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Tisih enggau peresa bisi disebutdalam dokumen KSSR Tahun 1Bahasa Iban, Kementerian Pelajaran
Malaysia, 2010, lambar 14.
Dipasukka dalam bagi pengisikurikulum
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Dipejalaika ngena chara meri peresa formalDikena ngukur tikas profisiensi nembiak
Pengajar patut nyendiaka dokumentasyen
baka rekod profil dikena nyimpan dataprestasi akademik nembiak
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TEACHING
ASSESSMENT
TEST
Gambar: Kaul antara ngajar, tisih enggau peresa
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Testing vs. Teaching
Testing and teaching are closelyinterrelated
Tests focus on assessing the products oflearning
Teaching concentrates on enabling
students to succeed in the process ofteaching
Tests as one of the tools used to help ateacher do his job well
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Test are prepared administrativeprocedures that occur at identifiable timesin a curriculum when learners muster alltheir faculties to offer peak performance,
knowing that their responses are beingmeasured and evaluated.
Assessment on the other hand, is an
ongoing process that encompasses a muchwider domain.
(Brown, 2004:4)
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Observing the performance
of the 4 language skills
When you propose to assess someonesability
in one or a combination of the four skills, youaccess that persons competence, but youobserve the personsperformance. Sometimesthe performance does not indicate true
competence: a bad nights rest, illness,emotional distraction, test anxiety, a memoryblock, etc.
(Brown,2004: 117) 8
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Principle for AssessingCompetence
1. Consider the fallibility of the resultsof a single performance, such as thatproduced in a test.
2. Must rely as much as possible onobservable performance of learners
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an the teacher directly observe Language skills The process? The product?
listeningspeakingreadingwriting
noyesno
yes
nonono
yes
(Source: Brown, 2004: 118)
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Possible assessment designs
Several tests that are combined to form anassessment
A single test with multiple test tasks toaccount for learning styles and performancevariables
In-class and extra-class graded workAlternative forms of assessment (e.g.journal, portfolio, conference, observation,self-assessment, peer-assessment)
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Richards, 1983: Microskills of listening
1. Discriminate among the distinctive soundsof a languge
2.Retain chunks of language of differentlengths in short-term memory
3. Recognize language stress patterns, words instressed and unstressed positions, rhythmic
structure, intonation contours, and theirrole in signaling information
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Richards, 1983: Microskills of listening
4. Recognized reduced forms of words
5. Distinguish word boundaries, recognize a
core of words, interpret word order patternsand their significance
6. Process speech at different rates of delivery
7. Process speech containing pauses, errors,corrections, and other performance variables
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Richards, 1983: Microskills of listening
8. Recognize grammatical word classes, systems,patterns, rules, and elliptical forms.
9 Detect sentence constituents and distinguishbetween major and minor constituents
10. Recognize that a particular meaning may beexpressed in different grammatical forms
11. Recognize cohesive devices in spoken discourse
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Richards, 1983: Macroskills of listening
12.Recognize the communicative functions ofutterances, according to situations,participants, goals
13.Infer situations, participants, goals usingreal-world knowledge
14.From events, ideas,etc, describe, predictoutcomes, infer links and connections
between events, deduce causes and effects,and detect such relations as main idea,supporting idea, new information, giveninformation, generalization, and
exemplification 15
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Richards, 1983: Macroskills of listening
15. Distinguish between literal and impliedmeanings
16. Use facial, kinesic, body language, andother non-verbal clues to deciphermeanings
17. Develop and use a battery of listening
strategies, such as detecting key words,guessing the meaning of words fromcontext, appealing for help, and signalingcomprehension or lack thereof
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KSSR 2010 Bahasa Iban:
Pengelandik Mending Tikas Micro
1. Mending lalu respons ngagai stimulus (munyi arirampa menua; munyi perengka muzik; munyi
suara nyawa; munyi ari batang tubuh)2. Mending lalu bebidaka munyi leka jaku (vokal
tebuka; vokal besekat glotis)3. Mending, mereti lalu meri respons ti seriran
ngagai jaku perintah (dalam bilik kelas; nemu nujungagai endur ti diasuh)
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Designing Assessment Tasks:
Intensive Listening(i) Recognizing phonological and morphological
elementsPhonemic pair, consonants
Phonemic pair, vowels
Test-takers hear: Hes from Kanowit.
