LANGUANGE TESTING

BY
GROUP 1
1. FRANSISKA SIMANJUNTAK
2. HARRY HUTABARAT
3. KHAIRUNISA BR MALAU
4. LIBERTIN MENDROFA

Lecturer: Dr. Christina Natalina Saragih, S.Pd, M.Hum

MAGISTER OF ENGLISH EDUCATION POST GRADUATE PROGRAM

MAGISTER OF ENGLISH EDUCATION (M.Pd)

NOMENSEN UNIVERSITY MEDAN

TA.2024/2025
By : Fransiska Simanjuntak

I. INTRODUCTION

Language testing is a device that tries to assess how much has been learned in a foreign
language course or some part of course. Language testing is the systematic process of assessing a
learner's language proficiency or specific language skills through carefully designed tasks and
questions, with the aim of evaluating communicative competence in real-world contexts. Heaton
(1988 p.5) states: "The construction and administration of language tests are not ends in
themselves: they are ultimately designed to serve the wider purposes of language learning and
teaching". This quote emphasizes that for Heaton, language testing is not just about assessment,
but is an integral part of the language learning and teaching process.

Weir (2005 p.12) states: "Language testing is not just about the test itself, but about the
whole process of test development, administration, and the interpretation of test scores in relation
to a specific context and purpose". He defines language testing as a systematic process of
developing, administering, and interpreting tests that measure specific aspects of language ability
or overall language proficiency. In the teaching-learning environment, there is a constant need to
gauge the outcome or the quality of responsiveness of the teaching and learning process. Since
the students have to learn language, it is language that we must test.

1. Definition of Testing and Teaching

a. Testing
Testing involves determining and documenting a product's capabilities, characteristics,
effectiveness, reliability, and suitability in real-world or simulated conditions. Testing, which is
frequently considered as a measure of student achievement, serves a variety of purposes in
modern education. It is a tool for evaluating student learning, guiding instructional decisions, and
encouraging accountability. There are some definitions about test from some expert: According
to Heaton (1988:5) in Zananda and Setiawan (2023), tests can be designed to either reinforce
learning or inspire students or to assess their language performance. It means tests can give
contributions if it is use naturally. It is needed to do a test to know students’ ability. Tests are
also used to measure ability in language.
 Furthermore, a new study by Chen and Williams (2024) emphasizes the growing
importance of English testing in ensuring fair access to education, particularly in multilingual
learning settings. Testing is an important part of global educational systems, acting as a
significant instrument for assessing students' language proficiency and directing pedagogical
decisions. These assessments assess learners' abilities in reading, writing, listening, and speaking
English, giving instructors useful information about their students' strengths and areas for
progress.

In addition, Linn & Gronlund (1995) in argued that a test is a particular type of
assessment that typically consists of a set of questions administered during a fixed period of time
under reasonably comparable conditions for all students. They argued that testing is systematic
procedure for observing and describing one or more characteristics of a person, usually with the
aid of a numerical scale or classification system. In summary, test is a method or tool used in the
assessment process which can be presented in the form of a task that must be done by students.
Through the test, the lecturer do not only measure and motivate the students’ ability but also
improve the lesson in teaching learning process.

b. Teaching

Teaching is a process that involves guiding, facilitating, and fostering learning through
various means, including dialogue, experience, reinforcement, social interaction, and personal
integrity. Here are some definition of teaching according to experts: Brown (2007 p.8) defines
teaching as "showing or helping someone to learn how to do something, giving instructions,
guiding in the study of something, providing with knowledge, causing to know or understand".
Brown emphasizes that teaching is not simply transferring knowledge but rather a process of
supporting and encouraging learners to discover and construct knowledge for themselves.
According to Musial and Tricot (2012), teaching can be defined as the intentional and
systematic process of facilitating learning, typically involving the transfer of knowledge, skills,
and values from an instructor to students. It involves designing and implementing educational
experiences that promote cognitive, social, and emotional development. In addition, according to
Hammond (2006), teaching is a multifaceted profession that requires a broad range of knowledge
and skills. Educators must be adept at making decisions in unpredictable circumstances,
analyzing their own methods, and applying a variety of strategies and resources to address
diverse learning situations. This view of teaching highlights: its intricate nature, need for a wide-
ranging knowledge foundation, importance of expert decision-making, value of self-analysis and
theoretical understanding of one's practice. These definitions mean that in teaching process the
teacher does not only provide necessary information for facilitating the learners, but also
guiding, motivating, and counseling the learners to understand the lesson. The definition of
teaching above also explain that teaching is an activity to teach by giving example, instruction,
and guiding from teacher to students for get information and knowledge to students.

2. The Goal Of The Test ( Why We As A Teacher Should Give Test To The Students)
Zananda and Setiawan (2023) explore the multifaceted nature of language testing. They
argue that tests can be designed to serve various purposes in language education. These purposes
include reinforcing learning, motivating students, and evaluating language proficiency. The
authors emphasize that when utilized appropriately, tests can make significant contributions to
the learning process. They assert that testing is not only necessary for assessing students' abilities
but also serves as a crucial tool for measuring overall language competence. This perspective
underscores the importance of thoughtful test design and implementation in language education
programs.

Roediger and Karpicke (2006) outline ten significant advantages of testing in education:

1. Enhanced motivation for subsequent learning

2. Identification of knowledge gaps
3. Improved learning in future study sessions
4. Better organization of acquired knowledge
5. Enhanced ability to apply knowledge to new concepts
6. Potential to reinforce information not directly tested
7. Improved metacognitive awareness
8. Reduction of interference from previously learned material when acquiring new
information
9. Provision of valuable feedback to educators
10. Encouragement of regular study habits through frequent testing
This summary highlights how testing can positively impact various aspects of the learning
process, from motivation and knowledge retention to metacognition and study habits. It
emphasizes testing as not just an assessment tool, but as an integral part of the learning
experience itself.

