Testing, Assesing, and Teaching

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1. Testing, Assesing, Measuring, and Teaching

Test is a method used to measure a person's ability, knowledge, and performance in the domain. There are several important components in the test. First, the method is an instrument used as a measuring tool. The method here can be in the form of multiple choice questions, essay questions, and etc. Second, measure means that the test is used to measure the ability. Then, there is individual ability and knowledge. We also have to understand the background experience and competence of the people we will test. Next, performance means that the test focuses on measuring a person's language performance. Lastly, the domain includes four main language proficiency areas, namely listening, speaking, reading, and writing. 

Meanwhile, assessment is a process of gathering information for the purpose of student supervision. Assessment is an ongoing process from beginning to end in learning. For example answering questions, giving opinions, discussing, etc. assessment can be done by the teacher, ourselves or friends.

Here are some of the differences between testing and assessment. The test is an administrative procedure that the teacher gives at a certain time. For example, only during midterm exams or during final semester exams. Then, assessment is an ongoing process during learning.

Teaching is the process of transferring knowledge from teachers to students. In the teaching process, there is a process of interaction between students and teachers. Then, teaching focuses more on students, not on teachers. The teacher provides a larger portion for students to try and improve their abilities. Teaching provides opportunities for students to carry out a trial and error process to achieve learning goals so that students are able to master a competency.

Furthermore, here is the relationship between testing, assessment, and teaching. Assessment consists of tests and tests are part of the assessment. Assessment includes observation, interview, and monitoring. Then, assessment is part of teaching. The output of teaching is students' competence. In teaching, there is an interaction between teachers and students. Meanwhile, assessment is a reflection and evaluation tool. Testing is formal and provides judgment, but reflection is informal. Test and assessment results can be used as evaluation materials to improve student performance and teaching. Learning outcomes can be seen through evaluation which includes tests and assessments.


2. Type of Testing

a. Ease of Quantification of Response

Ease of quantification of response consists of 2 methods, namely, objective test and subjective test. The objective test is a type of test that has a short answer. In this test, what students need to do is choose one correct answer. This test form includes multiple choice, fill in the blank, true or false, and the matching test. Meanwhile, the subjective test provides various answers for students. Students may provide a description or explanation of a material based on their knowledge. an example of this form is an essay test.

b. Mode of Administration

This test model is divided into two types, namely the individual test and the group test. Individual tests are given to each student in the class. The function of this test is to measure the individual abilities of students. Meanwhile, group tests are given in class by dividing students into groups. This test emphasizes the collaboration process between individuals in the group.

c. Test Constructor

This type of test consists of standardized tests and unstandardized tests. Standardized test is a test made by an expert in his field. In this test there are strict standards. For example about toeic, toefl, and etc. While the unstandardized is made by the teacher in the classroom. For example a quiz. The test constructor is a test based on who created the questions.

d. Mode of Interpreting Result

This test is divided into two types, namely norm-referenced test and criterion-referenced test. Norm-referenced tests were used to evaluate the performance of several groups on the same test. The performances of each group were compared. Meanwhile, the crierion-refered test was carried out by assessing student performance and clustering it based on predetermined criteria.


3. Three Approaches of Assessment

The essence of assessment is to improve learning outcomes. There are three approaches to assessment.

a. Assessment of learning 

Assessment of learning is an assessment made by a teacher after the learning process. This assessment is used to determine student grades. This assessment is carried out through a mid-term test and a final test.

b. Assessment for learning 

Assessment for learning  is an assessment made by the teacher during the learning process. This assessment is used to improve the learning process. Assessment is based on daily assignments, presentations and discussions. The teacher provides feedback

c. Assessment as learning 

Assessment as learning emphasizes student involvement in assessment through peer-assessment and self-assessment.


4. Type of assessment

a. Informal and Formal Assessment

Informal assessments are carried out spontaneously in the classroom. This assessment is used to provide responses and feedback to students. For example, good job, great! Meanwhile, formal assessment is an assessment that uses systematic procedures and techniques.

b. Formative and Summative

Formative is an assessment that teachers use to improve the learning process. Summative assessment is used to find out students' abilities at the end of learning.

c. Norm-Referenced and Criterion-Referenced

Norm-referenced is an average class assessment to map the abilities of each student in the group. This assessment is used to determine the level of students in the group. While criterion-referenced is an assessment that is done by comparing student scores and predetermined criteria.


5. Approaches to Language Testing

Approaches to language testing fall into 4 forms.

a. The Essay-Translation Approach

This approach is the most basic in stage of language testing. This approach does not require special abilities and expertise. Test are usually in the form of essay writing and grammar translation.

There are several advantages to this approach. This approach is easy for the teacher to take and uses subjective assessment. In addition, this approach can be used at multiple levels. However, this approach also has some drawbacks. This approach uses subjective teacher assessments so that it will create bias and not transparent. This test uses language that is somewhat difficult to understand and a biased culture.

b. The Structuralist Approach

This approach focuses on systematic acquisition of habbits in language. This approach emphasizes mastery of material in the field of linguistics including phonology, vocabulary, and grammar.

There are several advantages and disadvantages to this approach. The strength of this approach is that it is objective and based on student abilities. In addition, students are able to find out their strengths and weaknesses in certain lessons. Meanwhile, the drawback of this method is the complexity for the teacher to prepare the questionnaire. In addition, this approach emphasizes non-integrated skills.

c. The Integrative Approach

This approach focuses on the context and meaning of a language. This test uses several abilities.

The advantage of this approach is that it uses a close test so that it can measure the reader's ability. Apart from that, it can also be used for listening comprehensions. However, this approach also has drawbacks. Although this approach can be used for integrated skills, it is also necessary to consider skills based on student needs such as only reading or only writing.

d. The Communicative Approach

This approach focuses on how language is used as a communication tool. The use of language emphasizes the exlusion of language usage.

The advantage of this approach is that it can be used to measure integrated skills. Then, this approach provides a real-life picture to students. Meanwhile, the drawback of this approach is that it does not emphasize structural grammar learning. In addition, this approach often creates bias.


Name : Andra Andriawan

Class   : 5 PBI A1

NIM     : 181320000374




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