HOW TO TEST GRAMMAR

Dipresentasikan Oleh:

Juniato SidaurukNPM 0906655282

MK.: Ukuran dan EvaluasiPengajar: Sisilia S. Halimi, SS, MA, PhD

Pascasarjana Ilmu Linguistik, Fakultas Ilmu Pengetahuan Budaya, Universitas Indonesia, 19 Sept 2010

Discrete-Item Test 1.Discrete-Item Test 1. 2. Oral Performance Test2. Oral Performance Test

ReflectionReflection

HOW TO TEST GRAMMAR

1. Discrete-Item Test1. Discrete-Item Test

.: competence performance.: competence performance

The Individual components of the learner’s knowledge,e.g. gap-fills, multiple choice

The Individual components of the learner’s knowledge,e.g. gap-fills, multiple choice

.: Language Testing (in general):•Placement Test .: right class (pre)•Progress Test (in)•Achievement Test (post)

.: Language Testing (in general):•Placement Test .: right class (pre)•Progress Test (in)•Achievement Test (post)

Pre-Course TestPre-Course Test

In-Course TestIn-Course Test

End-Course TestEnd-Course Test

Efficiency & Appropriacy Factors

What to consider?

E & A Factors

Practicality Efficacy Appropriacy

EasyEasy

EconomyEconomy

ReliabilityReliabilityFace validityFace validity

ValidityValidity

Backwash-effectBackwash-effect

Spin-offSpin-off

.: competence performance.: competence performance

Test 1 : fairly limited ? Test only word order constraints on the three adverbs. Problem: “bluffing”. Solution : Ask to translate.Test 2 : Gap-fills (Easy to design; Extremely easy to mark; .: wide popularity)cf. Cloze test : effective @ testing overall linguistic competence. + for placement test coz testing a wide

variety of language items = competence.: Test 1 and Test 2 form-focused meaning-focusedTest 3. Learners match their understanding of the meaning against some data. = grammar

interpretation task. Problem : time lag between understanding and production.Solution: change the instruction Look at the information in the chart and make ten sentences with

yet, already and still. Include at least two examples of each.Test 4 & 5 : tend to performance. Needs imagination (spontaneity and creativity) (Test 4). A more

natural context (Test 5)

Testing grammar using discrete-item testTesting grammar using discrete-item test

Testing grammar in an oral performance testTesting grammar in an oral performance test

Step 1: students in pairs Student A and Student B (with picture); some writing activity. A and B leave and enter the test-room.

Step 2: Students perform and describe the picture. Examiner listens to student’s perform and scores each of them match the criteria on the left.

What is being tested?Ability to use linguistic system (grammar, vocabulary, and

pronunciation) + backwash effects. Also Valid (if purpose to develop

communicative competence.Problem :• validity of scoring system and weighing for categories.• Reliability of scoring system (subjective)• Face validity (A ‘s score depends on B’s).• Spin-off. Except recorded.• Practicality (difficult to set up, administer, and score).

2. Oral Performance Test2. Oral Performance TestDIT OPT

Modelled on

practice activities

Standard repertoire of classroom production

activitiese.g. role-play, simulation, discussions, informal chat

ReflectionReflection

But, thru test, lies :- Feedback on T/L Process- Encourage learners to review + influence on learning.- To review .: to familiarize- To know method and conditions of assessment

teacher

institutions

Test =

a headache to

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