3. The Relationship Between Test and Teaching

Testing and teaching are often viewed as separate entities in education, but they are, in
fact, deeply interconnected. Far from being just a way to assess student knowledge, testing plays
a crucial role in the learning process itself. Tests offer important insights to both learners and
educators. Research by Roediger and Karpicke (2006) shows that tests help reveal knowledge
gaps, enabling teachers to tailor their instruction and students to identify areas needing more
focus.

Interestingly, the act of taking a test itself can improve learning. Karpicke and Roediger
(2008) describe this as the "testing effect," where recalling information during a test strengthens
memory more effectively than additional studying. Thus, tests both assess and facilitate learning.
Tests can also boost motivation. According to Zananda and Setiawan (2023), well-designed tests
can inspire students and reinforce learning. Regular testing can foster good study habits and
provide students with a sense of progress.

However, test quality matters. Effective tests should align with learning objectives and
offer useful feedback. Madsen and colleagues (as cited in Burhan, 2009) emphasize that well-
crafted tests can help define course goals and provide diagnostic information for teachers.For
educators, tests offer valuable data to inform teaching strategies. Tests provide objective
information to complement subjective assessments, helping educators make informed decisions
about teaching methods, pacing, and curriculum adjustments. In summary, testing and teaching
have a mutually beneficial relationship in education. When used effectively, tests not only
evaluate learning but also enhance it, guide teaching, and motivate students. As educational
practices evolve, the potential for tests to positively influence learning continues to grow.

4. Background of Testing
 According to tokyo.globalindianschool.org tests are cornerstones of a student's academic
life, serving as essential tools for measuring progress, identifying areas for growth, and fostering
essential skills. They provide valuable insights into a student's knowledge, understanding, and
abilities.Here's the background of giving test:

 Confidence Boost: Successful performance on tests can significantly boost a student's

self-esteem and confidence.
 Competitive Spirit: Tests create a healthy competitive environment, encouraging students
to strive for excellence.
 Self-Assessment: Tests help students evaluate their strengths and weaknesses, guiding
their study efforts.
 Problem-Solving: Exams challenge students to apply their knowledge to real-world
situations, improving their problem-solving skills.
 Critical Thinking: Tests often require students to analyze, evaluate, and synthesize
information, developing their critical thinking abilities.

In addition, Saragih (2016) states well-designed course should assess how effectively
students have met its objectives, with progress tests playing a crucial role in the learning journey.
The background of giving testing can be summarized as follows:

1. Informing teachers: Tests reveal students' abilities and limitations, allowing educators to
gauge the effectiveness of their instruction. This feedback enables them to modify course
content and teaching approaches as needed.
2. Motivating students: By showing learners their progress, tests can encourage them to
approach their studies with greater dedication.
3. Identifying areas for improvement: Tests highlight both strengths and weaknesses in
students' understanding, helping to pinpoint topics that require additional attention or
remedial work.
4. Evaluating resources: Testing aids in assessing the efficacy of the overall program,
including course materials, textbooks, and teaching methodologies.
By : Harry Hutabarat

II. TYPE OF THE TEST

1. Achievement Test
a. Definition:

After receiving training, a student's knowledge and proficiency in a particular subject are
assessed via an achievement test. It evaluates the extent to which students have absorbed the
knowledge covered in the course. And there is also the goals of the definition and it will be
explain as follows:
• To assess the degree to which students have met the learning goals.
• To assess the efficacy of teaching strategies.
• To offer feedback on the development and content mastery of students.
b. Role of the Teacher:
• Create or choose test items that are appropriate and in line with the learning goals.
• Verify that a representative sample of the subject taught is covered in the test.
• Conduct the exam and offer a uniform and equitable grading system.
• Exam results can be used to pinpoint areas where student learning and instruction are strong
and weak.

This test is usually administered after a learning period, such as after completing a
semester or school year, to evaluate the understanding and skills that have been acquired. The
results of an achievement test are used to assess the effectiveness of teaching, determine the need
for remedial instruction, or as one of the criteria for promotion to the next educational level. The
test can consist of multiple-choice questions, essays, or a combination of various question types,
depending on the objectives and material being tested and here will be explained the procedure
of achievement test, it will be explained as follows :

• Get ready by going over the learning objectives and curriculum to identify the subject
areas that need to be tested.
• Creation: Provide a range of exam questions (such as multiple-choice questions and
essays) that accurately represent the content.
 • Administration: To guarantee fairness, administer the test in accordance with normal
procedures.
• Exam scoring and analysis: To evaluate student performance and the efficacy of the
instruction, score the exam and examine the results.
Examples:

The final test for a course in mathematics that covers geometry and algebra, among other
topics.
A history exam that evaluates understanding of significant personalities and events from a
given era.

2. Diagnostic Test

a. Definition

A Diagnostic Test identifies students’ strengths and weaknesses in a particular subject area to
diagnose learning difficulties and guide future instruction.

Goals

 To determine students' existing knowledge and skills before starting a new instructional
unit.
 To identify specific areas where students need additional support or remediation.
 To tailor instruction to meet the individual needs of students.

b. Role of the Teacher

 Select or design tests that accurately assess the prerequisite knowledge and skills required
for future learning.
 Analyze test results to identify patterns of errors and misunderstandings.
 Provide targeted feedback and remedial instruction based on diagnostic findings.

c. Procedure

 Preparation: Identify the key skills and knowledge areas necessary for the upcoming
instructional unit.
  Construction: Develop or choose a test that focuses on diagnosing these areas.
 Administration: Administer the test in a manner that encourages honest performance
from students.
 Analysis and Feedback: Analyze results to identify specific learning gaps and provide
feedback to students and adjust instruction accordingly.

d. Examples

A pre-test in a reading class to determine students' comprehension levels and vocabulary

knowledge.

A math diagnostic test to assess understanding of basic arithmetic before introducing

algebraic concepts.

