Take Home Mid Test of Language Testing Subject

Name : Khairunnisa Br Malau

NPM : 2310201021
Subject : Exam Total Quality Management In Education
Lecture : Dr. Sahlan Tampubolon, M.Hum

1. There are five types of Listening comprehension tests, they are: phoneme
discrimination, statements and dialogue, testing comprehension through visual materials,
and understanding Talks and Lectures. Please give clarification and examples for each
item. (score 20)
= a.Phoneme Discrimination: This test evaluates a person's capacity to discriminate
between various phonemes, which are a language's smallest units of sound. It focuses on
recognizing minute variations in pronunciation, which is essential for correctly
comprehending spoken words.
For example : The teacher can compile a list of minimum pairings, or words like
"ship/sheep," "bit/beat," "pat/bat," and so on, that only differ by one phoneme. After
reading aloud one word from each pair, the teacher asks the class to identify the word they
heard by either writing it down or holding up the matching card. Put "sheep" as an
example, and let the students select between "ship" and "sheep."
b. Statements and Dialogue: This test evaluates the ability to understand short sentences or
exchanges between speakers. It often involves everyday conversations or specific
statements where the listener needs to grasp the meaning, context, and sometimes the
implied information.
For example : The teacher can create or use a short dialogue relevant to the students' level
and interests. The conversation bellow can be the example of dialogue,
Ester : "Did you finish the homework Anggi?"
Anggi : "No, I had too much to do yesterday."
Play or read the dialogue aloud, then ask students questions such as "Why didn't Anggi
finish his homework?" or "What did Ester ask to Anggi?"
c. Testing Comprehension through Visual Materials : This type of test combines listening
with visual aids such as pictures, charts, or videos. The listener must understand the spoken
content and relate it to the visual information provided.
For Example : The test might show a picture of a busy street and play an audio description,
the example if picture will present as follow:
 "There is a man and the cat who want to cross the road” The students then be asked to
identify or describe elements in the picture based on the audio.
d. Understanding Talks and Lectures: This test evaluates the ability to comprehend and
retain information from longer, formal spoken formats like lectures or presentations. It
requires listeners to follow complex subjects, understand main ideas and supporting details,
and remember information over time. Active listening involves organizing information
logically and distinguishing between key points and peripheral details
For example : In a classroom setting, students could be provided with a recorded lecture or
talk on a specific topic relevant to curriculum. The recording could range from 10 to 20
minutes and cover a subject such as “Need analysis and the important of need analysis”
after listening, provide students with a set of questions like “What is needs analysis and
why is it important in? Or How can the results of a needs analysis be used ?” and for the
last the lecturer also can ask the students to make summarize the key points of the lecture.

2. What aspects should be considered when designing an oral production test? Please
answer the question and elaborate on your answer with examples. (score 15)
= a. Test Purpose and Objectives: Establishing the test's purpose and objectives involves
deciding what specific speaking skills you want to measure. This could include general
proficiency, specific communicative tasks, or particular linguistic competencies like
pronunciation or vocabulary use.
For example : Define the objective as assessing students' ability to give and understand
directions than pair students and have one student ask for directions to a location (e.g., a
library) and the other give detailed directions. Switch roles to ensure both practice giving
and receiving directions.
b. Task Types and Formats: Incorporate a variety of tasks that assess different speaking
skills. Tasks should be authentic and relevant to real-life situations that the students might
encounter
For example: Create a scenario where one student is a customer and the other is a store
clerk. The customer needs to return a defective product and get a refund or replacement.
This task assesses negotiation and problem-solving skills in a conversational context.
c. Scoring Criteria and Rubrics : Develop clear and detailed scoring rubrics that outline
how different aspects of speaking will be assessed. This ensures consistency and fairness in
scoring..
For example : Give students prepare and deliver a 3-minute presentation on a topic of their
choice. Use a rubric to score them on fluency, coherence, pronunciation, and use of
vocabulary. Share the rubric with students beforehand so they understand what is expected.
d. Test Validity and Reliability : Ensure that the test measures what it is supposed to
measure (validity) and produces consistent results across different administrations and
raters (reliability).
 For example: Show students a picture and ask them to describe it in detail. Conduct this
activity in different groups with the same picture and compare the results to ensure
consistency. This helps in assessing descriptive language and the ability to convey
information accurately
e. Test Administration: Provide clear instructions, allocate appropriate time for each
task, and ensure the testing environment is conducive to speaking. This reduces anxiety
and allows students to perform to the best of their abilities.
For example : Set up a mock interview where you ask each student a series of standardized
questions (e.g., about their hobbies, future plans). Ensure a quiet environment and give
each student equal time to respond. This simulates a real interview setting and assesses
how well students can articulate their thoughts under pressure

