy to mark and interpret, (3) focus on gathering the most relevant information. This means that placement test focus on knowledge of language rather than skill in language use. (Nation, 2010) b. Diagnostic test Diagnostic test is used to expose learner difficulties, gaps in their knowledge and skill deficiencies during a course. When teacher know students problem, she can do something about them in order to solve it. (Harmer, 2007) It is also used to find what learners know well so that time is not wasted on teaching that. Diagnostic test is very important both before and during a course. (Nation, 2010, Davies 2000) c. Progress test Progress test, which is also known as short-term achievement test, is given to check how well learners are doing after each lesson or unit. Based on the result, teacher can provide remedial work if necessary. This test is given every few weeks. (Davies, 2000, Harmer, 2007) d. Achievement test Achievement test is given to learners at the end of the course and are based on what they have studied during the course. The aim is to see what learners are able to do at the end of the course that could not be done in the beginning of the course. (Lindsay, 2006) Achievements test have the following characteristics: They are based on the material taught in the course. Learners usually know what question will be asked and what material will be covered.

 They are criterion referenced. (Nation, 2010) e. Proficiency test Proficiency test is a test used to determine learners levels in relation to generally accepted standards. (Davies, 2000) Proficiency test is given to show how much the learner knowledge of language and a particular part of language. The examples of this test are TOEFL, IELTS, UCLES, etc. The important value of this test is that it is one source of evaluation data to evaluate learning, course design and teaching. (Nation, 2010) In term of method, there are two kind of test. They are: a. b. Traditional paper-pencil test: using formal form of question paper. Performance test: language is assessed in the act of communication. (McNamara, 2000) Types of test item: a. Direct test item : Speaking o Interview o Information-gap activities, etc. Writing o Writing composition and stories o Transactional letter, etc. Reading o Multiple-choice to test comprehension of a text o Matching jumbled heading with the paragraph, etc. Listening o Completing chart by using information from text being listened. o Identifying who say what, etc. b. Indirect test item: Multiple-choice questions: vocabulary multiple-choice question Cloze Transformation and paraphrase Sentence re-ordering (Harmer, 2007) Discrete-point testing is testing separate, individual point of knowledge. (McNamara, 2000)

 Integrative testing is testing integrated knowledge of relevant systematic feature of language with an understanding of context. (McNamara, 2000)

References: Davies, Paul & Eric Pearse. 2000. Success in Language Teaching. Oxford: Oxford. Harmer, Jeremy.2007. The Practice of English Language Teaching. Edinburgh: Pearson. Lindsay, Cora & Paul Knight.2006. Learning and Teaching English. Oxford: Oxford. McNamara, Tim.2000. Language Testing. Oxford: Oxford. Nation, I.S.P & John Macalister.2010. Language Curriculum Design. New York: Routledge.