3. Formative Test

a. Definition:

A Formative Test is an assessment conducted during the instructional process to monitor student
learning and provide ongoing feedback to improve teaching and learning.

b. Goals:

 To provide continuous feedback to both students and teachers on student progress.

 To identify areas where students are struggling and need further clarification or practice.
 To inform instructional decisions and adjustments.

c. Role of the Teacher:

 Design assessments that provide meaningful and timely feedback.

 Use results to adjust teaching strategies and address students’ needs.
 Encourage a learning environment where students can use feedback to improve their
performance.
d. Procedure:

 Design: Develop a variety of assessment methods (e.g., quizzes, observations,

discussions) that provide immediate feedback.
 Administration: Incorporate assessments regularly throughout the instructional period.
 Feedback: Provide detailed feedback on performance, highlighting both strengths and
areas for improvement.
 Adjustment: Modify instruction based on assessment results to better support student
learning.

Examples:

A short quiz at the end of a lesson to assess understanding of the material covered that
day.

Peer reviews of written assignments to provide constructive feedback and opportunities

for revision.

3. Summative Test

a. Definition

A Summative Test evaluates student learning at the end of an instructional period by comparing it against
some standard or benchmark.

b. Goals

 To assess overall student achievement and learning outcomes.

 To provide a final measure of the effectiveness of the instructional program.
 To inform decisions about student progression and curriculum effectiveness.

c. Role of the Teacher

 Ensure that the test aligns with the learning objectives and covers all key content areas.
 Administer the test fairly and objectively.
  Use the results to evaluate student learning and the effectiveness of instruction.

d. Procedure

 Planning: Define the key learning outcomes that the test will measure.
 Construction: Develop a comprehensive test that covers a representative sample of the
material taught.
 Administration: Administer the test at the conclusion of the instructional period under
standardized conditions.
 Evaluation: Score the test and analyze the results to assess overall student achievement
and instructional effectiveness.

e. Examples

A state-wide standardized test at the end of the school year to assess proficiency in core
subjects.

A final project or exam in a science course to evaluate students' understanding of key

concepts and skills.
By : Libertin Mendrofa

III. ASSESSMENT OF LANGUAGE SKILL

a. Definition of language skill assessment
Bachman (1990) describes language assessment as the process of measuring and
evaluating an individual's language competence across various skills such as listening, speaking,
reading, and writing. Effective language assessment should be valid, reliable, and fair to
accurately reflect the individual's language abilities. According to Shohamy (1995) Language
skill assessment is the process of evaluating an individual's proficiency in a particular language.
According to Brown (2004) language assessment involves determining how well individuals can
use language in different communication contexts. This includes evaluating their abilities in
speaking, listening, reading, and writing, as well as their overall language proficiency. In
Summary, assessment is the process of giving particular objects a value based on predetermined
standards.

b. The Goals of Assessment Language Skill

a. Assess Language Proficiency: To ascertain a learner's present state of proficiency in a

variety of language-related domains (e.g., speaking, listening, reading, writing). This aids in
determining advantages and disadvantages.
b. Inform Instruction: To give educators knowledge to help them make judgments about
instruction and modify their methods to better meet the needs of their students.
c. Guide Learner Progress: Monitoring students' advancement over time and offering
constructive criticism to assist them identify areas for growth and understanding in their
language skills.
d. Choose Placement and Progression: Choose how students will advance through language
learning programs and assign them to suitable levels or courses based on their proficiency.
e. Encourage Accountability: To guarantee that instructors and educational programs fulfill
requirements and produce the intended learning results.
f. Facilitate Communication: to assess how well students can utilize language to communicate
in both formal and informal real-world circumstances.
b. Assessment of reading Skill
Understanding and enhancing a learner's capacity to interpret and evaluate written
materials depends heavily on reading skill assessment. These are the main components of
assessment of reading proficiency:
a) Assessment of Comprehension: To determine how well a student can comprehend
and analyze written material. This involves evaluating both inferential
comprehension-reading between the lines and deducing inferred meanings—and
literal comprehension, or grasping the major concepts and details.
b) Fluency assessment: This gauges a student's accuracy and smoothness of reading, as
well as their capacity for the right amount of expressiveness, intonation, and speed
when reading a book. Fluency is essential to understanding well.
c) Vocabulary Knowledge: This section evaluates a student's comprehension of word
meanings and their capacity to deduce the meaning of unknown terms from context.
Reading comprehension is directly impacted by vocabulary knowledge.
d) Critical Thinking and Analysis: To assess a student's capacity for text analysis,
judgment, and conclusion-making based on supporting details from the readings. This
entails comprehending the author's goals, ideas, and arguments.
e) Reading Strategies: To evaluate how well reading strategies like summarizing,
querying, clarifying, and predicting are used. These techniques are employed by
proficient readers to improve understanding and interaction with texts.
f) Text Complexity and Adaptation: Assess a student's capacity to handle texts with
different levels of difficulty and modify their reading techniques accordingly. This
entails being aware of various text patterns and genres.
g) Diagnostic assessment: To identify specific reading challenges, such as
comprehension, fluency, or decoding difficulties, so that focused interventions can be
made.