Test-takers read: (a) Hes from Kanowit.(b) Shes from Kanowit.
Test-takers hear: Is he living?
Test-takers read: (a) Is he leaving?(b) Is he living?
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Designing Assessment Tasks:
Intensive Listening
Morphological pair,-ed ending
Stress pattern in cant
Test-takers hear: I missed you very much.
Test-takers read: (a) I missedyou very much.(b) I missyou very much.
Test-takers hear: My girlfriend cant go to the party.
Test-takers read: (a) My girlfriend cantgo to the party.(b My girlfriend cango to the party.
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(ii) Paraphrase recognizationDialogue paraphrase
Meretika teks ti didinga sereta meri respons verbal
Test-takers hear: Man: Hi, Umang, my names Kebing.
Woman: Nice to meet you, Kebing. Areyou Iban?Man: No, Im Kayan.
Test-takers read: (a) Kebing lives in Kuching.(b) Kebing is a Kayan.(c) Kebing comes from Baram.(d) Umang is an Iban.
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Designing Assessment Tasks:
Responsive Listening
Appropriate response to a question
Mending lalu meri respons ngagai stimulus enggauiring ti meruan
Test-takers hear: How much time did you take to doyour homework?
Test-takers read: (a) In about an hour.(b) About an hour.(c) About $10.(d) Yes, I did.
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Designing Assessment Tasks:Selective Listening
(i) Listening Cloze
Meretika teks ti didinga sereta meri responsTest-takers hear:
Ladies and gentlemen, I now have some connecting gateinformation for those of you making connections to otherflights out of Kuching.
Flight seven-oh-six to Sibu will depart from gate seventy-
threeat nine-thirtyP.M.
Flight ten-forty-fiveto Miri will depart at nine-fiftyP.M. fromgate seventeen.
Test-takers write the missing words or phrases in the blanks.
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(ii) Information transfer: a single-picture-cued verbalmultiple-choice
Meretika teks ti didinga sereta meri respons verbal
Test-takers see:
A photograph of a woman in a laboratory setting, with noglasses on, squinting through a microscope with her righteye, and with her left eye closed.
Test-takers hear:(a) Shes speaking into a microphone.(b) Shes putting on her glasses.(c) She has both eyes opened.(d) Shes using a microscope.
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(iii) Information transfer: chart-filling
Test-takers see:Now you will hear information about Kilatsdaily schedule. Theinformation will be given twice. The first time just listen carefully.The second time, there will be a pause after each sentence. Fill inKilatsblank daily schedule with the correct information.
Test-takers see the following weekly calendar grid:
Monday Tuesday Wednesday Thursday Friday weekends
8.00 Get up Get up Get up Get up Get up
10.00
12.00
2.00
4.00
6.00
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Designing Assessment Tasks:
Extensive Listening
(i) DictationMending lalu meri respons ngagai stimulus enggau iring ti meruan
First reading (natural speed, no pauses, Test-takerslistenfor gist
Second reading (slowed speed, pause at each // break,
test-takerswrite)
Third reading (natural speed, test-takers check theirwork).
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(ii) Communicative stimulus-response tasksDialogue and multiple-choice comprehension items
Test-takers hear:
Directions: Now you will hear a conversation between Lynn and herdoctor. You will hear the conversation two times. After you hear theconversation the second time, choose the correct answer for questions11-15 below. Mark your answers on the answer sheet provided.
Doctor: ...Lynn : ..Doctor: ......Lynn : ..
