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Summary "Assessing Reading and Assessing Writing"

Nama: Umi Kalsum Ilham NPM: 03061811022 Class: A/IV Subject: Language Assessment Summary 14 ASSESSING READING Even as we are bombarded with an unending supply of visual and auditory n1edia, the written word continues in its function to convey information, to amuse and entertain us, to codify' our social, economic, and legal conventions, and -to fulfill a host of other functions. In literate societies, most "normal" children learn to read by the age of five or six, and some even earlier. With the exception of a small number of people with learning disabilities, reading is a skill that is taken for granted. In foreign language learnig, reading is likewise a skill that teachers simply expect learners to acquire. Basic, beginning-level textbooks in a foreign language presuppose a student's reading ability ifonly because it's a book that is the medium. Most formal tests use the written word' as a stimulus for test-taker response; even oral interviews may require re
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Sunmary "Assessing Grammar and Asseing Vocabulary"

Name    : Umi Kalsum Ilham Npm      : 03061811022 Subject  : Language Assessment Assessing Grammar Differing notions of ‘grammar’ for assessment Introduction      The study of grammar has had a long and important role in the history of second language and foreign language teaching. For centuries, to learn another language, or what I will refer to generically as an L2, meant to know the grammatical structures of that language and to cite prescriptions for its use. Grammar was used to mean the analysis of a language system, and the study of grammar was not  just considered an essential feature of language learning, but was thought to be sufficient for learners to actually acquire another language (Rutherford, 1988). Grammar in and of itself was deemed to be worthy of study – to the extent that in the Middle Ages in Europe, it was thought to be the foundation of all knowl- edge and the gateway to sacred and secular understanding (Hillocks and Smith, 1991). Thus, the central role of gramma
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Summary "Assessing Listening,Assessing Speaking"

Name : Umi Kalsum Ilham Npm   : 03061811022 Summarize Assessing Listening OBSERVING THE PERFORMANCE OF THE FOUR SKILIS          Before focusing on listening itself, think about the two interacting concepts of peri formance and observation. All language users perform the acts of listening speaking. reading, and writing. They of course rely on their underlying competeno in order to accomplish these performances. When you propose to assess someone' ability in one or a combination of the four skills, you assess that person's compe fence, but you observe the person's performance.            So, one important principle for assessing a learner's competence is to conside the fallibility of the results of a single performance, such as that produced in a test As with any attempt at measurement, it is your obligation as a teacher to triangu i late your measurements: consider at least two (or more) performances and/or con texts before drawing a conclusion. That could take the form
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Summary Assessment

Name   : Umi Kalsum Ilham Npm     : 03061811022 Subject : Language Assessment                                     Summary BEYOND TESTS : ALTERNATIVES IN ASSESSMENT         In the public eye, tests have acquired an aura of infalibility in our culture of mess peoducting everything, including the education of school children. Everyone wasis or everything, especially if the test is chcap, quickly administered, snd scored Caneously, But we saw in Chapteri while the standardized test industry bas become a powerful joggernaut of influence on decisions abous people's aves, a abo has conse under severe criticism from the public (Kotun, 2000). A more bak anced viewpoint is offered by Bailey (1998, p. 204): "One of the disturbing things about tests is the extent to which many people accept the results uncritically while others believe that all testing is invidious. Butr tests are simply measurement tools It s the use to which we put thcir results that can be appropriate or inappropriate.
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