c. Rating Scale for Reading Test

A reading test rating scale is made to systematically assess several facets of a student's
reading proficiency. Below is a general overview of a rating scale for many characteristics
of reading proficiency, along with examples and descriptions:
1. Reading Comprehension
Scale:
  5: Excellent - Demonstrates a deep understanding of the text, including all main ideas and
details. Can make insightful inferences and connections.
 4: Good - Shows a clear understanding of the main ideas and most details. Can make
some inferences and connections.
 3: Satisfactory - Understands the basic main ideas and some details but may miss subtle
points or deeper meaning.
 2: Needs Improvement - Struggles with understanding the main ideas and details; limited
ability to make inferences.
 1: Poor - Minimal understanding of the text; unable to identify main ideas or details
effectively.
2. Reading Fluency
Scale:
 5: Excellent - Reads smoothly with accurate pronunciation and appropriate pacing.
Demonstrates excellent expression and intonation.
 4: Good - Reads with minor errors in pronunciation and pacing but overall smooth and
expressive.
 3: Satisfactory - Reads with some hesitations and errors but still comprehensible.
Expression and intonation are basic.
 2: Needs Improvement - Frequently hesitates and makes errors in pronunciation, affecting
overall fluency. Limited expression.
 1: Poor - Struggles significantly with pronunciation, pacing, and fluency. Lacks
expression and intonation.
3. Vocabulary Knowledge
Scale:
 5: Excellent - Demonstrates a strong understanding of vocabulary in context. Can use
context clues effectively to infer meanings of unfamiliar words.
 4: Good - Shows a good understanding of most vocabulary in context and can infer
meanings of some unfamiliar words.
 3: Satisfactory - Understands basic vocabulary but may struggle with less familiar words
and context clues.
 2: Needs Improvement - Limited vocabulary knowledge and difficulty with context clues
for unfamiliar words.
 1: Poor - Struggles significantly with vocabulary and context clues; has limited ability to
infer meanings.
4. Critical Thinking and Analysis
Scale:
 5: Excellent - Provides deep analysis and critical insight into the text. Can evaluate
arguments, themes, and author's intent effectively.
 4: Good - Analyzes and evaluates most aspects of the text with good insight. Shows a
clear understanding of themes and arguments.
  3: Satisfactory - Provides basic analysis of the text but may lack depth in evaluating
themes or arguments.
 2: Needs Improvement - Limited analysis and insight into the text. Struggles to evaluate
arguments or themes effectively.
 1: Poor - Minimal analysis or critical thinking. Shows little understanding of the text’s
arguments or themes.
5. Text Complexity Handling
Scale:
 5: Excellent - Effectively handles texts of varying complexity. Demonstrates strong skills
in adapting reading strategies to different genres and structures.
 4: Good - Handles most texts well and adapts reading strategies to different genres and
structures with minor difficulty.
 3: Satisfactory - Handles basic texts but may struggle with more complex texts or
unfamiliar genres.
 2: Needs Improvement - Struggles with handling texts of varying complexity and
adapting strategies accordingly.
 1: Poor - Significant difficulty with texts of varying complexity and adapting reading
strategies.

This rating scale can be adapted depending on specific testing objectives and the needs of
the learners.

d. Assessment of Speaking

To assess a learner's capacity for efficient spoken language communication, speaking

skills assessment is essential. Key components in evaluating speaking ability are as follows:
1. Fluency: Fluency refers to the ability to speak smoothly and with minimal hesitation. It
includes the natural flow of speech, the ease with which ideas are expressed, and the
speed of speaking.

Assessment Aspects:
- Smoothness and Pace: Ability to speak without frequent pauses or interruptions.
- Flow of Speech: Coherence and continuity in speaking.
2. Pronunciation and Intonation: Pronunciation involves the accuracy of producing sounds,
syllables, and words correctly. Intonation refers to the variation in pitch while speaking,
which affects the meaning and emotional tone of the speech.
Assessment Aspects:
- Accuracy: Correctness of sounds and stress patterns.
- Intonation Patterns: Appropriateness of pitch variations and emphasis.
 3. Grammar and Syntax: Grammar and syntax involve the correct use of language rules
and sentence structures. Effective speaking requires the ability to form grammatically
correct sentences and use appropriate syntactic structures.
Assessment Aspects:
- Sentence Structure: Correct formation of sentences and use of grammatical rules.
- Accuracy: Proper use of tenses, articles, prepositions, and other grammatical
elements.
4. Vocabulary Usage: Vocabulary usage assesses the range and appropriateness of words
used in speech. Effective speaking involves using a varied vocabulary and choosing
words that fit the context.
Assessment Aspects:
- Range: Variety of vocabulary used.
- Appropriateness: Suitability of vocabulary for the topic and context.
5. Content and Coherence: Content and coherence refer to the relevance, organization, and
clarity of the spoken message. Effective communication requires clear and logically
organized content.
Assessment Aspects:
- Relevance: Appropriateness and accuracy of content.
- Organization: Logical flow and structure of the speech.
6. Interactive Communication: Interactive communication assesses how well a speaker can
engage in conversation, respond to questions, and maintain the flow of interaction.
Assessment Aspects:
- Responsiveness: Ability to respond appropriately to questions and prompts.
- Engagement: Interaction skills, including turn-taking and maintaining conversation
flow
e. Rating Scale for Speaking Test
A rating system for speaking abilities must be developed by analyzing several aspects
of spoken language competency. This is a thorough illustration of a speaking test rating
scale that addresses important elements including engagement, content, grammar,
vocabulary, pronunciation, and fluency. On a scale of 1 to 5, 5 representing the highest
level of expertise, each aspect is scored.

1. Fluency

 5: Excellent – Speaks smoothly and effortlessly with minimal hesitation. The speech
flows naturally with a coherent and logical progression of ideas.
 4: Good – Speaks with few hesitations and maintains a good flow. Ideas are generally
well-organized and communicated clearly.
 3: Satisfactory – Shows some hesitations and pauses but can convey ideas with some
effort. Speech is mostly coherent, though some parts may be disjointed.
 2: Needs Improvement – Frequent hesitations and pauses that disrupt the flow. Ideas
may be difficult to follow due to lack of coherence.
 1: Poor – Struggles significantly with hesitation and disjointed speech.
Communication is frequently disrupted, making it hard to follow.

2. Pronunciation and Intonation

 5: Excellent – Pronunciation is clear and accurate, with natural intonation and stress
patterns. Speech is easily understood by native speakers.
 4: Good – Pronunciation is mostly accurate with minor errors that do not impede
understanding. Intonation is generally appropriate.
 3: Satisfactory – Pronunciation errors are noticeable but do not completely hinder
understanding. Intonation may be somewhat flat or inconsistent.
 2: Needs Improvement – Frequent pronunciation errors that affect understanding.
Intonation is often inappropriate or erratic.
 1: Poor – Pronunciation is often unclear and difficult to understand. Intonation is
inconsistent or incorrect, severely impacting comprehension.