Test-takers read:
11. What is Lynns problem?11. (A) ...12. (B) ...
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ASSESSING SPEAKING
Brown, 2004: Micro and Macroskills of Oral Production
Microskills of Speaking
1. Produce differences among phonemes andallophonic variants
2. Produce chunks of language of differentlengths
3. Recognize language stress patterns, words instressed and unstressed positions, rhythmicstructure, and intonation contours
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ASSESSING SPEAKING
Brown, 2004: Micro and Macroskills of Oral Production
Microskills of Speaking
4. Produce reduced forms of words and phrases5. Use an adequate number of lexical units to
accomplish pragmatic purposes6. Produce fluent speech at different rates of
delivery
7. Monitor ones own oral production and usevarious strategic devices - pauses, fillers, self-corrections, backtracking to enhance theclarity of the message
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ASSESSING SPEAKING
Brown, 2004: Micro and Macroskills of Oral ProductionMicroskills of Speaking
8. Use grammatical word classes, systems,
patterns, rules, and elliptical forms9. Produce speech in natural constituents: inappropriate phrases, pause groups, andsentence constituents
10. Express a particular meaning in differentgrammatical forms
11. Recognize cohesive devices in spoken discourse
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ASSESSING LISTENING
Macroskills of Listening12.Appropriately accomplish communicative functions,
according to situations, participants, goals
13.Use appropriate styles, registers, implicature,redundancies, pragmatic conventions, conversationrules, interrupting, and other linguistic features inface-to-face conversations
14.Convey links and connections between events andcommunicate such relation as focal and peripheralideas, events and feelings, new information andgiven information, generalization, and
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ASSESSING LISTENING
Macroskills of Listening
15. Convey facial features, kinesics, body language,and other non-verbal clues along with verbal
language16. Develop and use a battery of speaking strategies,
such as emphasizing key words, rephrasing,providing a context for interpreting the meaning
of words, appealing for help, and accuratelyassessing how well your interlocutor isunderstanding you
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ASSESSING SPEAKING
KSSR 2010 Bahasa Iban: Pengelandik Tikas Micro
1. Nyebut munyi leka jaku ti ngundan (vokal
tebuka; vokal besekat glotis )2. Meri respons ngagai stimulus enggau iring ti
meruan3. Nyebut leka jaku siti patah enggau dua patah
sebut ngena intonasyen ti betul4. Nyaut tanya mudah sentang pekara ti dicherita
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ASSESSING SPEAKING
KSSR 2010 Bahasa Iban: Pengelandik Tikas Macro
1. Nyebut, belagu ngena leka main anak mit / lagu
ngena iring ti meruan2. Ngambi bagi dalam jaku randau (ngena jakutabi basa; madahka dirim meri terima kasih;minta ampun)
3. Berandau ka pekara ti bekaul enggau topik tingenang diri empu enggau diri sebilik
4. Ngeluluka watak5. Madahka juluk ati diri empu
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Designing Assessment Tasks:
Intensive Speaking
1. Directed Response Task
Test-takers hear:Tell me he went home.Tell me that you like rock music.Tell me that you arent interested in football.
Test-takers produce the correct grammaticaloutput.
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2b) Test-takers read-aloud stimulus, paragraph length
Scoring scale (Underhill, 1987: 10):
Fluency
0.0 -0.4 Speech is so halting and fragmentary or has such a non-nativeflow that intelligibility is virtually impossible
0.5 1.4 Numerous non-native pauses and/or a non-native flow that
interferes with intelligibility1.5 2.4 Some non-native pauses but with a more nearly native flow sothat pauses do not interfere with intelligibility
2.5 3.0 Speech is smooth and effortless, closely approximating that of anative speaker
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3. Sentence / dialogue completion Tasks
Test-takers read (and then hear):
In a departmental store;Salesperson: May I help you?Customer : ..Salesperson: Okay, what size do you want?Customer : Salesperson: Hmmm. How about this green sweater
here?Customer :
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Intensive Speaking
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4. Picture-Cued Tasks
Nyebut lalu bebidaka leka jaku (vokal)
(i) Picture-cued elicitaion of minimal pairs
Test-takers see:
Test-takers hear: [Test administrator points to each picture insuccession] Whats this?
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Picture-Cued Tasks
(ii) Picture-cued elicitaion of future tenseMeri respons ngagai stimulus enggau iring ti meruan
Test-takers see:
Test-takers hear: [This family is at an airport going on their vacation.
1. [Point to the picture in general] Where are they going for thevacation?
2. [Point to the father] What will he do in Saratok?3. [Point to the mother] What will she do there?4. [Point to the girl] What is she going to do there?
