LANGUAGE TESTING

AND EVALUATION
DESIGNING CLASSROOM LANGUAGE
TEST

GROUP 1
SAM BAHRI
NURSABBAH
SITI AHDIAH
HADIANSYAH
Four Assement Scenarious
1 Scenaro
Reading Quiz

2 Scenaro
Grammar Unit Test

3 Scenaro
Midterm Essay

4 Scenaro
Listening/Speaking Final Exam
 Determining the purpose of the t
est

There are several steps in determining the

purpose of class tests

.1. Perform a flashback and consider the overall objectives of the exercise
that students are doing.
2. Forcing students to think independently of what they are reading
3. Designing test spesifications
4. Determine assessment criteria and reports.
Designing cle
ar
In addition to knowing the purpose of the test you’re creating, you need to
know as specifically as possible what it is you want to test. Remember that
every curriculum should have appopriately framed, assessable objectives,
that is, objectives that are stated in terms of overt performance by
students.

Students will understand and produce

the following verb tenses in
appropriate oral and written contexts
1. Simple Present Tense
(review from level 1)
2. Simple Present Continuos
3. Simple Past
4. Present Perfect
Test specifications (specs) for classroom use can be an outline of your test-what it will ”look like” think of you
r test specs as a blueprint of the test that include the following:

01 A description of its content

02 Item types (methods, such as
multiple-choice, cloze, etc.
03 Tasks
04 Skills to be included
How the test will be scored
05
06 How it will be reported to student
 Devising test items and de
signing multiple items

1. Devising test itemsInvolves a number of loops as your discover

problems and other shortcoming
a. Midterm essay
b. Listening/speaking
c. Listening comprehension format
d. Oral production section.
 Devising test items and de
signing multiple items

2. Designing multiple choice itemsMultiple choice items

are all receptive or selective response. Every multiple
choice item has a stem and several options or
alternatives to choose from. One of those options is the
correct response.
a) Design each item to measure a single objective
b) state both stem and options as simply and directly as
possible
c) make certain that the intended asnwers is clearly the
only correct one
d) use item indices to accept, discard, or revise items.
ADMINISTERIN
G THE TEST
Pre test considerations (the day before
the in-class essay
1. Provide appropriate pre test
information
2. Offer a review of compenents of
narrative and descripton essays
3. Give students chance to ask
questions and provide responses
 SCORING
Scoring is a factor in only two of them the
grammar tes and the final listening or
speaking examination

Grading

First though might be that assigning

grades to student performance on test
GIVING
FEEDBACK
Students feedback that you want
to become benefical . Consofider
just a few of the many posible
manifestation of feedback
Thank you
MUN KADA HAUR