3. Grammar and Syntax

 5: Excellent – Uses complex sentences and correct grammatical structures

consistently. No noticeable grammatical errors.
 4: Good – Generally uses correct grammar and sentence structures with minor errors
that do not affect overall meaning.
 3: Satisfactory – Makes occasional grammatical errors that may cause some
confusion but overall communicates meaning.
 2: Needs Improvement – Frequent grammatical errors that affect clarity and
understanding. Basic sentence structures are often incorrect.
 1: Poor – Persistent grammatical errors that severely impede understanding. Basic
sentence structures are mostly incorrect.

4. Vocabulary Usage

 5: Excellent – Demonstrates a wide range of vocabulary used accurately and

appropriately in various contexts.
 4: Good – Uses a good range of vocabulary with occasional errors in word choice or
usage.
 3: Satisfactory – Shows limited vocabulary range and makes some errors in word
choice. Basic vocabulary is used correctly.
  2: Needs Improvement – Limited vocabulary with frequent errors in word choice.
Struggles to find appropriate words.
 1: Poor – Very limited vocabulary, with frequent errors that hinder communication.
Struggles significantly with word choice.

5. Content and Coherence

 5: Excellent – Provides well-organized and relevant content with clear and logical
connections between ideas. Speech is coherent and engaging.
 4: Good – Content is mostly organized and relevant with minor issues in coherence.
Ideas are generally clear.
 3: Satisfactory – Content is somewhat organized but may have gaps or lack clarity in
places. Some parts may be less relevant.
 2: Needs Improvement – Content is poorly organized and may be irrelevant or
unclear. Ideas are often disjointed.
 1: Poor – Content is disorganized and often irrelevant. Ideas are not clear and are
difficult to follow.

6. Interactive Communication

 5: Excellent – Engages effectively in conversation, responds appropriately and

promptly to questions or prompts, and maintains a smooth interaction.
 4: Good – Generally interacts well, with appropriate responses and minimal issues in
maintaining the flow of conversation.
 3: Satisfactory – Responds to prompts but may have occasional difficulties in
maintaining the interaction or responding promptly.
 2: Needs Improvement – Struggles with interaction, often providing incomplete or
inappropriate responses. Conversation flow is disrupted.
 1: Poor – Significant difficulty in interacting, with frequent issues in responding or
maintaining conversation. Communication is often ineffective.

A. Assessment of Writing Test

It helps to know the different kinds of writing assessments and their objectives when
creating or assessing writing tests. These are a few typical forms of writing assessments:

Essay Tests

 Purpose: Evaluate the ability to organize thoughts, develop arguments, and

communicate ideas in a coherent manner.
 Types: Argumentative, descriptive, narrative, expository
 Objective Tests

 Purpose: Assess specific knowledge or skills related to writing, such as grammar,

punctuation, and syntax.
 Types: Multiple-choice questions, true/false statements, fill-in-the-blank exercises.

Portfolio-Based Assessment

 Purpose: Evaluate a range of writing samples over time to assess development,

improvement, and diversity in writing.

Process Writing Assessments

 Purpose: Focus on the stages of writing (planning, drafting, revising, editing) to

assess writing skills development.

Holistic Scoring

 Purpose: Evaluate an overall impression of a student's writing, considering

factors like coherence, organization, and language use.

Analytic Scoring

 Purpose: Break down writing into specific criteria (e.g., content, organization,
language use) and evaluate each separately.

Peer Review

 Purpose: Involve students in assessing each other's work to provide feedback

and promote collaborative learning.

Performance-Based Assessment

 Purpose: Assess writing skills through real-world tasks and scenarios to measure
practical application of skills.

Rating Scale for Writing Test

Rating scales are a useful tool for ensuring consistency and impartiality when grading
student writing. Several typical rating scales for use in test authoring are listed below.

Rating Description Example Example Scale

 Scale Criteria
Holistic Provides a single Coherence, 4 (Excellent): Exceptionally
Rubric overall score based on Organization, well-organized, clear
an impression of the Language Use, arguments, minimal errors.
writing. Evaluates the Mechanics 3 (Good): Generally well-
work as a whole rather organized with minor errors.
than in parts. 2 (Fair): Some organizational
issues, frequent errors.
1 (Poor): Disorganized,
unclear arguments, many
errors.
Analytic Breaks writing into Content, Content (1-5): 5 = Highly
Rubric specific criteria and Organization, insightful, 1 = Lacks insight.
scores each one Language Use, Organization (1-5): 5 = Very
separately. Provides Mechanics logical, 1 = Disorganized.
detailed feedback on Language Use (1-5): 5 =
each component Excellent grammar and
vocabulary, 1 = Numerous
errors.
Mechanics (1-5): 5 = No
spelling/punctuation errors, 1
= Frequent errors.
Single- Focuses on a single Content, Proficient Level: Meets
Point level of proficiency for Organization, expectations for each criterion.
Rubric each criterion with Language Use,
space for comments on Mechanics Comments: Specific feedback
strengths and areas for on what was done well and
improvement what needs improvement.
Descriptive Provides detailed Excellent, Good, Excellent: Thorough
Scale descriptions of Satisfactory, understanding, well-
performance levels for Needs organized, no errors.
each criterion, offering Improvement Good: Solid understanding,
a nuanced view of the some minor errors.
writing. Satisfactory: Basic
understanding, several errors.
Needs Improvement:
Limited understanding,
frequent errors.
Checklist- Uses a list of required Introduction, Checklist:
Based elements or criteria to Thesis Statement, Introduction: Present /
Scale evaluate the presence Topic Sentences, Absent
and quality of each Transitions, Thesis Statement: Clear /
component in the Conclusion, Unclear
writing. Grammar, Topic Sentences: Effective /
Spelling Ineffective
Transitions: Smooth /
Disjointed
Grammar: Correct / Incorrect

Spelling: Accurate / Error-

prone
Criterion- Measures writing Adherence to Meets Standard: Writing
Referenced against predefined Prompt, adheres to prompt, develops
Scale standards or criteria, Argument argument well, uses evidence
often to determine if Development, effectively, and is clear.
specific educational Use of Evidence, Exceeds Standard: Goes
goals are met. Clarity of beyond basic expectations in
Expression all areas.
Does Not Meet Standard:
Fails to meet one or more
criteria.