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Meri respons ngagai stimulus enggau iring ti meruan
Test-takers see:
Test-takers 1 describes (for example) picture C;Test-taker 2 points to the correct picture.
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Designing Assessment Tasks:
Responsive Speaking
i) Questions eliciting open-ended responses
Nyaut tanya mudah sentang perkara ti dicheritaka
Test-takers hear:
1. What do you think about the weather today?2. What do you like about Iban language?3. Why did you choose your academic major?
Test-takers respond with a few sentences at most?
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ii) Eliciting instructions or directions
Nyaut tanya mudah sentang perkara ti dicheritaka
Test-takers hear:
1. Describe how to make a typical dish from your country.2. How do you access email on a PC computer?3. How do I get from to
in your city?
Test-takers respond with appropriateinstructions/directions
Designing Assessment Tasks:
Responsive Speaking
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Paraphrasing a storyMeretika teks ti didinga serta meri respons verbal
Test-takers hear: Paraphrase the following little story in
your own words.
Maya musin panas Geranjang enda nemu hari malam. Iyabekenanas gawa ngumpul pemakai kena nabatka entikachelap ti deka datai. Pangan iya Buntak Dut enggai kiruh
gawa tang deka ngelantangka ati. Meda Geranjang balatbendar nurun niki, iya lalu nundi Geranjang.
Test-takers respond with two or three sentences.
Designing Assessment Tasks:Responsive Speaking
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Interview
Role play
Discussion and conversation
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ASSESSING READING
Genres of Reading
1. Academic readingGeneral interest articles (in magazines, newspapers, etc.)Technical reports (lab reports), professional journal articles ;
Reference material; Textbooks;Essays;Papers;Editorial and opinion writing2. Job-related readingMessagesLetters/ emailsMemosForms, applications, questionnaires
ManualsDirections
3. Personal readingNewspapers and magazinesLetters, emails, greeting cards, invitationsNovels, stories, jokes, drama, poetry
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ASSESSING READING
Micro and macroskills of ReadingMicroskills of Reading
1. Discriminate among the distinctive graphemes and
orthographic patterns of Iban langauge2. Retain chunks of language of different lengths in
short-term memory
3. Process reading at an efficient rate of speed to suitthe purpose
4. Recognize a core of words, and interpret word orderpatterns and their significance.
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ASSESSING READING
Micro and macroskills of ReadingMicroskills of Reading
5. Recognize grammatical word classes, systems,patterns, rules, and elliptical forms
6. Recognize that a particular meaning may beexpressed in different grammatical forms
7. Recognize cohesive devices in written discourse
and their role in signaling the relationshipbetween and among clauses
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ASSESSING READING
Macroskills of Reading
8. Recognize the rhetorical forms of written discourse andtheir significance for interpretation
9. Recognize the communicative functions of written texts,
according to form and purpose10. Infer context that is not explicit by using background
knowledge
11. From described events, ideas,etc, infer links and
connections between events, deduce causes and effects,and detect such relations as main idea, supporting idea,new information, given information, generalization,and exemplification
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ASSESSING READING
Macroskills of Reading12. Distinguish between literal and implied
meanings
13. Detect culturally specific references andinterpret them in a context of the appropriatecultural schemata
14Develop and use a battery of readinbg strategies,
such as scanning and skimming, detectingdiscourse markers, guessing the meaning of
words from context, appealing for help, andactivating schemata for the interpretation of texts
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KSSR 2010 Bahasa Iban: Pengelandik Tikas Micro
1. Ngelala tukuh urup dalam rintai urup roman
2. Nyepil nitihka patah sebut lalu macha inggar leka jakubelalauka gambar
3. Nyepil nitihka pengentap munyi urup vokal
4. Nunjuk ngagai gambar ti betul lebuh teks dibacha
5. Madahka reti sekeda leka jaku dalam teks6. Macha lalu nunjuk ngagai leka jaku ti besenimbal enteli
7. Nyepil leka jaku pengawa nitihka patah sebut ti betul
8. Meretika ayat mudah belalauka gambar
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ASSESSING READING
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KSSR 2010 Bahasa Iban: Pengelandik Tikas Macro
1. Macha lalu ngeluluka diri nitihka watak dalam dialog/teks
2. Belabaka konten bup3. Macha lalu bekaulka peneleba diri enggau teks ti dibacha
4. Macha lalu betatika ajar manah ari teks
5. Macha beraban, meretika teks lalu nusun idea nitihka rurun
6. Macha teks mudah enggau iring ti meruan (fiksyen; ukaifeksyen)
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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING
Test-taker sees separate letters, words, and/or shortsentences and read them aloud, one by one, in the
presence of an administrator. Since the assessmentis of reading comprehension, any recognizable oralapproximation of the target response is consideredcorrect.
