TESTING, PERFORMANCE-BASED ASSESSMENT, AND AUTHENTIC ASSESSMENT. DISCRETE POINT TEST
Language is segmented into many small linguistic points and the
four language skills of listening, speaking, reading and writing. A discrete point test are designed to test these skills and linguistic points. It consists of many questions on a large number of linguistic points, but each question tests only one linguistic point. Examples of Discrete point test are: •Phoneme recognition. •Yes/No, True/ False answers. •Spelling. • Word completion. • Grammar items. • Multiple choice tests. Such tests have a down side in that they take language out of context and usually bear no relationship to the concept or use of whole language. INTEGRATIVE TESTING • Oller (1976, p.37), “language competence is a unified set of interacting abilities which cannot be separated apart and tested adequately” • Whereas, discrete items attempt to test knowledge of language one bit at a time, integrative tests attempt to assess a learner's capacity to use many bits all at the same time, and possibly while exercising several presumed components of a grammatical system, and perhaps more than one of the traditional skills or aspects of skills. • Therefore, communicative competence is so global and requires such “integration” for its “pragmatic” use in the real world that it cannot be captured in additive tests of grammar or reading or vocabulary and other discrete points of language. This emphasizes the simultaneous testing of the test-taker’s multiple linguistic competence from various perspectives. Examples of integrative test are: •Cloze tests •Dictation •Translation •Essays and other coherent writing tasks •Oral interviews and conversation •Reading, or other extended samples of real text Oller (1979, p.38) has refined the integrative concept further by proposing what he calls pragmatic test. A pragmatic test is ... any procedure or a task that causes the learner to process sequences of elements in a language that conform to the normal contextual constraints of that language and which requires learner to relate sequences of linguistics elements via pragmatic mappings to extra linguistic contexts. PERFORMANCE-BASED ASSESSMENT • PBA as described by Stiggins (2001) is a set of strategies that enable students to use their skills and knowledge to perform a task that is authentic and realistic based on certain predetermined criteria.
• PBA measures students' ability to apply the skills and
knowledge learned from a unit or units of study. Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process (Chun, 2010).
• In line with definition, Espinosa (2015) explained, PBA
improves student skills by bringing into play complex functions of cognitive processing that require a higher level of thinking for problem-solving, or the development of options when an individual confronts a new situation. • Journals Students will write regularly in a journal about anything relevant to their life, school or thoughts. Their writing will be in the target language. The teacher will collect the journals periodically and provide feedback to the students. This can serve as a communication log between the teacher and students. Journals can be used to record student feelings, thoughts, perceptions, or reflections about actual events or results. • Letters The students will create original language compositions through producing a letter. They will be asked to write about something relevant to their own life using the target language. The letter assignment will be accompanied by a rubric for assessment purposes. • Oral Reports The students will need to do research in groups about a given topic. After they have completed their research, the students will prepare an oral presentation to present to the class explaining their research. The main component of this project will be the oral production of the target language. • Original Stories The students will write an original fictional story. The students will be asked to include several specified grammatical structures and vocabulary words. • Oral Interview An oral interview will take place between two students. One student will ask the questions and listen to the responses of the other student. From the given responses, more questions can be asked. Each student will be responsible for listening and speaking. • Skit The students will work in groups in order to create a skit about a real-world situation. They will use the target language. The vocabulary used should be specific to the situation. • Poetry Recitations After studying poetry, the students will select a poem in the target language of their choice to recite to the class. The students will be assessed based on their pronunciation, rhythm and speed. • Portfolios Portfolios allow students to compile their work over a period of time. The students will have a checklist and rubric along with the assignment description. The students will assemble their best work, including their drafts so that the teacher can assess the process. • Puppet Show The students can work in groups or individually to create a short puppet show. The puppet show can have several characters that are involved in a conversation of real world context. These would most likely be assessed holistically. • Art Work/ Designs/Drawings This is a creative way to assess students. They can choose a short story or piece or writing, read it and interpret it. Their interpretation can be represented through artistic expression. The students will present their art work to the class, explaining what they did and why. AUTHENTIC ASSESSMENTS • Authentic or alternative assessments, meaning an alternative to standard tests and exams, provide a true evaluation of what the student has learned, going beyond acquired knowledge to focus on what the student has actually learned by looking at their application of this knowledge (Indiana University, n.d.).
• Alternative forms of assessment can allow you to see what
student can and cannot do, versus what they do and do not know. They tend to evaluate applied proficiency rather than measuring knowledge (Brigham Young University, n.d.), allowing for problem solving and reflection, rather than merely providing facts as answers to specific questions (Indiana University, n.d.). A list of alternative assessment strategies that you may want to consider. Examples of Authentic or Alternative Assignment (Cont ...) Alternative or authentic assessments are typically classified as formative assessments, as these assignments are typically in- process evaluations of student’s understanding, learning needs, and academic progress. Tests and exams tend to be classified as summative assessment. References and Recommended Reading • Brigham Young University.(n.d). Using Alternative Assessments. Retrieved February 9, 2018, from http://ctl.byu.edu/using-alternative-assessments • Chun, M. (2010). Taking teaching to (performance) task: Linking pedagogical and assessment practices. Change: The Magazine of Higher Education. • Espinosa, L. F. (2015). Effective use of performance-based assessments to identify English knowledge and skills of EFL students in Ecuador. Theory and Practice in Language Studies, 5(12), 2441–2447. • Indiana University Bloomington.(2018b). Authentic Assessment. Retrieved February 9, 2018, from https://citl.indiana.edu/teaching-resources/assessing-student- learning/authentic-assessment/index.html • Oller, J.W., Jr. (1979). Language Tests at School: A Pragmatic Approach. London: Longman. • Queen’s University. (n.d.). Assessment Strategies - Teaching and Learn ing in Higher Education. Retrieved from http://www.queensu.ca/teachingandlearning/modules/assessme nts/index.html • Stiggins, R. J. (2001). Student-Involved Classroom Assessment (3rd ed.). Columbus OH: Merrill Education, an imprint of Prentice Hall.