1. Siswa yang dites biasanya merasa takut karena (2)



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TESTING
1. Siswa yang dites biasanya merasa takut karena .... (2)

2. Sementara guru juga resah bila akan ada tes bagi siswa mereka karena .... (3)

3. Tetapi tidak satupun siswa maupun guru menolak tes karena ....

4. Tes memiliki 5 elemen pokok yaitu metoda, pengukuran, manusia, kemampuan atau pengetahuan, dan bidang tertentu. Dengan demikian definisi tes adalah ....

5. Masing-masing elemen tes tersebut mempunyai implikasi sbb. ....

6. Salah satu tujuan akhir memberi tes adalah:

a. memberi tanda berakhirnya KBM c. menjuruskan siswa

b. mengukur kepandaian siswa d. melengkapi tugas guru

7. Keputusan yang dibuat atas interpretasi hasil tes harus mengacu kepada:

a. pengalaman dan tujuan siswa mengikuti tes c. pengalaman dan kemampuan guru

b. pengalaman dan tujuan pengetes d. aturan tes yang berlaku

8. Tes (test procedure) sesungguhnya merupakan pengganti prosedur pengukuran yang lebih lengkap dan

komplek tetapi lebih akurat (criterion-procedure). Maksudnya ....

9. Siapakah yang dapat memanfaatkan hasil tes bahasa (stake holder)?

a. yang dites c. ahli linguistik e. pemerintah

b. yang mengajar d. lembaga pendidikan

10. Jenis tes berikut ini didasarkan atas materi tes:

a. achievement test b. diagnostic test c. placement test d. proficiency test

11. Jenis tes berikut ini didasarkan atas tujuan tes:

a. summative test b. diagnostic test c. placement test d. formative test

12. Materi tes berikut dapat digunakan untuk summative test:

a. achievement test b. diagnostic test c. formative test d. proficiency test

13. Materi tes berikut dapat digunakan untuk formative test:

a. achievement test b. diagnostic test c. summative test d. proficiency test

14. Beda summative test dengan formative test terletak pada:

a. materinya b. tujuannya c. bentuknya d. waktu penyelenggaraannya

15. Pembagian menjadi subjective test dan objective test didasarkan pada:

a. materinya b. tujuannya c. cara memeriksanya d. bentuknya

16. Manakah yang termasuk objective test?

a. multiple-choice b. completion c. essay d. true-false

17. Manakah yang termasuk subjective test?

a. multiple-choice b. completion c. essay d. true-false

18. Tes berikut didasarkan atas waktu yang tersedia untuk mengerjakannya.

a. power test b. summative test c. speed test d. formative test

19. Discrete point test, global test, dan integrative test adalah jenis tes berdasarkan:

a. bentuknya b. tujuannya c. keterkaitan antara elemen-elemennya d. cara menjawabnya

20. Communicative test menekankan pada:

a. language form b. language use c. language skills d. language components

21. Syarat tes yang baik meliputi:

a. reliability b. validity c. practicality d. feasibility

22. Maksud reliability adalah ....

23. Beda antara test reliability dan scorer reliability adalah ....

24. Untuk memperoleh reliability, ada 4 cara yaitu ....

25. Maksud validity adalah ....

26. Yang berkaitan erat dengan konsep bahasa dan belajar bahasa adalah:

a. face validity b. content validity c. construct validity d. washback validity

27. Yang berkaitan dengan pendapat awam tentang tes adalah:

a. face validity b. content validity c. construct validity d. washback validity

28. Yang berkaitan erat dengan hasil tes lain atau hasil tes di masa mendatang adalah:

a. face validity b. content validity c. construct validity d. washback validity

29. Practicality berurusan dengan ....

30. Perhatikan gambar papan sasaran lima panah berikut. Peringkatlah menurut reliability dan validity-nya.



What do you feel before, during and after doing the test?



  • Intimidated

  • Confused

  • Surprised

  • Afraid

  • Frustrated

  • Useless

  • Detached

  • Embarrased

  • Disappointment

  • Angry

  • Loss of confidence / demoralised / discouraged

  • Helpless

  • Anxious / pressurised

What may cause the feeling mentioned above?




  • Rubrics / instructions unclear or inadequate

  • Purpose of the test unclear

  • Time pressure

  • Unfamiliarity with the test type

  • Lack of preparation for the test: either in terms of practice beforehand or warning that it was to take place

  • Layout

  • Arcane or specialised nature of subject matter

  • Level too high

  • Lack of interest in topics


TESTING

WHAT?

A test is a method of measuring a person's ability or knowledge in a given area.
WHY?

1. to evaluate courses, methods, techniques, syllabuses,

and materials

2. to evaluate the effectiveness of a language teaching

3. to measure the students' progress in learning a language

4. to find out about the students' achievement

5. to encourage the students to learn further

6. to find out about learning difficulties

7. to place the students

8. to select the students


THE CURRICULUM TRIANGLE


Communicative Needs




Testing System



Language Programmes






REQUIREMENTS?


1. RELIABILITY

What?

The consistency of the measurement of the test

The accuracy with which an item of a test is measuring what it is measuring
What kinds?

1. Test reliability

2. Scorer reliability
How to obtain?

1. Administering parallel test to the same subject

2. Administering test-retest

3. More than one scorer or scoring

4. Using split-half method


2. VALIDITY

What?

The relevance between a test and what it should measure

The extent to which the test measures what it is intended to measure
What kinds?

1. Construct validity

2. Content validity

3. Face validity

4. Empirical validity (Criterion-related validity; Pragmatic validity)

a. Concurrent validity

b. Predictive validity

5. Washback validity


3. PRACTICALITY



What?

A test should be as economical as possible in terms of time (preparing, sitting, and marking) and of cost (materials and hidden cost of time spent).


KINDS OF TESTS




Kinds of Tests

Remarks (Content, Purpose, Structure, Treatment)

Achievement (Attainment)

Proficiency


Aptitude
Placement
Formative (Diagnostic)
Summative
Power
Speed
Direct
Indirect
Contextualised

Decontextualised

Global (Integrative)
Atomistic (Discrete)
Communicative

Subjective


Objective
Criterion referenced
Norm referenced


The content is related to what has been learned
The content is not related to what has been learned

To identify those who are most likely to succeed in learning language

To place students at an appropriate level in a programme or course

To find the strengths and weaknesses of the students for future plan

To rank or grade the students or to decide their position

To find how much the students have actually mastered the language

To find the students’ speed in using the language

To ask the students to perform the skills being measured

To measure the underlying ability of the real life use of language

The tests are provided in context

The tests are provided without context

To measure one's ability to use combination of elements at one time

To test a specific language element, e.g. grammar, or vocab at one time

Focus on language use in real life situation

The tests require expert judgment in the scoring process

The tests do not require expert judgment in the scoring process

The student’s result is compared to an agreed standard or criterion

The student’s result is compared to the others’




GUIDELINES FOR WRITING TESTS

A. General Guidelines (Validity, Reliability, Practicality)



  1. You should be clear about what you want to test.

  2. Tests must be purposeful, useful, and the result can be interpreted, and believed.

  3. Achievement tests should relate to what has been taught.

  4. Tests should be within the reach of the intended population (students).

  5. Tests should have beneficial washback effects on the teaching and the syllabus.

  6. Give the tests you have written to your colleagues to check.

  7. Tests should be reliable and practicable.





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