B. Assessment Of Listening

When assessing listening abilities, a number of factors are taken into consideration,
including response, interpretation, and comprehension. Following is a summary of the
several listening assessment kinds, along with an explanation of each and some examples:

Assessment
Description Example Tasks
Type
Listening Evaluate understanding of spoken Multiple-choice questions,
Comprehension language through various types of true/false statements, short
Tests tasks. answer questions
Listen to a passage and write
Assesses ability to understand and
Dictation it down as accurately as
accurately transcribe spoken text.
possible.
Listening for Focuses on identifying details within Listen to a lecture or
Specific a spoken text. conversation and answer
Information questions about specific
 details.
Assesses ability to grasp the main Listen to a conversation or
Listening for Gist idea or overall meaning of spoken passage and summarize the
language. main points.
Listen to a lecture or
Evaluates ability to take notes while
Listening with presentation, take notes, and
listening and then use those notes to
Notes then answer questions based
answer questions or summarize
on your notes.
Engage in a conversation or
Interactive
Involves real-time interaction, often dialogue and respond to
Listening
used in oral language assessments. questions or prompts based on
Assessments
the interaction.
Listen to an audio recording
Listening to Uses recorded material to assess
or watch a video and answer
Audio/Video listening skills, often including
questions or complete tasks
Recordings multimedia resources.
based on the content.
Listen to spoken passages and
Listening for Evaluates the ability to recognize and
mimic pronunciation and
Pronunciation reproduce correct pronunciation and
intonation, or identify errors
and Intonation intonation
in pronunciation.

Rating Scale of Listening Test

Rating scales are used in hearing assessments to evaluate many facets of listening
comprehension and abilities. This is a thorough explanation of the many listening test rating
scales, along with examples, criteria, and their intended use:

1. Holistic Rating Scale

A holistic rating scale uses a general impression rather than particular criteria to assess
listening comprehension generally. It is helpful in providing a general evaluation of the
extent to which a listener comprehends the key concepts and specifics of the spoken content.

Criteria:

 Overall comprehension
 Ability to understand main ideas and key details
 Coherence in responses
2. Analytic Rating Scale

Analytic rating scales allow for thorough feedback on each component by breaking listening
comprehension down into smaller, more manageable parts. It provides a more sophisticated
judgment by evaluating several criteria independently.

Criteria:

 Comprehension of specific details

 Understanding of main ideas
 Ability to infer meaning
 Accuracy in responding to questions

3. Checklist-Based Rating Scale

The existence or lack of particular listening abilities or reactions is assessed using a

checklist-based scale. It is helpful in determining whether the listener's comments contain
important details.

Criteria:

 Presence of key information

 Correct interpretation of spoken text
 Completeness of responses
4. Criterion-Referenced Rating Scale

Criterion-referenced scales assess listening based on predefined standards or criteria. They

are used to determine if the listener meets specific learning objectives or performance
standards.

Criteria:

 Achievement of predefined listening standards

 Demonstration of specific listening skills

5. Descriptive Rating Scale

For every criterion, descriptive rating scales offer thorough explanations of the various
performance levels. This method aids in articulating expectations at every level.

Criteria:

 Clarity of responses
  Depth of understanding
 Accuracy and relevance

By : Khairunnisa Br Malau

IV. EVALUATION
By : Khairunnisa Br Malau

IV. EVALUATION

A. Definition Of Evaluation

In order to make decisions about the efficacy and efficiency of such programs events, or
activities, evaluation is the process used to collect reliable and valuable information about past
present or completed programs, events, or activities, measurement and assessment procedures
that need to make a sound decision on whether to modify, alter, continue, halt, or end a program
are derived from evaluation. Characteristically, the assessment process consists of the following
setting goals gathering data, analyzing data, reporting data, and making decisions based on data.
Assessment and measurement might be used in evaluation processes or not (Ojetunde, 2019).

Numerous academics have defined evaluation from different angles, evaluation as the
systematic gathering of data to determine whether learners are undergoing the expected or
desired chang evaluation as the process of assigning symbols to a phenomenon in order to
characterize its worth or value. Usually in relation to social, cultural, or scientific standards
evaluation as the systematic process of gathering, analyzing, and interpreting data to determine
the degree to which students are meeting instructional objectives, evaluation as the process of
comparing an educational and training procedure with its predetermined goals to ascertain their
fulfillment ( Odinko, 2014) .

Evaluation as the methodical gathering of data regarding the activities, traits, and results of
employees, products, and programs for usage by designated individuals in order to lower
uncertainty, increase effectiveness, and make decisions regarding according to those resources,
employees, or goods. Assessment is the process of defining, gathering and offering pertinent data
to evaluate potential courses of action. Evaluation is a professional judgment or a process that
enables one to make a judgment about the desirability or value of the measure (Akomolafe,
2017); It can be said that evaluation as a rule-governed process for gathering and analyzing data.,
evaluation is a continuous process that underpins all effective teaching and learning processes.

It can be conclude that the methodical process of determining the worth, efficacy, or
quality of a project, program, person, or performance is called evaluation. The process entails
obtaining and evaluating pertinent data according to predetermined standards in order to
ascertain the degree to which targets have been achieved. Insights from evaluations are meant to
support decision-making, enhance procedures, guarantee responsibility, and direct future actions.
Evaluation assists stakeholders in understanding what is functioning well, what needs to be
improved, and how resources may be used more effectively by closely reviewing results,
procedures, and impacts.

