My Reflection in Language and literature Assessment

Bansil, Mohamad M. BEED-4B

The principal objective of education is learning, and the means used to fulfil this
aim is teaching. In learning and teaching, the core curricular component which
determines whether or not learner outcomes have been achieved is assessment.
The chief goal of assessment is to verify whether or not learners have learned
what they are supposed to learn. In other words, teaching has to be assessed to
determine the degree of learning, and whether or not learning has taken place.
Assessment is defined as a process of collecting information about something that
we are interested in, according to procedures that are systematic and
substantially grounded. This means that information about a specific issue has to
be collected, and that certain processes must ensure that that information is
obtained correctly. Assessment informs learner achievement; consequently,
assessing student learning outcomes are critical to determining learner
achievement. assessment uses all kinds of teaching strategies and techniques to
make judgements about learning. These declarations seem to suggest that
assessment practices should provide teachers with information that they could
use to decide whether or not learning outcomes are on the way to being achieved,
or if they have been reached.

Assessment practices play an important role in the field of teaching. They not only
show what students have learned but also provides vital information as to the
effectiveness of a lesson, unit, or curriculum. A variety of assessment techniques
must be used to determine student knowledge. Involving students in the
assessment process helps them see how their knowledge has progressed and
provides motivation and pride to push them on in their journey of obtaining
knowledge. Classroom can diagnostic, formative or summative. At the beginning
of the class it would be useful to give a student a quiz that would interpret each
student’s favored learning style. This is where diagnostic assessment comes in to
play.it is important to assess students frequently and with a variety of techniques
to track progress, formative assessment give me the evidence of students
understanding, summative assessment is given at the end of the topic and show
whether or not they have learned the content. Summative assessment tends to be
a more substantial product, the created product should reflect analysis,
evaluation, and synthesis of the information. in this case, I will create a rubric that
clearly shows are students what is expected. All assessment must be reliable and
valid the question or activities used in an assessment must relate to the content
that has been taught.

Communicative Approach Based on what I read about this; this approach

emphasizes on the language skills of the students through the utilization of real-
life scenario/experiences. It enhances because it is more on speaking with the
given set of criteria to be followed by the teacher as her guide in assessing the
students very well. It is indeed a helpful approach because it empowers the
communication competencies of the learners like agreeing, persuading, or inviting
since it lays more emphasis and focus on the notion and function of language
communication. Generally, the main idea of communicative testing approach
issued to measure language learn. era’s ability to use the target language in
authentic situations. Integrative Approach This approach based on my
understanding pupils ‘proficiency with a global view. For the part of the teacher, it
is easy to make because it integrates all the competencies of the language
through dictation, cloze test and oral interviews. As future educators, I am sure
that this approach will be very useful in my quest of improving to my future
students’ skills in knowledge of the world and test structures. Structuralist
approach outlooks that language learning is chiefly concerned with systematic
acquisition of a set of habits. Through this approach, I reflected upon optimizing
the higher order thinking skills of my students and although this kind of testing is a
bit heavy on the part of the teacher, this testing approach will really enhance the
critical language, with its huge use of reliability and objectivity as the integral part
of what this approach is all about. Essay Translation Approach of language testing
is a kind of testing approach in which no special skills or expertise is required. As I
observe the description and background of this approach, it could be used in
any level and range of examinees and the model of tester can easily be modified
based on the essentials of the tests, though it has a heavy literary and cultural
bias, I could still use it in my testing strategies and variations especially in essay
writing, translation and grammar analysis. These examples are highly used in the
assessment phase and evening the evaluation especially in teaching
language and literature since it measures my students four macro skills namely
listening, speaking, writing and reading skills.
Test construction its planning, preparing, administering, scoring, statistically
analyzing, and reporting results of tests. This lesson emphasizes a systematic
process used to develop tests in order to maximize validity evidence for scores
resulting from those tests. The point of view of this lesson is large-scale, high-
stakes cognitive testing, scored using classical measurement which also provides
an adequate model for most classroom tests. The selected-response test item
format, exemplified by the prototypic multiple-choice item, is an excellent format
for testing student cognitive achievement at most levels of schooling and at all
levels of the cognitive taxonomy. The 12-step process model is also useful for
other testing formats, including performance-type tests using item formats such as
the constructed-response form, simulations, structured oral examinations, and all
other blended or combination formats. This test development process model
applies equally well to nearly all types of cognitive tests, including those intended
to measure achievement or ability, tests used for academic tests intended to
diagnose learner's strengths and limitations, tests intended to provide learners
with formative feedback on progress as well as a final summative measure of
cognitive achievement in a domain, and occupational-type tests used to
credentialism individuals for a profession or occupation.

