Languange assassment

Assignment 5 Summary Designing Classroom Language Test 1. TEST TYPES A.  Language Aptitude Tests One type of test-although admittedly not a very common one-predicts a person's success prior to exposure to the second language. A language aptitude test is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. B. Proficiency Tests If your aim is to test global competence in a language, then you are, in conventional terminology, testing proficiency. A proficiency test is not limited to anyone course, curriculum, or single skill in the language; rather, it tests overall ability. Proficiency tests have traditionally consisted of standardized multiplechoice items on grammar, vocabulary, reading comprehension,and aural comprehension. Proficiency tests are almost always summative and norm-referenced. They provide r

Assignment 4 Summary of principles of language assessment include : practicality, reliability, validity, authenticity, and washback. 1.  Practicality And effective test is practical. This means that it • is not excessively expe.nsive, • stays within appropriate time constraints, • is relatively easy to administer, and • has a scoring/evaluation procedure that is specific and time-efficient. A test that is prohibitively expensive is impractical. A test of language proficiency that takes a student five hours to complete is impractical-it consumes more time (and money) than necessary to accomplish its objective. 2. Reliability A reliable test is consistent and dependable. If you give the same test to the same student or matched students on two different occasions, the test should yield similar results. The issue of reliability of a test may best be addressed by considering a ·number of factors that may contribute to the unreliability of a test. Consider the following possibil

Assignment 3 The analysis of the 3 principle of language assessment (practicality, reliability, and validity) Soal Latihan Ujian Nasional Bahasa Inggris SMP Tahun 2019. Read the following text and answer questions 1 to 4. My friend, Hendry, is a diligent and smart student in his school. He gets up at 4.00 a.m. every morning. He always goes to school earlier than his friends. He goes to school by public transport and he sometimes goes home by motorcycle with his uncle. He’s never absent. After school he usually helps hisparents. They have a cloth store beside their house. In the evening he studies his lesson and he does the assignments given by his teacher. He seldom watches TV. He hardly ever goes to bed late 1. How does Hendry go to school? A. On foot B. By motorcycle C. By train D. By public transport 2. What is Hendry like? A. He is diligent and smart student B. He goes to school with his uncle C. He’s sometimes absent in his classroom D. He does his assignment after

Assignment 2 1. Types and objectives of assessment (achievement tests, diagnostic test, placement test, proficiency test, and aptitude test) Achievement tests is to determine whether course objectives have been met with skills acquired by the end of a period of instruction. Achievement tests should be limited to particular material addressed in a curriculum within a particular time frame. Achievement tests belong to summative because they are administered at the end on a unit/term of study. It analyzes the extent to which sudents have acquired language that have already been taught. Diagnostic test is to diagnose specific aspects of a language. These tests offer a checklist of features for the teacher to use in discovering difficulties. Proficiency tests should elicit information on what students need to work in the future, therefore the test will typically offer more detailed subcategorized information on the learner. Placement test is to place a student into a particular level