EFL TEACHING

METHODOLOGY

ASSESSING LANGUAGE COMPONENTS AND

DESIGNING ALTERNATIVE ASSESSMENT
 The Learning Objectives

By learning this, you are expected to be able to

design tasks for language component assessment
and alternative assessment with its appropriate
rubrics.
 LANGUAGE COMPONENTS

Phonology • Pronunciation, stress, intonation

Grammar • Structure

Vocabulary • Lexicon
 TASKS FOR ASSESSING
PHONOLOGY

Pronunciation Intonation
Tasks Stress Tasks Tasks

To pronounce To contrast the stressed Deal with rhythm and

words, sentences, syllable and unstressed intonation, the rising and
or discourse orally one, to show the stress falling of the pitch at the
position by end of a sentence
pronouncing it.
 PRONUNCIATION TASKS
Examples Remarks
Repeat after me: To assess the ability to pronounce
1. Like English diphthongs in word level
2. Table correctly
3. Most
4. Etc.

Repeat after me: To assess the ability to pronounce

1. Thank selected English consonants in word
2. Measure level correctly
3. Church
4. Etc..
 PRONUNCIATION TASKS
Examples Remarks
Repeat after me: To assess the ability to pronounce
1. Sit – seat English phonemes in minimal pairs
2. Dock – dog correctly.
3. Fine – vine
4. Etc.

Repeat after me: assess the ability to pronounce English

1. thank-method-mouth phonemes in different position
2. Bag-cabbage-job
3. Etc
 PRONUNCIATION TASKS: WRITTEN

Examples Remarks
Determine whether each pair of words has the same or To assess the ability to identify whether
different pronunciation. each pair of words has the same or
1. break-brake different pronunciation
2. Check-cheque
3. Soap-soup
4. Etc
Determine whether each of the following words To assess the ability to identify short or
contains short vowel or long vowel. long vowel
1. Bought
2. Church
3. Foot
4. Etc.
 PRONUNCIATION TASKS: WRITTEN

Examples Remarks
Determine whether the-s ending or the –ed ending in To assess the ability to identify voiced
the words below is pronounced as voiced or voiceless or voiceless sounds
sound.
1. Jobs
2. Pays
3. Visits
4. Etc.
1. (a) meet (b) meat © mate To assess the ability to identify words
2. (a) pale (b) pail © pile having the same pronunciation
3. etc
 STRESS TASKS
Examples Remarks
Read aloud the following words with the stress position To assess the ability to pronounce
on the first syllable. words with correct stress position.
1. Management Stress syllable Vs. Unstressed syllable.
2. Emphasis
3. Etc.

Determine whether each pair of words have the To assess the ability to identify the
stressed syllable in the same position (S) or different position of stressed syllable.
(D).
1. hor-rible - ho-tel (S – D)
2. Pol-it-ic - stat-is-tic (S – D)
3. Etc.
 STRESS TASKS

Examples Remarks
Read aloud the sentences below, show the stress To assess the ability to read aloud a
position. sentence or a passage with the focus o
1. Many international students are confused about the stress position
government of the US.
2. Etc.
 INTONATION TASKS
Examples Remarks
Read the following passage aloud and give stress on Intonation is the rising or falling of the
the capitalized syllables. pitch of voice at the end of a sentence.

(The passage) This item is to assess the ability to read

aloud sentence or passage with the
correct rhythm and intonation
Determine whether each of the following expressions To assess the ability to identify falling
has falling (F) intonation or rising (R) one. and rising intonation
1. Can I HELP you? ( F – R)
2. Etc.
 TASKS FOR ASSESSING GRAMMAR/
STRUCTURE

Production
Recognition Transformation

To recognize To produce a
To change one certain form of
whether a test item form of a
has a correct a sentence,
sentence to from short
grammar or not another production to a
long one
 RECOGNITION TASKS
Examples Remarks
Determine whether the underlined verb form is correct To assess the ability to distinguish the
(C), or incorrect (IC). correct and incorrect forms of verb in a
1. Have you ever been gone to Bali? (C-IC) sentence.
2. Lets’ doing our homework now! (C-IC)

Choose the correct verb form. To assess the ability to select the
1. When does the cinema …..? correct grammar form in a sentence.
a. opening b. opened c. opens d. open

Find the error among the four underlined choices in the To assess the ability to detect error in a
following sentences: sentence.
1. The value (a) of the dollar (b) declines (c) as the
rate of inflation (d) raises.
2. Etc.
 TRANSFORMATION TASKS

Examples Remarks
a. From positive sentence into interrogative one Transformation task is a task to change one
b. From positive sentence into negative one form of a sentence to another.
c. From active voice into passive voice
d. From direct speech into indirect speech

For example:

Change this sentence into passive sentence!

1. The hunter killed the tiger
Etc.
 PRODUCTION TASKS
Examples Remarks
Combine each pair of sentences using the given To assess the ability to combine two
connector: sentences using certain connectors
1. a. I do not have much money
b. I want to buy a car
(If)
__________________________
2. Etc.
Use any appropriate tense for the verb in parenthesis. To assess the ability to use correct tenses
in context
Yesterday Anita ate breakfast at 6.00. She (eat, already) 1.
________ breakfast when she (leave) 2. ________, Etc.
 PRODUCTION TASKS
Examples Remarks
Give answers/ responses to the question or stimulus using To assess the ability to answer question
correct grammar. or to respond to a stimulus using correct
grammar.
1. Hi, How are you? __________
2. Where have you been? Haven’t seen you for long
time? ______________

Complete the following sentence: To assess the ability to complete an

1. Before travelling, it is important that ______ incomplete sentence.
2. He did not approve the proposal because ____
Assessing Vocabulary: Vocabulary means all
the words in a language

