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EVALUATION ON LANGUAGE LEARNING FINAL TEST

By:

Nur Laila Abas S200 090 010

GRADUATE SCHOOL OF LANGUAGE STUDIES MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2010

1.

Listening A. In assessing listening, There are some aspect in Celce-Marcia theory that should be measured, such as: - Linguistic competence It relates with linguistic knowledge such as phonology, morphology, sentence pattern and type, etc. This competence used both in written and oral respond. - Actional competence It is defined as competence in delivering and understanding communicative intent, namely, matching actional intent with linguistic form. This competence mostly used in understanding the communication of the speaker itself. B. The strength and weaknesses of assessing listening using mechanical devices: The strength: Help specific types of hearing loss. Seeking self-access strategies helping them to make progress in their language acquisition process. Give the student a space for carry out their autonomous works. Can make the students satisfy with various language learning.

The Weaknesses When we use the internet connections, sometimes the connection is bad and it will influence the quality of the voice and may cause difficulties for the test-taker. C. One of the basic competencies in high School Currilulum that should be Assessed in listening skill is ability to decode simple functional text. Example of simple functional text. Hal 134 135. Test-takers hear:

You will hear......... The elaboration: Listening test typically resemble reading comprehension test except that the student Listens to a passage instead of reading it.The student then answers multiple-choice questions that address various levels of literal and inferential comprehension. Important elements in all listening tests are: a) the listening stimuli b) the questions c) the test environment. The listening stimuli should represent typical oral language, not consist of simply the oral reading of passages designed to be written material. In regard to questions, multiple-choice items should focus on the most important Aspects or the passage and should measure skills from a particular domain. The testing environment for listening assessment should be free or external Distractions. If stimuli are presented from a tape, sound quality should be excelent. If stimuli are presented by test administrator, the material should be presented Clearly, with appropriate volume and rate of speaking. 2. (a) It means assessing speaking reliability can vary if clear standards for scoring are not maintained. Its validity can be several depend on the objective of an assessment task. Each score represents only one of several traits (pronunciation, fluency, vocabulary use, grammar, comprehensibility, etc). (b) Assessing Speaking Interpersonal speech: In this part of the test, the candidates speak to each other. The interlocutor sets up the task, and then takes no further part. The theme given by the interlocutor is used as the starting point for a general

conversation in which the candidates discuss their own likes and dislikes, experiences, etc. Candidates are expected to engage with the task independently, negotiating turns and eliciting opinions from each other. In the event of a complete breakdown in the interaction, the interlocutor may subtly intervene to redirect the students with further prompts, but will not take part in the task itself. Candidates should be able to talk about their interests and enthusiasms and give reasons for their views and preferences. Credit will be given for the use of appropriate interactive strategies and candidates should be encouraged to elicit the views of their partners, pick up on their partners points and show interest in what their partners are saying, as well as talking about themselves. If, at any time during the test, candidates have difficulty in understanding an instruction, question or response, they should ask the interlocutor or their partner to repeat what was said. Marks will not normally be lost for the occasional request for repetition. Transactional speech In this part of the test, each candidate is given one color photograph to describe. The photographs will depict everyday situations and candidates are asked to give a simple description of what they can see in their photograph. This part of the test allows candidates to demonstrate both their range of vocabulary and their ability to organize develop the conversation, where appropriate, and respond to the tasks set. Prepared speeches are not acceptable. Candidates are assessed on their own individual performance and not in relation to each other. Both examiners assess the candidates according to criteria which are interpreted at a certain level. The

interlocutor awards a mark for global achievement, whilst the assessor awards marks according to four analytical criteria: Grammar and Vocabulary, Discourse Management, Pronunciation and Interactive Communication. c) There are two methods in assessing speaking: 1. The observational approach, the students behavior is observed and assessed unobtrusively. 2. The structured approach, the student is asked to perform one or more specific oral communication tasks. His or her performance on the task is then evaluated. The task can be administered in a one on one setting- with the test administrator and one student or in a group or class setting. Both observational and structured approaches use a variety of rating systems. A holistic rating captures a general impression of the student's performance. A primary trait score assesses the student's ability to achieve a specific communication purpose -- for example, to persuade the listener to adopt a certain point of view. Some aspects should be paid attention in assessing speaking such like: a. Grammar There is possibility that errors in grammar are frequent to be done. In assessing speaking, grammar however plays important aspect as it is the set of language rule which language users must obey, so the control of grammar is necessary dealing with spoken communication especially in assessing speaking both in formal and informal way. b. Vocabularies Particular vocabulary in certain topic is necessary for expressing anything. The choice of word affect the sense of need in showing peoples intention even the simplest vocabulary will be worthy in certain condition. The use of vocabulary to participate effectively in

most formal and informal conversation on practical and social topic in surely needed. c. Pronunciation Errors in pronunciation are frequent but can be understood since accent is intelligible though often quite faulty. d. Comprehension There is a relation among vocabularies, pronunciation and grammar to give a clear description of comprehension. It is very obvious for people often speak which is hard to understand for his fellow speaker. Someones statement should be related to subject matter they are dealing with. ASSESSING WRITING 1. a. Hortatory text Please write a hortatory exposition text entitled : why should sex education is needed for teenagers to against free sex This generic structure box will help you to develop your ideas !