3. In designing vocabulary tests, we need to consider some aspects such as feedback,

motivation, recycling, and the backwash effect. Give an explanation and provide examples of
each item. an(Score 20)
= a. Feedback : This is the information provided to learners about their performance on a test.
Effective feedback helps learners understand their mistakes, reinforces correct answers,
and guides them on how to improve.
For example : Students exchange papers and, with the teacher's assistance, give feedback
to one another. By having peers explain words to one another, this promotes cooperative
learning. Give students correction sheets with explanations and sample sentences utilizing
the vocabulary word in addition to the correct answers. As a way to make sure everyone
understands, address common mistakes in class.
b. Motivation : Refers to the factors that encourage students to engage with the test and
strive to perform well. Tests should be designed in a way that maintains or enhances
students’ motivation to learn.
For Example : The teacher can create a classroom "Word Wall" where students can post
new vocabulary words they've learned, fostering a sense of achievement and friendly
competition. Offer small rewards or privileges (e.g., extra credit points, homework
passes) for students who perform exceptionally well on vocabulary tests. Than
incorporate vocabulary games or activities, such as Vocabulary Bingo or Pictionary, to
make the learning process more engaging and fun.
c. Recycling : Involves revisiting and reinforcing vocabulary items multiple times through
various activities and assessments. This repetition aids in the long-term retention and
retrieval of vocabulary.
For Example : The teacher can integrate previously learned vocabulary words into
subsequent tests or classroom activities, such as writing prompts, discussions, or reading
comprehension exercises. Than the teacher create cumulative vocabulary tests that
include words from multiple units or lessons, ensuring that students revisit and practice
 previously learned vocabulary. Encourage students to maintain a vocabulary journal or
flashcards, where they can record and review words periodically.
d. The Backwash Effect : Refers to the influence that a test or assessment has on teaching
and learning practices. Tests can shape the content and methods used in classrooms, as
teachers often align their instruction to prepare students for the test format and content
For example : Tests on vocabulary must be designed and administered in a way that
complements the teaching strategies and resources employed in the classroom. If word
definitions are emphasized on the test, make sure that the emphasis of the classroom
activities is on comprehending and applying terms in context, not just memorization of
definitions. In order to help students prepare, teachers can give them practice tests or
sample test questions that closely resemble the format of the real vocabulary test. To
promote a comprehensive awareness of word usage and meaning, assess vocabulary using
a variety of techniques, such as fill-in-the-blanks, matching, or short-answer questions..

4. There are 5 aspects that we have to consider in scoring a writing test:, they are: Content,
organisation, vocabulary, language use, and mechanics. Explain each of them by giving
examples. (Score 20)
a. Content : Refers to the relevance, depth, and originality of the ideas presented in the
writing. It assesses whether the writer has effectively addressed the topic and provided
sufficient information or arguments.
For example : The teacher can provide students with a specific topic or question to write
about. For instance, ask students to write an essay on "The Impact of Technology on
Education." Assess their ability to cover the topic comprehensively, providing relevant
details and examples. Before writing, the teacher can conduct brainstorming sessions
where students generate and organize ideas. This helps them develop rich content for
their essays.
b. Organization: Refers to evaluates the structure and coherence of the writing. It includes
the logical flow of ideas, the use of paragraphs, and the presence of a clear introduction,
body, and conclusion.
For example : Teach students to create outlines before they start writing. Give the
students outline the main points and supporting details for their essays. Assess their
ability to organize their ideas logically. Than conduct exercises focused on writing
cohesive paragraphs with topic sentences, supporting details, and concluding sentences.
Evaluate how well they transition between paragraphs.
c. Vocabulary: Assesses the range and appropriateness of word choice. It looks at the use
of precise, varied, and contextually appropriate words.
For example : The teacher can give students exercises where they replace common words
with more sophisticated synonyms or find antonyms. For example, replace "happy" with
"elated" or "joyful." Than provide vocabulary lists related to the essay topics. Encourage
students to incorporate these words into their writing. Assess their ability to use new
vocabulary accurately.
 d. Language Use: Focuses on grammar, sentence structure, and the overall fluency of the
writing. It examines how well students construct sentences and use grammatical
conventions.
For example : The teacher can conduct grammar exercises targeting common issues such
as subject-verb agreement, tense consistency, and sentence fragments. Assess students'
application of these rules in their writing, and encourage students to write sentences of
varying lengths and complexities. Evaluate their ability to use different sentence
structures effectively.
e. Mechanics: Refer to the technical aspects of writing, including spelling, punctuation,
capitalization, and formatting.
For Example : The teacher organize peer editing sessions where students review each
other’s work for spelling, punctuation, and capitalization errors. Provide checklists to
guide their reviews.Than teacher conduct exercises focused on correct punctuation usage,
such as using commas, periods, and quotation marks correctly. Evaluate students'
application of punctuation rules in their writing.

