1. Current Issues in Classroom Testing
Teguh Ardianto

2. Moving trends and moving views
Assessment experts
Communicative language testing
Challenge
Performance-based assessment
Classroom teachers
New theories of intelligence
Effective Assessment
The advent of alternative assessment
The increasing popularity of computer based testing.
Moving trends and moving views

3. New View on Intelligence
Teguh Ardianto

4. Manipulative Strategy
INTELLIGENCE
Old View
Linguistic
Logical-Mathematic
Linguistic
Logical-Mathematic
Spatial
Musical
Bodily-kinesthetic
Interpersonal
Intrapersonal
Gardner (1983, 1999)
Sternberg (1988, 1997)
Creative thinking
Manipulative Strategy
Goleman (1995)
EQ (Emotional Quotient)
Views on Intelligence

5. Ability to negotiate meaning
Assess what…??
This..??
These..??
Objectivity
Whole language skills
Authenticity
Learning processes
Ability to negotiate meaning
Trend of Assessment
Those..??

6. Traditional and Alternative Assessment
Teguh Ardianto

7. Traditional and “Alternative” Assessment
Performance-based assessment
The traditional, more-objective assessment
The alternative, more authentic assessment
Triggered
Moved the trend
Traditional and “Alternative” Assessment

8. Armstrong (1994) and Bailey (1998) drew the clear distinction between traditional and alternative assessment in the table below:
Traditional Assessment
Alternative Assessment
One-shot, standardized exams
Continuous long term assessment
Timed, multiple-choice format
Untimed, free-response format
Decontextualized test items
Contextualized communicative tasks
Scores suffice for feedback
Individualized feedback and washback
Norm-referenced scores
Criterion-referenced scores
Focus on the “right” answer
Open-ended, creative answers
summative
formative
Oriented to product
Oriented to process
Non-interactive performance
Interactive performance
Foster extrinsic motivation
Foster intrinsic motivation

9. Notes to Armstrong and Bailey’s categorization
It is difficult to draw a clear line of distinction between “traditional” and “alternative” assessment.
It is not always true that traditional assessment is worse than alternative assessment.

12. Computer-Based Testing
Teguh Ardianto

13. Computer Based Testing
Some famous CBTs
TOEFL
TOEIC
IELTS
Small scale, “home grown” test
Large scale, standardized test
Computer Based Testing

14. Computer Based Testing
Computer based test requires test takers perform responses on a computer.
Test takers receive prompts
The prompt can be in spoken or written
Test takers are required to response
They can write or speak the response
Almost all responses and items are fixed and close ended
Computer Based Testing

15. Computer Adaptive Test
In a CAT, each test taker receives a set of questions that meet the test specifications and that are generally appropriate for his or her performance level.
CAT starts from moderate level questions
test takers answer the question
the computer scores the responses and determine the next questions
Correct
Incorrect
More difficult questions
Lesser or equal difficult questions
Computer Adaptive Test

16. Some advantages of CBT Classroom-testing
Self-directed testing on various aspects of language (vocabs, grammar, discourse, language skills, etc.)
Practice for upcoming high stakes standardized test
Some individualization, in the case of CATs
Large scale standardized test can be administered easily to thousand of test takers at many different stations, then scored electronically for rapid reporting of results

17. Some disadvantages of CBT
Lack of security and the possibility of cheating are inherent in classroom-based, unsupervised computerized test
Occasional “home-grown” quizzes that appear on unofficial websites may be mistaken for validated assessment
The multiple-choice format preferred for most computer-based test contains the usual potential for flawed item design
Open ended responses are less likely to appear because of the need for human scorers, with all the attendant issues of cost, reliability and turn around time
The human interactive element (especially in oral production) is absent

18. Lessons from this chapter
Assessment is an integral part of the teaching-learning cycle.
Tests are a subset of assessment and may provide authenticity, motivation, and feedback to the learner.
Tests are essential components of a successful curriculum and one of several partners in the learning process.

19. Cont: Lessons from this chapter
Periodic assessments, both formal and informal, can increase motivation by serving as milestones of student progress.
Appropriate assessments aid in the reinforcement and retention of information.
Assessments can confirm areas of strength and pinpoint areas needing further work.
Assessments can provide a sense of periodic closure to modules within a curriculum.
Assessments can promote student autonomy by encouraging students' self-evaluation of their progress.
Assessments can spur learners to set goals for themselves.
Assessments can aid in evaluating teaching effectiveness.

20. Thank You…