Reading Aloud1. Meretika ayat mudah belalauka gambar
2. Ngelala tukuh urup dalam rintai urup roman
3. Nyepil nitihka patah sebut lalu macha inggar leka jaku
belalauka gambar
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Test-takers read: * Circle S for same or D for different.
1. Led let S D
2. Bit bit S D3. Seat set S D4. Too to S D
In the case of very low level learners, the teacher/administrator reads
Multiple -Choice
Minimal pair distinction1. Macha lalu nunjuk ngagai leka jaku ti besenimbal enteli2. Nyepil nitihka pengentap munyi urup vokal
DESIGNING ASSESSMENT TASKS:PERCEPTIVE READING
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Test-takers read: * Circle the odd item, the one that doesnt belong.
1. Piece peace piece
2. Book book boot
In the case of very low level learners, the teacher/administrator readsdirections.
Multiple -Choice
Grapheme recognition taskNgelala tukuh urup dalam rintai urup romanNyepil nitihka pengentap munyi urup vokal
DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING
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Test-takers hear: Point to the word that you read here.
Picture-cued ItemsPicture-cued word identification task
Nunjuk ngagai gambar ti betul lebuh teks dibacha
mother child coffee
DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING
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Test-takers hear: point to the part of the picture that you read about here.
Test-takers see the picture and read each sentence written on a separate card.
Picture-cued ItemsPicture-cued sentence identification task
The mother is talking to her child.
The child is standing on the kitchen cabinet.
DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING
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Meretika ayat mudah belalauka gambar
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Test-takers read:
1. They are in the kitchen. T F
2. The cup of coffee is under the kitchen cabinet. T F3. The windows are closed. T F
Picture-cued Items
Picture-cued true/false sentence identification taskMeretika ayat mudah (belalauka gambar)
DESIGNING ASSESSMENT TASKS:PERCEPTIVE READING
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Test-takers read:
1. clock __________
2. chair __________3. books __________
4. cat __________
5. table __________
Picture-cued Items
Picture-cued matching word identification taskNunjuk ngagai gambar ti betul lebuh teks dibacha
With objects labeled A, B, C, D, E in the picture, test-takers read wordsand writes the appropriate letter beside the word
DESIGNING ASSESSMENT TASKS:PERCEPTIVE READING
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Test-takers read: Rectangle
Test-takers see, and choose the correct item:
A B C D
Picture-cued Items
Multiple-choice picture-cued word identification task
Test-takers transfer verbal to non-verbal mode.Nunjuk ngagai gambar ti betul lebuh teks dibacha
DESIGNING ASSESSMENT TASKS:PERCEPTIVE READING
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DESIGNING ASSESSMENT TASKS: SELECTIVE READING
1. Hes not married. Hes _____________________.
A. firstB. singleC. youngD. a husband
2. If thres no doorbell, please __________________ on the door.
A. typeB. kneelC. knock
D. shout
Multiple-Choice
Multiple-choice vocabulary /grammar taskMadahka reti sekeda leka jaku dalam teks
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1. Sabang: Do you like champagne?Lidam : No, I cant ___________________ it!