B. Formative Evaluation

Formative evaluation is a type of evaluation that is typically carried out when a product or
program is developed and is typically carried out more frequently with a goal in mind to
undertake correction Test formative is carried out within the ongoing process of learning how to
teach. The purpose of formative evaluation is to ensure that goals that are anticipated to be
achieved and to make necessary improvements to a product or program particularly at the end of
the course. Formative evaluation is carried out to provide useful evaluation information for
improving a program, there are two factors that affect the use of formative evaluation, they are “
control and time”. When the correction plan is implemented, formative evaluation becomes
necessary as a control measure. The information provided is a guide as to whether or not
weakness can be improved. If information on the aforementioned weakness is not available to
those who are putting in their agreement then the evaluation will be subjective (Sujana, 1990).

Fundamentally, a formative evaluation is one that is carried out when the program is
mostly running smoothly or when the program is mostly in line with the ongoing activity. The
goal of this formative evaluation is to identify barriers and determine how long a given program
can run smoothly. Given the obstacles and factors that contribute to a program's slow progress, a
thorough analysis of the program's input can lead to improvements that improve the program's
ability to achieve its goals. Formative evaluation seeks to address the chaotic situations that
result from the intricacies inherent in different types of programs within constantly shifting
policy environments. It can respond to programs within a dynamic context. Formative evaluation
centers on how well programs are planned and implemented, taking into account organizational
context, people, structure, and procedures ( Scriven’s, 1991)
 From the explanation above it can be concluded that Formative evaluation is a continuous
process that aims to enhance a product or program as it advances. It is employed to spot
problems, make the required corrections, and guarantee that the program can successfully
accomplish its objectives. Formative evaluation assists in navigating the complexities and
changes within the policy environment by evaluating the program's planning and
implementation, taking into account individuals, organization, and processes. In essence, it acts
as a roadmap for enhancing a program's effectiveness by resolving any flaws or obstacles that
crop up throughout execution.

C. Summative Evaluation

Sumative evaluation is one that is carried out after the system has finished evaluating
input and output. This summative evaluation process is carried out if the teacher is capable of
understanding the final stage of the study. The assumption that underlies this is that learning
outcomes are total from the beginning to the conclusion. Sumatif evaluation is completed after
the program has ended. The purpose of the summative evaluation is to lower program
completion rates. The summative evaluation function in the learning program evaluation is
regarded as a guide to understanding each individual's position or behavior within the group.
Considering that the duration of the project and the type of evaluation differ between formative
and summative, the type of survey that is evaluated also differs (Scriven's, 1991).

Summative and formative evaluation are fundamentally different in terms of their

scheduling, goals, and emphasis on immediate versus long-term results. Because formative
evaluation is done regularly throughout the course of learning or program development, it has a
short-term focus. Its main objective is to give prompt feedback so that the required modifications
and enhancements may be made, improving the process and results in the process. Summative
evaluation, on the other hand, focuses on the long term and evaluates the overall impact or
results after the conclusion of a program or learning session. Summative evaluation aims to
determine the extent to which final objectives have been achieved, providing a comprehensive
overview of the effectiveness of the program or learning process, and is often used to make long-
term decisions regarding the continuation or refinement of the program (Arikunto, 1999).
 In summary, summative and formative evaluations serve different purposes and are
applied at different stages of a program or learning process. Formative evaluation focuses on
providing immediate feedback during the course of development, allowing for ongoing
improvements and adjustments, with a short-term perspective. Summative evaluation, in
contrast, is conducted after the program has concluded, assessing the overall effectiveness and
outcomes, and is used to make long-term decisions about the program's future. While formative
evaluation is about continuous improvement, summative evaluation is about final assessment and
overall impact.

D. Goal Of Evaluation

Evaluation has many purposes and is crucial to comprehending and enhancing policies,
procedures, and end products. Fundamentally, assessment is a methodical procedure created to
gather and examine data in order to determine the impact, relevance, effectiveness, and
efficiency of a certain project. The main objective of evaluation, according to (Scriven,1991), is
to ascertain the worth or merit of a project. This entails assessing results as well as
comprehending the nature and importance of those results in respect to the objectives stated.
Evaluation involves more than just rendering conclusions at the conclusion of a program; it also
entails giving stakeholders timely, useful feedback so they may make deft decisions. This input
is essential for directing enhancements, implementing required modifications, and guaranteeing
that the program or product is headed toward the desired results.

By indicating if resources are being spent efficiently and whether the program is
accomplishing its objectives, evaluation helps to improve accountability. For stakeholders like
funders, legislators, and the community, who need to know if the program's investment is
producing the expected effects, this accountability is crucial.In addition, evaluation is essential to
learning and growth. Stakeholders can learn more about what works, what doesn't, and why
some strategies are more successful than others through the evaluation process. This information
is useful not only for improving present procedures but also for creating more successful future
initiatives.

Evaluation advances the larger body of knowledge. Through methodical analysis and
documentation of a program's outcomes, evaluators add to the corpus of knowledge that other
people dealing with comparable issues can draw upon. To put it succinctly, evaluation aims to
offer a thorough, fact-based assessment that guides decisions, encourages ongoing development,
boosts responsibility, and advances knowledge of successful practices. Stakeholders are
equipped with the knowledge they need to improve decisions, maximize results, and guarantee
that resources are used as efficiently and significantly as possible through evaluation
(Stufflebeam and Shinkfield,2007).

E. Process Of Evaluation

The evaluation process is a methodical set of procedures intended to appraise the impact,
efficacy, and efficiency of a project, initiative, or program. Establishing what is expected of the
program, including the precise results or impacts to be attained, is the first stage in defining the
evaluation's goals and objectives. Since they serve as the cornerstone of the entire review
process, well defined objectives are essential. Creating evaluation questions comes next when the
objectives are decided. These inquiries are intended to delve into a number of areas related to the
program under review, including the degree to which it accomplishes its objectives, its
applicability to the target audience's needs, and the long-term effects it produces. These inquiries
direct the complete assessment procedure and guarantee that the information gathered is
pertinent to the requirements (Matlach, L.2015).