5. In Reading comprehension test on Heaton’s book on pages 105–133. Please give a summary
of this chapter by providing examples. (Score 25)
= This section of Heaton's book focuses on creating and using efficient reading
comprehension assessments. This chapter offers a thorough examination of diverse question
kinds, reading passage development, and comprehension skill testing, providing educators with
useful advice and examples.
A principal topic of discussion is the range of question types found in reading
comprehension assessments. Literal comprehension questions are among them; they test
students' comprehension of specific details from the text. For example, following a section
discussing a made-up story, a query can pose, "What is the name of the protagonist?" When
answering inferential comprehension questions, students must logically extrapolate information
from the text that isn't explicitly stated. One example may be, given clues in the story, "Why did
the protagonist decide to leave the city?" "Do you agree with the author's viewpoint on climate
change?" is an example of an evaluative comprehension question that invites students to assess
the text based on their knowledge and values. Why not, and why not? Tests of students'
vocabulary development understanding of word meanings in context, like, "What does the word
‘gregarious’ mean in this passage?"
The chapter also stresses how crucial it is to create reading passages that are interesting
and meaningful for kids. Ensuring that passages are both tough and accessible requires that they
pique students' interest and connect to their experiences. For example, a section discussing social
media trends might be quite interesting to high school kids. A passage should be between 200
and 300 words long for intermediate readers within the 30-minute test period, depending on the
students' reading level and the duration of the exam allowed. Incorporating diverse genres such
as narratives, expository texts, and descriptive passages guarantees a thorough evaluation of
students reading abilities. For example, to assess various comprehension skills, a single test can
include a short tale, a news article, and a scientific exposition.
Evaluating various comprehension abilities is another important goal. It's important to
have abilities like skimming and scanning, which entail swiftly determining the core idea or
specialized information. "What is the main idea of the second paragraph?" or "Find the date of
the event mentioned in the text" are two examples of questions that might be asked. Gaining an
understanding of particular information from the paragraph is necessary, like in the case of "List
three reasons why the main character was unhappy." Reading comprehension tests evaluate two
key skills: identifying connections between ideas or events (e.g., "How does the author link the
first and last paragraphs?") and determining the author's intention and tone (e.g., "What is the
author's purpose in writing this passage?" or "What tone does the author use in describing the
events?").
Multiple-choice questions like "What is the main benefit of recycling mentioned in the
text?" are practical examples of this style of inquiry. utilizing choices like a) cutting waste, b)
conserving money, c) generating employment, and d) enhancing air quality. For example, a
true/false statement might be, "The main character moved to the city for a new job." Short
answer questions might ask, "Explain in your own words why the protagonist felt isolated."
Matching activities could involve matching terms like "ecosystem," "biodiversity," and
"conservation" with their corresponding definitions from the passage
Teachers might also find some implementation advice in this chapter. In order to
thoroughly evaluate students' various reading abilities, it is crucial to employ a well-balanced
variety of question kinds. Additionally, making sure that instructions are precise and
unambiguous helps prevent students from being confused. Pilot tests can be used to improve
questions and make sure they accurately assess comprehension abilities, giving valuable input to
enhance students' learning.

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