Assignment for subject Language testing in STKIP Kusuma Negara Jakarta

1. Based Standards Assessment

2. Element of standardized testing
• It has a uniform procedure for
administration, design scoring and reporting
• It has a systematic procedure that through
repeated administration and ongoing research,
demonstrate criterion and construct validity ;
• It a presuppose accepted set of standards on
which to base the prosedure (the most important
one)
• popularity of standardized test in US in the
middle of 20 century, since it brought with
convienience, effeciency, and an air of empirical
science

3. Shift in view
• Standardized test advocates’ utopian dream of
quickly and cheaply assessing students across
country became a political issue.
• Teacher is not only saw inequity in standardized
test but a disparity between the test content and
teaching content .
• The advent of a movement to establish specified
criteria/standards on which students of all ages
and subject matter areas might be assessed.
• The Construction of such standards makes
possible a concordance between standardized
test specifications and the goals and objectives of
educational programs

4. English Language Development (ELD)
Standards-Setting
• In many non English speaking countries, english is
very requiring in this time and this mandates from
minsters of education require the specification of
standards on which to base curricular objectives, a
teachability of which has been met with only limited
success in some areas
• California with the largest second language learner
the first one to set standards
• Setting such standard of benchmark for accountability
requires a comprehensive study of a number of
domains

5. Standards-Setting : Domains
1. Literally thousands of categories of language
ranging from phonology, pragmatics,
discourse..
2. Specification of what ELD students’ needs are
at thirteen different grade levels ;
3. The consideration of what is a realistic
number and scope of standards to be included
in given curriculum;
4. A separate set of standards (qualifications,
expertise, training ) for teachers to teach ELD
students successfully in classroom;
5. A through analysis of the means available to
assess student attainment of those standards

6. California English language
development standards for listening
and speaking

8. ELD Assessment
• Assessing a attainment of standards
• Standardized test of past decades were not inline
with newly developed standards in such standard-
based education not good measures for
assessing standards attainment.
• CELDT (California English Language Development
Test) a battery of instrument designed to assess the
attaiment of ELD standards across school grade
levels.
• Due to stringent budget still traditional standardized
tests for ELD assessment are used but there is a ray
of hope for more students-centered approaches to
lear ner assessment( for example portfolios)

9. Comprehensive Adult Student
Assessment System (CASAS)
• CASAS is a program designed to provide broadly
based assessment of ESL curricula along with a
set of standards across the united states.
• Includes 80 standardized assessment
instruments to place learners in program, and
certify mastery of functional basic skills such
reading, writing ...
• CASAS scaled scores report learners’ language
ability levels in employment and adult life skill
contexts.

10. Secretary’s Commission in Achieving
Necessary Skills (SCANS)
• SCANS, along with a set of standards, outlines
competencies necessary for language in the
workplace.
• It covers language functions in terms of
1. Resources (allocating time, materials, staff..)
2. Interpersonal skills, teamwork, customer service,.
3. Information processing, evaluating data,
organizing files
4. System (e.g., understanding social and
organizational system)
5. Technology use and application
• These competencies are acquired through training
in basic skills, thinking skills such as reasoning,
and personal qualities such as self- esteem.

11. In addition to the movement to create standards for
learning, an equally strong movement has emerged to
design standards for teaching. Cloud(2001, p.3) noted
that a student’s “performance (on as assessment)
depends on the quality of the instructional program
provided,... which depends on the quality of professional
development “.
Kuhlman (2001) emphasized the importance of teacher
standards in three domains:
1. Linguistics and language development
2. Culture and the interrelationship between language and
culture
3. Planning and managing instruction
Teacher Standards

12. oProfessional teaching standards have also
been the focus of several committees in the
international association of Teachers of
English to Speakers of Other Language
(TESOL).
o TESOL’s standards commitee advocates performance-based
assessment of teachers for the following reasons:
1) Teachers can demonstrate the standards in their
teaching;
2) Teaching can be assessed through what teachers do with
their learners in their classrooms or virtual classroom;
3) This performance can be detailed in indicators (i.e.,
examples of evidence that the teacher can meet a part of
a standard).
4) The processes used to assess teachers need to draw on
complex evidence of performance;

13. 5) Performance-based assessment of the standards is
an integrated system (neither a checklist or a series
od discrete assessments)
6) Each assessment within the system has
performance criteria against which the
performance can be measured
7) Performance criteria identify to what extent the
teacher meets the standard
8) Student learning is at the heart of the teacher’s
performance.

14. Consequential Validity, i.e., “the evidence and
relationales for evaluating the intended and
unintended consequences of score interpretation
and use in both the short-and long term.”
The widespread global acceptance of
standardized tests (with their huge gate-keeping
role and a high-stakes nature) as valid
procedures for assessing individuals brings with
it a set of positive or negative consequences.
The consequences of Standards-
Based and Standardized Testing

15. Test bias, test-driven learning and
teaching and ethical issues :critical
language testing.

16. Test bias
It is no secret that standardized tests involve a
number of types of tes bias. That bias comes in
many forms : language,culture, race, gender and
learning styles (Medina & Neill 1990).
For example, reading selections in standardized
tests may use a passage from a literary piece that
reflects a middle-class, white, anglo-saxon norm.

17. Test-Driven learning and teaching
Yet another consequences of standardizeds testing
is the dangerof test-driven learning and teaching.
When students and other test-takers know that one
single measure of perfomence will determine their
lives. They are less likely to take positive attitude
toward learning.

18. Teacher also get caught up in the wave of test-
driven systems.In Florida, elementary school
teachers were recently promised cash bonuses of
$100 per student a reward for their school's high
perfomance on the state-mandated grade-level
test, the Florida Comprehensive Achievement
Exam (fair test, 2000).

19. Ethical issues : critical language
testing
One of the by-products of a rapidly growing testing
industry is the danger of an abuse of power.
These standards bring with them certain ethical
issues surrounding the get-keeping nature of
standardized tests.

20. The issues of critical language testing are
numerous :
• Psycometric traditions are challenged by
interpretive, individualized procedures for
predicting. Success and evaluating ability.
• Test designers have a responsibility to offer
Multiple modes of perfomance to account for
varying styles and abilities among test-takers.
• Test are deeply embedded in culture and
ideology.
• Test-takers are political subjects in a political
context.

21. One the problems highlighted by the push for
critical language testing is the widespread
conviction, that carefully consyructed standardized
test designed by reputable test manucfacturers are
infallible in their predictive validity.

22. Thank you... 