A. hateB. standC. Prefer
2. Manager : Do you like to work by yourself?Employee : Yes, I like to __________________.
A. definitelyB. impatientlyC. Independently
Multiple-Choice
Contextualized multiple-choice vocabulary /grammar taskMadahka reti sekeda leka jaku dalam teks
DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING
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DESIGNING ASSESSMENT TASKS: SELECTIVE READING
Ive lived in the United States (21) _________ three years. I (22) ____________live in Malaysia. I (23) ___________ speak any English. I used to (24)________
homesick, but now I enjoy (25) __________ here.21. A. for 24. A. be
B. since B. beenC. during C. being
22. A. was 25. A. live
B. use to B. to liveC. used to C. living
23. A. canB. couldC. couldnt
Multiple-ChoiceMultiple-choice cloze vocabulary /grammar task
Madahka reti sekeda leka jaku dalam teks
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DESIGNING ASSESSMENT TASKS:
SELECTIVE READING
Write in the letter of the definition on the right that matches the wordon the left.
____________ 1. exhausted a. tired
____________ 2. disappointed b. excited
____________ 3. enthusiastic c. unhappy
____________ 4. empathetic d. understanding of others
Matching Tasks
Vocabulary matching taskMadahka reti sekeda leka jaku dalam teks
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DESIGNING ASSESSMENT TASKS: SELECTIVE READING
Write in the letter of the definition on the right that matches the word onthe left.
1. At the end of the long race, the runners were totally __________________.
2. My parents were ____________ with my bad performance on the final
exam.
3. Everyone in the office was ______________ about the same salary raises.
4. The _____________ listening of the counselor made Lemba feel well
understood.Choose from among the following:disappointedempatheticexhaustedenthusiastic
Matching Tasks
Selected response fill-in vocabulary taskMadahka reti sekeda leka jaku dalam teks
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Test-takers read: Choose the letter of the underlined word that is notcorrect.
1. The abrasively action of the wind wears away softer layers of rock.A B C D
2. There are two way of making a gas condense: cooling it or putting itA B C D
under pressure
Editing Tasks
Multiple-choice grammar editing task (Phillips, 2001: 219)
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Oscar : Doctor, what should I do if I get sick?
Doctor : It is best to stay home and __________________________________.
If you have a fever _________________________________________.
You should drink __________________________________________.
The worst thing you can do is ________________________________.
You should also ___________________________________________.
Gap-Filling Tasks
Sentence completion task
Macha lalu bekaulka peneleba diri enggau teks ti dibacha
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DESIGNING ASSESSMENT TASKS:
SELECTIVE READING
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DESIGNING ASSESSMENT TASKS:INTERACTIVE READING
The recognition that ones feelings of (1) _______________ and
unhappiness can coexist much like (2) _________________ and hate in a
close relationship (3) ____________ offer valuable clues on how to (4)
_____________ a happier life. It suggests, for (5) ___________ that
changing or avoiding things that (6) ___________ you miserable may well
make you (7) _______________ miserable but probably no happier.
Cloze Tasks
Cloze procedure, fixed-ratio delection (every seventh word)Macha lalu bekaulka peneleba diri enggau teks ti dibacha
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The recognition that ones feelings (1) _______________
happiness (2) __________ and unhappiness can coexist much
like love and hate (3) _________________ a close relationship
may offer valuable clues (4) ____________ on how to lead ahappier life. It suggests, (5) ___________ example that changing
(6) ____________avoiding things that make you miserable may
well make you miserable (7) _________ probably no happier.
Cloze Tasks
Cloze procedure, rational delection (prepositions and conjunctions)Macha lalu bekaulka peneleba diri enggau teks ti dibacha
DESIGNING ASSESSMENT TASKS:INTERACTIVE READING
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1. What do you think the main idea of this passage is?
2. What would you infer from the passage about the future of
air travel?3. In line 6 the word sensation is used. From the context,what do you think this word mean?
Short-Answer Tasks
Open-ended reading comprehension questions
DESIGNING ASSESSMENT TASKS:INTERACTIVE READING
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Put the following sentences in the correct order:
A it was called The Last Waltz
B the street was in total darkness
C because it was one he and Richard had learnt at school
D Peter looked outside
E he recognized the tune
F and seemed deserted
G he thought he heard someone whistling
Odering Tasks
Sentence-ordering taskMacha lalu bekaulka peneleba diri enggau teks ti dibacha
DESIGNING ASSESSMENT TASKS:INTERACTIVE READING
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ASSESSING WRITING
Brown, 2004: Micro and macroskills of writing
Microskills of writing
1. Produce graphemes and orthographic pattern of Iban
language.2. Produce writing at an efficient speed to suit the purpose.3. Produce an acceptable core of words and use appropriate
word order patterns.
