The document discusses various alternatives to traditional standardized testing for language assessment. It describes the defining characteristics of alternative assessments as focusing on real-world tasks, processes, and higher-order thinking. Some alternatives discussed include performances assessments, portfolios, journals, conferences, interviews, observations, self-assessment, and peer assessment.

1. Beyond Test : Alternatives in assesment Presented in Language testing subject Source : Language assement by H. Douglas Brown

2. Brown and Hudson ( 1988) noted that to speak of alternatives assement is counterproductive because the term implies something new and different that may be exempt from the requirementsof responsible test construction.

3. The defining cahracteristics of the various alternatives assesment Requires students to perform, create, produce or do something Use real-word context or simulations Are noinstrusive in that they extend the day to day classroom activities allow students to be asssesed on what they normally do in class every year use tasks that represent meaningful instructional activities focus on processes as well as products tap into higher-level thinking and problem solving skills

4. The dillema of maximizing both practically and washback The principal purpose of this chapter is to examine some of the alternatives in assement that are markedly different from formal test. Test, especially large-scale standardized test, tend to be one shot performances that are timed, multiple choices, decontextualized, norm- referenced , and that foster extrinsic motivation.

5. Relationship of practically / reliability to washback High Practically and reliability low

6. Performances based assesment the characteristic of performance assesment : Students make a constructed response They engage in bigber- order thinking , with open –ended tasks Tasks are meaningful , engaging, and authenthicatic Tasks call for the integration of language skills Both process and product are assesed Depth of a student’s mastery is emphasized over breadth

7. in reality , performances as assesment procedure need to be treated with the same rigor as traditional tests. To sum up, perfomances assesment is not completely synonymous with the concept of alternatives assesment.

8. Portofolios a portopolio is a purposeful collection of students work that demonstrates ... Their efforts, progress, and achievements in given areas.

9. Portofolio materials such as Esssays and composition in draft and final forms Reports, project outlines Poetry and creative prose artwork, photos, newspaper or magazine clippings Audio and or video recordings of representations, demonstration Journals, diaries, and other personal reflections Test, test scores, and written homework exercises Notes on lectures Self and peer assesment-coments, evaluations, and checklist

10. Succesfull portofolio development will depend on this State objectives clearly Give guidelines on what materials to include Communicate assesment criteria to students

11. Journals A journal is a log of one’s thought , feelings, reactions, assesments, ideas, or progress, toward goals, usually written with little attention to structure , form, o correctness. journals obviously serve important pedagogical purposes : practice in the mechanics of writting , using writting as a thinking process, individu a lization , and communications with the teacher .

12. Conferences and interviews Conferences are not limited to drafts of written work. It must assume that the teacher plays the role of a facilitator and guide , not of an administrator of a formal assesment . A number of generic question that may be usefull to pose in conference are What did you like about this work? What do you think you did well? How does it shows improvement from previous work? Can you show me the improvement? What did you do when you did not know a word that you want to write?

13. An interview is intended to denote a context in which a teacher interviews a student for designated assesment purpose. How do conferences and interviews score in terms of principle of assesment ? Its practically, as is true for many of the alternatives to assesment , is low because they are time –consuming.

14. Observations All teacher , whether they are aware of it or not , observe their students in the classroom almost constantly. Virtually every questions , every response, and almost every non verbal behaviour is , at some levelof perception, noticed.

15. In order to carry out calssroom observations , you have to follow this step Determine the specific objectives of the observations Decide how many students will be observed at one time Set up the logistics for making unnoticed observations Design a system for recording observed performances Do not overestimate the number of different elements you can observe at one time Plan how many observations you will make Determine specifically how u will use the results

16. Self and peer assesment A conventional view of language assesment might consider the notion of self-and peer-assesment as an absurd reversal of politically correct power relationships. Self –assesment derives its theoritical justification from a number of well established principles of second language acquisition. Peer-assesment appeals to similar principles , the most obvious of which is cooperative learning. Many people go through a whole regimen of education from kindergaten up through a graduate degree and never come to appreciate the value of collaboration in learning. Peer assesment is simply one arm of a plethora of tasks and procedures within the domain of learner-centered and collaboration education.

17. Type of self and peer assesments Asesement of a specific performance Indirect assesment of general competence Metacognitive assesment for setting goals Socioaffective assesment Student generated test

18. question siti : give example for portofolio and how to asses portofolio ? monggang : can you explain diagram of relationship pratically/realibility ?