Thesis :

Argumentative :

Recommendation :

RATING SCORE FOR HORTATORY TEXT Name Number : ; .

Semester ; .. Description The generic structure Choices of vocabulary Complexity of the sentence Grammar Comment ; . . 4 4 4 4 Range 3 2 1 3 2 1 3 2 1 3 2 1 Score ( x )

SELF ASSESSMENT FOR HORTATORY TEXT Name Date ; .. ; ...

Semester ; .

How do you do the following / Circle one of the options ! 1 2 3 = usually = sometimes = not touch

1. I write English sentences everyday. 2. I write new vocabulary that I found. 3. I try to translate word for word 4. I write the main idea as a guideline 5. I mix Indonesian words and English words in writing

3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

1 b. Discussion text Theme : facebook should be limited Please write a discussion text about facebook should be limited and these questions below will help you to develop your ideas ! 1. What do you know about facebook? 2. What do you think about it ?

3. Do you agree with it? Why ? 4. Do you disagree with it? Why? 5. Tell me about your suggestion or recommendation about it !

RATING SCORE FOR DISCUSSION TEXT Name Number : ; .

Semester ; .. Description The generic structure Choices of vocabulary Complexity of the sentence Grammar Comment ; . . . 4 4 4 4 Range 3 2 1 3 2 1 3 2 1 3 2 1 Score ( x )

SELF ASSESSMENT FOR DISCUSSION TEXT Name Date ; .. ; ...

Semester ; .

How do you do the following / Circle one of the options ! 4 5 = usually = sometimes

= not touch

1. I write English sentences everyday. 2. I write new vocabulary that I found. 3. I try to translate word for word 4. I write the main idea as a guideline 5. I mix Indonesian words and English words in writing

3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

4. a. Assessing Writing of Simple Functional text.

Competence ; The mastery of Writing skill

Competence ; 1. Express the meaning in a written functional text like: shopping list. 2. Express the meaning of a functional text, Like ; letter 3. Express the meaning of a functional text and simple monolog text involving descriptive text

WRITING SKILL

Assessment Strategy No Competence Indicator Method Test Instrument Portfolio Instrument number 1

Express the meaning in a written functional text like:

1. Able to write simple functional

shopping list.

text like; shopping list.

Express the meaning of a functional text Like ; letter

1. Able to write a functional text like; letter.

Test

Portfolio

Express the meaning of a functional text and simple monolog text involving descriptive text

1. Able to write descriptive texts

Test

Portfolio

WRITING SKILL INSTRUMENT

Task 1 Portfolio

Instruction; Please write down the shopping list of each person;

Nita Nugroho Nita

; Hi, where do you want to go? ; Mmm. I want to go to market. : Oh really? I also want to go there. May I go with you?

Nugroho Nita Nugroho Nita Nugroho Nita Nugroho Nita Nugroho Nita Nugroho Nita

; Yes, certainly. ; By the way, what will you buy there? ; I want to make a fried chicken so I want to buy chicken. ; Just that? ; No I also want to buy oranges to make orange juice. ; Oww.. great! ; What about you? : I want to buy potato, spinach, and bean. ; what about the fruit? ; Id love too. I want to buy strawberry. ; Oh, OK. Lets go there. ; yes.

RATING SCORE TASK 1 : : .

Name Number

Semester : .

Description Accuracy Comment; 4

Range 3 2 1

Score ( x )

. . .

SELF ASSESSMENT FOR TASK 1 Name Date : .. : ...

Semester : .

How do you do the following / Circle one of the options! 1 2 3 = usually = sometimes = not touch

1. I write English sentences everyday. 2. I write new vocabulary that I found.

3 2 1 3 2 1

4. (b)

how to check the originality of students writing Teacher gives the nature idea that suitable with students background knowledge, level and age. Make to be interested enough in the topic that learners want to say something about it. Teacher gives the nature idea that will not only be useful for them but also motivate them as well.

5. (c) The competence that should be measured in writing: Discourse competence of Celce Murcias theory that should be measured in assessing writing

Celce-Murcia et al. (1995:14) take up this issue under the discourse competence umbrella. The striking difference between spoken and written language is the way they are structured; spoken language is more dynamically structured compared to written language whereas written language is usually synoptically structured. This gives rise to the issues of conversational structure and generic structure of written texts. We need to be aware of what kinds of interaction we give priority to so that the students will be able to survive in the target language communication. The same thing holds for written communication. When we teach how to write English texts, we need to address generic structures; the structures usually used by native speakers to write with different communicative purposes.

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