The evaluation design is the next stage, in which the assessor selects the suitable
approach. This involves selecting amongst mixed, qualitative, and quantitative approaches based
on the assessment questions and the program's objectives. Choosing the instruments and means
for data gathering, such as surveys, interviews, observations, or secondary data, is another task
for this stage. The design of the evaluation must be in line with its goals and guarantee that the
information gathered will yield accurate and practical insights. Data collecting happens
following the completion of the evaluation design. Utilizing the selected devices and tools, data
is collected; to guarantee correctness and dependability, this procedure must be carried out
carefully. Following collection, the data is examined to determine trends, patterns, and
conclusions pertinent to the assessment questions.

Finally, the results of the data analysis are compiled into an evaluation report. This report
presents the main findings of the evaluation, assesses the effectiveness and efficiency of the
program, and offers recommendations for necessary improvements or changes. The evaluation
report aims to provide useful information for stakeholders to make informed decisions and
support continuous improvement of the evaluated program or project.

F. Impact Of Evaluation

By offering helpful information to improve the program's quality and results, evaluation
helps to establish the worth or efficacy of a program. In addition to evaluating success, a
thorough evaluation also points out areas that require work, which can improve the efficacy and
efficiency of the program. Evaluation serves as a tool for capacity building and organizational
learning. The results of evaluations can provide insightful information about what functions
effectively and poorly, assisting firms in making better judgments and enhancing their
procedures going forward. Deep feedback from evaluations can be utilized to modify plans of
action and techniques in order to better suit changing requirements (Rossi, P. H,et, al,2004).

Evaluation enhances accountability by ensuring that resources are used efficiently and
that results are aligned with established goals. By providing clear and measurable data,
evaluation helps validate decisions and actions taken, as well as increasing transparency in
program management. Evaluation contributes to a better understanding and knowledge of
programs or policies. By analyzing data and outcomes, evaluation helps build an evidence base
that can be used to design new programs and inform future policies, making it an important tool
in the development and implementation of better strategies (Scriven,1991.

In conclusion evaluation has a big influence on improving the caliber and efficacy of
policies and programs.Evaluation performs several vital roles, including identifying areas for
development, offering insightful information about program effectiveness, and assisting in
improved decision-making. Evaluation increases accountability and transparency by providing
quantifiable, clear facts, so guaranteeing that resources are spent effectively and objectives are
reached. Additionally, by providing feedback that aids in strategy adaptation and practice
improvement, assessment promotes organizational learning and capacity building. In the end,
evaluation helps to provide a better knowledge of policies and programs, allowing for ongoing
improvement and guaranteeing that projects maximize advantages for all parties involved.

G. Outcome Of Evaluation
 People use feedback information in their cognitive process of outcome evaluation to
assess the effects of their actions. To make it easier to perform the action, it can assist people in
changing their past errors. The results of evaluation comprise specific data gathered from
evaluating a project, program, or policy, as well as a number of important facets that offer a
whole comprehension of the effectiveness and significance of the endeavor. An important result
that demonstrates how successfully the program or project has met its predetermined goals and
objectives is the effectiveness assessment. This entails assessing if the program achieved its
goals and comparing the final outcomes to the original projections (Mustapha, R.,et, al, 2018).

Evaluation yields suggestions for improvement in addition to effectiveness assessment.

The evaluation's conclusions point out areas that require improvement and provide specific
recommendations for improving the effectiveness and performance of the program. These
suggestions could include altering the program's approach, tactics, or management procedures in
order to boost results and make sure the initiative is more successful in achieving its
objectives.Impact measurement, which evaluates the program's or project's wider effects on the
target population or community, is another byproduct of evaluation. This involves tracking the
advantages or changes brought about by the program, such as enhanced living quality, altered
behavior, or the accomplishment of goals. Impact measurement facilitates comprehension of the
program's contribution to problem-solving and the degree to which needs have been identified
and addressed.Resource utilization analysis is another crucial aspect of evaluation outcomes. It
involves assessing how efficiently resources—such as budget, labor, and materials—have been
used in program implementation. Evaluation examines whether resource allocation was optimal
and whether budget usage aligned with the program’s plan and needs (Rossi, P. H,et, al,2004).

Overall, evaluation outcomes provide a comprehensive view of a program's success,

areas for improvement, and the impact achieved. This information is essential for decision-
making and future planning, ensuring that programs or projects can be refined and enhanced
based on objective data and findings. Thus, evaluation outcomes not only reflect past
performance but also provide a solid foundation for ongoing improvement and strategic
development in the future.

V. CONCLUSION
 Evaluation, testing, and teaching are interconnected in supporting an effective learning
process. Testing is a crucial tool for assessing student abilities and achievements in a particular
subject or language, as well as providing valuable feedback for improving teaching methods.
Testing can take the form of formative assessments, which focus on ongoing improvement
during the learning process, or summative assessments, which evaluate final outcomes after a
certain period.Teaching involves facilitating and supporting student learning through various
methods and strategies. The purpose of tests is to evaluate how well students meet learning
objectives, motivate students, and provide data to enhance teaching methods.

Language skill assessment includes evaluating listening, speaking, reading, and writing
abilities, aiming to measure and improve overall language proficiency. Evaluation, in turn, is a
systematic process that involves setting goals, collecting data, analyzing results, and making
data-driven decisions to enhance the quality of educational programs. Overall, evaluation and
testing help identify strengths and weaknesses in the learning process, while teaching aims to
guide students toward achieving optimal learning outcomes. Together, they play a crucial role in
creating an effective and responsive learning experience that meets students' needs.
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