A good test should fulfill certain the criteria. There are four criteria of a good test
according to some expert; they are validity, reliability, level of difficulty, and
discrimination power. Concerning about the criteria of a good test above, the
writer was focused on the opinions. Validity refers to the extent to which an
instrument really measures the objective to be measured and suitable with the
criteria. In other words, a test can be said to be valid to the extent that it measures
what it is supposed to measure. If the test is not valid for the purpose for which its
design, the scores do not mean what they are supposed to mean. Reliability
refers to the consistency of measurement that is, to see how consistent test
scores or other evaluation results are from one measurement to another. It means
that a test is administered to the same condition on different occasion, the extent
that it produces different result, it is not reliable. Discrimination power is an aspect
of item analysis, discrimination power tells about which is the item discriminates
between the upper group students and the lower group students.

The teacher uses standardized tests that include all the material presented over
the duration of the year. All of the learning material off that year will appear on the
test, although the questions appear in different forms. Students don’t have to learn
for these tests. These tests are given on a regular basis to measure student
progress. If the grades rise during the course of the year, you know your teaching
methods work and you know that your students are learning. If not, you’ll have to
change your methods and present learning materials in different ways so students
learn and retain the material better. It’s a good way for student progress
monitoring and your own progress monitoring as well. This is an overall
conclusion, but you can also take a look at each individual student to see the
steps of his or her learning progress Of course, you can just observe your
students as well. Individual interaction between you and your students provides
you some opportunities to evaluate their progress and retention. Because you’re
close to your students and give them some “alone teacher time”, the student can
also evaluate her own progress and communicate concerns or needs to you,

This lesson is focusing on reading as a receptive skill. Its focus is on a class of

mostly 15 students who are in pre-intermediate level. Their age is between 17-19
years old. The students have different learning styles: visual, auditory, and
kinesthetic, however, most of them are visual and auditory learners. The main aim
is that the students are going to practice reading for the sake of reading. And, the
four sub-aims are the students will be able to Understand the meaning of some new
words, skim for the gist, scanning for details, and write a short paragraph as a
productive skill based on the receptive skill. The writing skill will be developed
throughout the reading lesson so the students build up and gain many ideas in
terms of the structure and the meaning for producing a meaningful and well-
structured paragraph.

Productive language skills, speaking, and writing, are important because they are
the observable evidence of language acquisition. The more the speaker or the
writer produces appropriate and coherent language the more we have proof of the
progress in the learner’s language system. Teaching productive skills is also
important because written and spoken communication are basic life skills. In real
life, people generally may need to inform, convince, or share ideas. They are also
sometimes required to take notes, fill in forms, and write emails, letters, reports, or
stories. Since the aim of teaching receptive skills is to produce language that
makes sense to the listener or reader, the lesson should be designed
systematically to include stages that prepare the learners for the main activity,
activities that help them to actually produce appropriate messages and finally
some sort of feedback that is either peer or teacher regulated.

General literature tests assess students’ knowledge on particular pieces of

literature which they are assigned for class. Such textual materials may include
prose and/or poetry, and teachers may ask students to focus on an individual
work or multiple pieces simultaneously.