Matakuliah
Tahun
: G0444 / MATERIAL DESIGN and TESTING
: 2009
Pertemuan 16
ASSESSMENT and EVALUATION
Assessment and evaluation take place in many different contexts and for many
different purposes.
In a classroom or tutoring situation, learners want to know how they are
progressing and teachers and tutors want to know how effective their
instructional approaches and materials are.
At the program level, administrators are concerned about the implementation
and success of the program.
No single assessment procedure or instrument can provide everything to all
stakeholders, but information from a variety of assessments can provide
more comprehensive portrait of the learner and of the success of
instructional services.
Bina Nusantara
http://www.cal.org/caela/tools/instructional/assessment.html
ASSESSMENT
It means judging learners’ performance by collecting
information about it.
We ASSESS learners for different reasons, using
different kinds of TESTS to do so.
Assessment tasks are the methods we use for
assessing learners and can be done formally or
informally.
Bina Nusantara
INFORMAL ASSESSMENT
It is when we observe learners to see how well they are
doing something and then give them comments on their
performance.
FORMAL ASSESSMENT
It is when we assess learners through TESTS or exams
and give their work a mark or grade.
Bina Nusantara
Video Watching
Click to watch the video on Assessment of English Language Learners:
http://www.colorincolorado.org/webcasts/assessment
Bina Nusantara
SEVERAL REASONS TO ASSESS LEARNERS
1. At the beginning of a course: a DIAGNOSTIC TEST.
2. To know what level the learners are when they go to a language
school: a PLACEMENT TEST.
3. To know how well learners have learnt after we have finished
teaching a part of a course: FORMATIVE ASESSMENT. If we use
a test to do so: a PROGRESS TEST.
4. At the end of a term or a course: an ACHIEVEMENT TEST.
5. To see how good they are at a language: a PROFICIENCY TEST.
(See next meeting slides for further discussion)
Bina Nusantara
Learners can also assess themselves (self-assessment)
or one another (peer assessment).
They usually do this informally with checklists to guide them.
The reason for using both of these kinds of assessment is
to help learners understand their language use and
performance better, and so become more
autonomous.
AUTONOMOUS language learners:
Are those who can organize their own learning without
necessarily needing a teacher to guide them.
Bina Nusantara