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Measurement Assessment Tes T

1. Evaluation involves both measurement and testing to assess aspects like grammar, vocabulary, and content in a writing test. The teacher scores students on a scale of 1-4 for each aspect based on descriptors, analyzes performance, and uses the results to determine if students pass. 2. Assessment encompasses both tests and non-tests, and involves measurement to obtain information from tests to inform decision making. 3. The purpose of testing must be considered before developing a test to ensure it provides the needed information and matches the intended purpose, such as determining if course objectives were met.

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Ratna Komala Dewi
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50 views

Measurement Assessment Tes T

1. Evaluation involves both measurement and testing to assess aspects like grammar, vocabulary, and content in a writing test. The teacher scores students on a scale of 1-4 for each aspect based on descriptors, analyzes performance, and uses the results to determine if students pass. 2. Assessment encompasses both tests and non-tests, and involves measurement to obtain information from tests to inform decision making. 3. The purpose of testing must be considered before developing a test to ensure it provides the needed information and matches the intended purpose, such as determining if course objectives were met.

Uploaded by

Ratna Komala Dewi
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1.

The relationship between test, measurement, evaluation and assessment

Test
Measurement

Evaluation

From the diagram above, we know that evaluation involves measurement and test. There
are three areas in the diagram; evaluation area, assessment area, and test area. In the
situation when evaluation involves measurement and test, non test based measures are
employed in combination with test-based measures. An example of that situation is when
a teacher gives a writing test. The teacher will ask the students to write and assess several
aspects, such as grammar, vocabulary, and content. The teacher will give score for the
students with the scale 1-4 based on the descriptor for each scale and aspects. Students
performance will be analyzed by the teacher. The final result will be used to make a
decision to pass or not to pass the students in the writing test.

Measurement
Assessment

Evaluation

Tes
t

For the assessment, assessment is broader than test but assessment is narrower than
evaluation. Assessment takes in tests and non tests. It also entails measurement to get
information from the tests. The information will be analyzed to be a basis of decision
making.
2. We need to take of the purpose testing before we develop tests because we have different
purpose from each test that we are going to be tested to the test-takers. The test that we
will be tested to the test-takers should give information that we need. For example, we
want to get information about students achievement. We want to determine whether
course objectives have been met with skill acquired by the end of a period of instruction.
We could not give the students a placement test or diagnostic test because the information
that we get from those kind of test does not match with the information that we want to
know. That is why, before we develop test we need to take of the purpose testing.

3. a) Discrete-point testing approach


Discrete-point test are constructed on the assumption that language can be divided into
its components parts, and those part can be tested successfully. The components are the
skills of listening, speaking, reading, writing and various unit of language of
phonology, morphology, lexicon, and syntax.
b) Integrative testing approach
Integrative test are constructed on the assumption that language cannot be separated. If
discrete-point tests take language skill apart, integrative tests puts it back together.
c) Communicative testing approach
Communicative tests give more emphasis on the notion and function of the language.
Communicative testing approach believes that students are considered successful in
learning the target language if they can communicate or use knowledge and skills by
way of authentic listening, speaking, reading and writing.
d) Performance testing approach
Performance testing approach believes that students will success in learning language
when they have an opportunity to perform and show what they have known.
4. The purpose of test is to elicit the competence of the students. Tests can be considered as
tools or instruments so that teachers will rely so much in a test to know the competence
of their students. Teachers will need tests to plan their lesson, or to know whether their
students have mastered the materials that have been taught. Considering the importance
of tests, a test should be good to get correct information of the test-takers. That is why a
test should full fill the requirements of good test which are reliability, validity, practically
and economy.

A test should be reliable or consistent to get correct information of test-takers. If a test


is not reliable or consistent, the information (the score) of the test-takers may not a
reflection of the test-takers competence.
A test should be valid or accurate to give an appropriate test for the test-takers. If a
test is not valid or accurate, the score does not reflect the test-takers competence. It is
because the test that we give to the test takers does not match with the information
that we want to get. For example, we want to get information about speaking skill of
test-takers but we give them a writing test. The score of the test that we give will not
reflect the speaking skill of the test-takers, because it is not a valid test.
A test should be practical to full fill the requirements of a good test. The test that has
been reliable and valid will mean nothing if the test is not practical. For example,
scoring scheme for the test requires a complicated procedure. So that, it will be hard
to get final score. That kind of test is considered as an impractical test. Therefore,
besides a test should be reliable and valid, it also should be practical.
A test should be economical in spending time and energy. A good test should be
efficient to get the information (the score) of the test takers quickly and easily. The

efficiency of a test can be reflected in several aspects such as the writing of the items,
its test trial, and its scoring procedure.
5. Test items should be analyzed. It is important to avoid the chance of the tests that are too
difficult and too easy. Tests that are too difficult tend to lead to frustration and lead to
deflated scores, whereas tests that are too easy facilitate a decline in motivation and lead
to inflated scores. Not only that, item analysis also could help to improve test items and
identify unfair or biased items. The result of item analysis will also reveal which
questions were most difficult, perhaps indicating a concept that needs to be taught more
thoroughly. That is why the teacher should analyze test items to help them to develop a
good test and to determine the material that needs to be taught more thoroughly.

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