Function Words Content Words

 Article  Noun
 Preposition  Verb
 Conjunction  Adjective
 Adverb
 Assessing Vocabulary: Vocabulary means all
the words in a language

Single Words Compound Words Fixed phrases Idiom

 Book  Classroom  On the other hand  For good
 Teach  Note-taker  In other words  Green thumb
 Beautiful  Etc.  Etc  Etc.
 Happily
 Etc.
 TASKS FOR ASSESSING
VOCABULARY

Picture- Word Matching/ Word

Definition
Word Group Cloze Test
cued Formation relation

Pictures are used To use the To find the To find the To identify To find
to elicit responses correct forms of words for the relations of words of the appropriate
from the words given definition same groups
examinee
words: synonym, words based on
antonym, etc. contexts
 PICTURE-CUED TASKS

Examples Remarks
Look at the picture, and then name or give label to each Good for young learners
picture.

(Pictures)
 WORD FORMATION TASKS

Examples Remarks
Complete the following sentences with the forms of To assess the ability to use correct forms
words derived from the words in brackets. of words based on given context
1, One of requirements to be successful is you must have
a good ….. (person).
2. You must pass …..test. (Enter)
3. etc.
 MATCHING/ DEFINITION TASKS

Examples Remarks
Choose the word which matches the given definition To assess the ability to find
words for the given
A B definition.
1. This person makes man’s clothes a. barber
2. This person cuts man’s hair b. tailor
3. Etc
 WORD-RELATION TASKS

Examples Remarks
Choose the correct synonyms of the underlined words. To assess the ability to find
1. Some students find it difficult to solve the problem which is usually trivial. the synonyms of the
a. Hard underlined words
b. Interesting’
c. Serious
d. simple
Find one word to replace the underlined idiom: To assess the ability to write
the meanings of a given
1. Come here at once. I need your help. ( _________) words.
2. He came across his lost brother. (__________)
3. Etc.
 WORD GROUP TASKS

Examples Remarks
In each item, 3 of 4 words belong to the same group. Choose one word which does To assess the ability to
not belong to the group. identify words of the same
group/ area.
1. a. cat b. monitor c. mouse d. screen
2. A. dear b. dog c. goat d. sheep
3. Etc.
 CLOZE TASKS

Examples Remarks
Fill in each blank with an appropriate word based on the context> To assess the ability to find
appropriate words based on
(Text) certain contexts.

The father of modern classical music is (1) ____ at the age of 88, after a long fight
(2) ____a heart ailment. Etc…
 DESIGNING ALTERNATIVE
ASSESSMENT

 Authentic Assessment
 Performance-based
Alternative Assessment
Its related terms  Classroom-based
Assessment Assessment
 Informal Assessment
 Process Assessment
 Non-test Assessment
TYPES OF ALTERNATIVE
ASSESSMENT

 Self- and peer Assessment

 Teacher Observation and Checklist
 Conference
 Log and Journal
 Portfolio Assessment
 Project/ Exhibition
 Performance Tasks
 SELF- AND PEER ASSESSMENT

 Self-assessment: Students Sample of Rubric

assess their own language
performance Self-Assessment Rubric Peer-assessment Rubric
(Writing Task) (Writing Task)
• I tried to write with correct He/ She tried to write with correct
 Peer-assessment: Students spelling (YES-NO) spelling (YES-NO)
• I wrote a subject in every He/ She wrote a subject in every
assess their friend’s language sentence (YES-NO) sentence (YES-NO)
• There is a topic sentence (YES- There is a topic sentence (YES-
performance NO) NO)
• Etc. Etc.
 TEACHER OBSERVATION AND
CHECKLIST

 Teacher observation: to Sample of Checklist

observe what the students are Checklist for a group presentation YES NO
doing and how they are doing • The chair introduces group
members
it • The chair requests the presenter to
begin presentation
• The presentation uses media (visual
aids)
• Etc.
 Checklist: One technique of
observation
 CONFERENCE

 Conference: a face-to-face Can be conducted for…

• Commenting on drafts of essays or report
interaction or consultation • Reviewing portfolio
• Responding journals
between a teacher and his/ her • Advising on students’ plan or proposals
• Assessing a project proposal
students to discuss for the • Giving feedback
improvement of students’ work •
•
Clarifying understanding on reading
Setting personal goals
• Etc…
 LOG AND JOURNAL

 Log: is a form containing Sample

guidelines for students to fill Log Journal

in • Title: ________ During my Grammar class, I gain a lot
• Number of pages read by students: of new insights on how to construct a
______ good grammatically correct English
 Journal: a piece of writing • Brief summary of the book
________
sentences. I really enjoy the way the
teacher explains it to me.. Etc.
about a student’s thoughts, • A brief comment on the content
_____
feelings, reactions, ideas, or
progress about his/her
learning
 PORTFOLIO ASSESSMENT

“A purposeful collection A guidelie in preparing a portfolio:

• Procedure the purpose of making a portfolio
of students work that • Inform materials or works to collect
• Explain procedure and criteria for assessment
demonstrates their • Give time limit for preparing the portfolio
• Discuss the progress
efforts, progress, and •
•
Prepare a place to display students’ portfolio
Give feedback
achievement in a subject”
 PROJECT/ EXHIBITION

 An assignment to be prepared by
students
 The project is displayed/ exhibited
 Is assessed during the process and the
product
 Use checklist/ Rubric to assess
 PERFORMANCE TASK

 Requires the students to perform something to show their

language ability.
 For example:
 Reading a poem
 Retell a story
 Writing an article
 Poster