4. Use acceptable grammatical system.5. Express a particular meaning in different grammatical
forms6. Use cohesive devices in written discourse.
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Macroskills of Writing
7. Use the rhetorical forms and conventions ofwritten discourse.
8. Appropriately accomplish communicativefunctions of written texts according to forms andfunctions.
9. Convey links and connections between events,
and communicate such relations as main idea,supportin idea, new information and giveninformation, generalization, and exemplification
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Macroskills of Writing
10.Distinguish between literal and impliedmeanings when writing.
11. Correctly convey culturally specific references inthe context of written text.
12. Develop and use a battery of writing strategies,such as accurately assessing the audiencesinterpretation, using pre-writing devices,
writing with fluency in the first drafts, usingparaphrases and synonyms, soliciting peer andinstructor feedback, and using feedback forrevising and editing.
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KSSR 2010 Bahasa Iban:
Micro and Macroskills of Writing1. Ngayanka pengelembut tapa enggau tunjuk jari
sebedau nulis
2. Nulis urup mit enggau urup besai ngena pola tulisti betul
3. Nulis ngena tanda baca ti betul sereta engkeman
4. Nulis ayat mudah 3-5 leka jaku ngena tanda bacha
ti engkeman5. Nulis ngena teknik tunda-tulisleka jaku enggau
ayat mudah
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KSSR 2010 Bahasa Iban: Micro and Macroskills ofWriting
6. Nulis informasyen enggau engkeman
7. Nulis ayat ngundan 3-5 leka jaku enggauiring ti meruan
8. Nyepil leka jaku nitihka gambar; sebut-tulis
9. Ngelukis kar tauka gambar belalauka enseraenggau cherita ti ditusui
10.Nulis ayat nitihka gambar ti bekait enggaurampa menua
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DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING
The test-taker read: Copy the following words in the spaces given:
bit bet bat but Oh? Oh!___ ____ ____ ____ ____ ____
Bin din gin pin Hello, John
___ ___ ____ _____ _________
Tasks In Handwriting Letters, Words, and Punctuation
Copying: handwriting letters, words, and punctuation1. Nulis ngena teknik tunda-tulis
2. Nulis urup mit enggau urup besai ngena pola tulis ti
betul3. Nulis ngena tanda baca ti betul sereta engkeman
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The test-takers hear:
Write the missing word in each blank. Below the story is a list of words to choosefrom.
Test-takers see:
Have _______ ever visited San Francisco? It ____________ a very nice
____________. It is __________ in __________ summer and __________ in
the winter. I __________ the cable cars ________ bridges.
is you cool city
like and warm the
Tasks In Handwriting Letters, Words, and PunctuationListening cloze selection task
Nulis ayat ngundan 3-5 leka jaku enggau iring ti meruan
DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING
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The test-takers hear: Fill in the blanks with words.
Test-takers see:
9.00 _____________ 5.45 _______________
Tues. _____________ 5/3 ________________
726 S. Main St. _________________________________
Tasks In Handwriting Letters, Words, and Punctuation
Writing numbers and abbreviationsNulis ngena teknik tunda-tulis leka jaku (enggau ayat mudah)
DESIGNING ASSESSMENT TASKS:
IMITATIVE WRITING
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DESIGNING ASSESSMENT TASKS: INTENSIVE WRITING
The test-takers see the following pictures:
1. 2. 3.
Test-takers read: What is the woman doing?What is the man doing?What is the boy doing?
Test-takers write:
1. She is eating. She is eating her dinner. She is holding a spoon, etc.
Picture-Cued Tasks
Picture-cued sentence writing (Brown, 1999: 40)Nulis ayat ngundan 3-5 leka jaku enggau iring ti meruan
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The test-takers see:
7.00 7.05 7.20 7.35
7.50 8.00
Test-takers read: Describe the mans morning routine in six sentences
Test-takers write:1. He gets up at 7.00. 2. He takes a shower at 7.05.3. At 7.20 he gets dressed. 4. Then he eats breakfast.5. About 7.50 he brushes his teeth. 6.He leaves the house at 8.00.
