Language Learning Evaluation

LANGUAGE LEARNING EVALUATION
Prepared By
ROLAN A. KANAHEBI, S.Pd

MARIA DIANA KASE, S.Pd
1.1 EVALUATION
Evaluation is a procedure of knowing whether
or not the teaching and learning process have
been done effectively and properly.
Gronlund and Linn, (1990) cited that
evaluation is the sistematic process of
collecting, analysing and interpreting
information to determine how good the
learners have achieved learning objectives.
Assessment is the process that includes
more aspects beside test, such as
students participation, motivation,
presentation, performance, paper,
homework, etc.
It is an attempt to describe somebodys
/somethings characteristics based on
series of facts.
Test is a method or procedure of
measuring ones ability, knowledge, and
performance (competencies).
EVALUATION
ASSESSMENT
TEST
2.1 TYPES OF TEST
1. Based on the purposes
General Proficiency test
Aptitude test
Achievement test
General proficiency test is used to
measure the students capabilty.
The function of general proficiency test
are:
To determine readiness of participant of
a learning program (pass/fail)
To classify individuals in appropriate
classes based on the their mastery
level(placement)
Toindicate individuals potential in
achieving learning objectives in the
future
Toindicate students mastery of
particular skills that have been taught in
learning process.
2. BASED ON MODE
ORAL
PERFORMANCE
WRITTEN
3. BASED ON FORMAT
STRUCTURED
COMPLETION/SHORT ANSWER
TRUE/FALSE
MULTIPLE CHOICE
MATCHING
CLOZE
UNSTRUCTURED
INTERVIEW
FREE WRITING
4. BASED ON TIME
ENTRANCE TEST / PRE-TEST
FORMATIVE TEST
SUMMATIVE TEST / FINAL TEST
1. VALIDITY
A test must have ability to measure what must be measured or
tested. It concerns with what to test, how to test, and how
far the results can be related to the students real abilities
Content Validity
Is it similar to curriculum or teaching materials?
Empirical Validity
Is it comparable to other type(s) of measure? (Concurrent
validity)
Can it be correlated with measures taken later? (Predictive
Validity)
Face Validity
Does it look right to the examinees, administrators and
educators?
RELIABILITY
refers to the accuracy, consistency
and stability of the test scores.
PRACTICALITY
is usability of a test. It should have
characteristics as administrable,
economic, scorable/interpretable, and
fair.
3.1 ASSESSING LISTENING
COMPREHENSION
It is aimed to measure students ability
to decode sample of speeches.
Competency
Students can understand and response:
The meaning of oral interpersonal and transactional
texts
The meaning of short functional texts
The meaning of long monolog functional texts
Principles
Language Aspects (Micro Skills)
Content Understanding (Macro Skills)
Teachers can combine both micro and macro
skills in either bottom-up or top-down approach.
Presentation: oral or mechanical device?

Speaking involves vocabulary, grammar,
pronunciation, intonation, and organization of
content speech
Competencies
Students have to be able to express meaning of
interpersonal intends, short functional text, and monolog
of functional text
Principles
Pronunciation
Grammar
Vocabulary
Fluency
Comprehension
Principles (cont.)
In assessing interpersonal and transactional
speeches, some other aspects like politeness,
naturalness, and gesture should be added.
Scoring of principles of speaking assessment
could apply quantitative rating scale as the following:
Pronunciation
5 : Native speaker-like
4 : Intelligible
3 : Some misunderstanding
2 : Hard to understand
1 : Severe
Types of speaking assessment can be in form of
verbal essay, presentation, interview (controlled or
free).
Competencies
Students can understand and respond written short
functional text and written monolog of long functional
text.
Principles
Language and graphic symbols
Ideas
Tone and style
Written test in form of items such as multiple choice,
matching, true/false, and supplying are usually the
most objective ones.
Competency
Students can express meaning through written short
functional texts, and written monolog of long
functional texts.
Principles
Content
Form
Grammar
Style
Mechanics
Objective test types can be applied in testing
writing. Composition test is commonly valid although
the scoring is not so reliable.
4.1 The Assessment of The Process of
Learning English
It is given in each meeting
(formative). The aspects include
participation, presence, politeness, and
creativity. This can be performed through
observation with authentic proofs.
4.2 The Assessment of The Outcome of
Learning English
The competence of students to be
assessed is categorized into cognitive,
affective and psychomotor. Cognitive and
psychomotor assessment is given through
daily test, mid-semester test, semester test
and final test. Affective assessment should
be done in every lesson, and the teacher
should provide formative evaluation
instrument and rubric.
School has to determine it by
considering aspects such as students
intake, complexity of indicators, and
supporting factors (teachers,
instruments, etc.)
The criterion used is, for example, the
range fro 0% to 100% (quantitative
score), or from A to E (qualitative score)
Remedial teaching: to help students with difficulties
in some aspects of studying.
Enrichment teaching: to ensure that the students who
learn very quickly can improve their ability, or their
learning can be constant in the future.
The assesment of the process and outcome of
learning English can contribute to improving English
teaching program, including curriculum, objectives,
materials, methods, media and tests.
CAR (Class Action Research) can be conducted by
teachers to develop and improve their
professionalism and expertise, as it also offer
solutions for students and teachers problem in
teaching-learning process.
Thank You

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LANGUAGE LEARNING EVALUATION

ROLAN A. KANAHEBI, S.Pd

Presentation: oral or mechanical device?

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