Picture-cued Story Sequence (Brown, 1999: 43)Nulis ayat nitihka gambar (ti bekait enggau rampa menua)
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The test-takers read:
1. Write two sentences, A and B. In each sentence, use the two words given.
A. Interpret, experiment
_____________________________________________B. Interpret, language
_______________________________________________
Vocabulary assessment Tasks
Vocabulary writing tasks (Read, 2000: 179)Nulis ayat mudah 3-5 leka jaku ngena tanda bacha ti engkeman
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DESIGNING ASSESSMENT TASKS:
INTENSIVE WRITING
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The test-takers read:
Put the words below into the correct order to make a sentence:
1. cold/winter/ is/weather/ the/ in/ the
2. studying/ what/ you/ are
3. next/ clock/ the/ the/ is/ picture/ to
Test-takers write:
1. The weather is cold in the winter.
2. What are you studying?
3. The clock is next to the picture.
Order TasksReordering words in a sentence
Nulis informasyen enggau engkeman (form, lis, dijir)
DESIGNING ASSESSMENT TASKS: INTENSIVE WRITING
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The test-takers see:
1. Usun : Whos that?
Nalong : ______________________________ Gina.
Usun : Wheres she from?
Nalong : _________________________ Sarawak.
2. Guntur: ______________________________________?
Kilat : Im studying English.
Short-Answer and Sentence Completion Tasks
Limited response writing tasksNulis informasyen enggau engkeman (form, lis, dijir)
DESIGNING ASSESSMENT TASKS: INTENSIVE WRITING
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DESIGNING ASSESSMENT TASKS:
RESPONSIVE WRITING
The test-takers see:
1. Where did this story take place? [setting]
2. Who were the people in the story? [characters]
3. What happened first? And then? And then? [sequence of events]
4. Why did _______________ do _____________ ? [reasons, causes]
5. What did __________ think about ___________? [opinion]
6. What happened at the end? [climax]
7. What is the moral of the story? [evaluation]
Guided Question and Answer
Guided writing stimuli
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Keretas Peresa Tahun 1
(Pengajar Jenny Juntan, 2010)
Digaga (tuduh) nunda format keretas PMR
Bagi A: Nulis ( 10 Mark )
Bagi B: Nyepil ( 10 Mark )
Bagi C: Nipak ( 10 Mark ) Bagi D: Ngisi lapang ( 20 Mark )
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Keretas Peresa Tahun 1
(Pengajar Jenny Juntan, 2010)
Bagi A
Nulis (10 Mark)
Chunto tanya:
nyambung titik
Nukar urup mit ngagai urup besai
Bagi B - Nyepil (10 Mark)
Chunto tanya:
Ngisi pun leka jaku(belalauka gambar)Ngisi urup vokal dlm l/jaku (belalauka
gambar)
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Keretas Peresa Tahun 1
(Pengajar Jenny Juntan, 2010)
Bagi C
Nipak (10 Mark)
Chunto tanya:
Nipak patah sebut lalu tulis baru
Nipak gambar enggau urup/leka jaku mudah
Bagi D Ngisi lapang (20 Mark)
Chunto tanya:Ngisi lapang dalam ayat mudah ngena leka
jaku mudah ti disediaka tauka disempulang
gambar.
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Bibliography
Brown, H. Douglas. (1999). New Vistas: An Interactive Course in English.White Plains, NY: Pearson Education.
Brown, H. Douglas. (1999). Language Assessment: Principles and ClassroomPractices. White Plains, NY: Pearson Education.
Nesamalar Chitravelu, et. al. (2005). ELT Methodology,Principles andPractice. Shah Alam: Oxford Fajar Press.
Read, John. (2000).Assessing Vocabulary. Cambridge: CambridgeUniversity Press.
Richards, Jack C. (1983). Listening Comprehension: Approach, Design,
Procedure. TESOL Quarterly, 17, 219 239.Underhill, Nic. (1987). Testing Spoken Language: A Handbook of Oral
Testing Techniques. Cambridge: Cambridge University Press.
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