The Design of Assessment Instruments in English Research

CHAKIÑAN, REVISTA DE CIENCIAS SOCIALES Y HUMANIDADES, 2021

Assessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants’ preference for tests and fill-in-the gap items.

Ensaio: Avaliação e Políticas Públicas em Educação, 2021

The instruments language teachers employ to assess student learning are rarely studied and they constitute a significant source of input of how learning and teaching are conceived. The aim of this research is to analyze 205 assessment instruments created by English teachers. This is an exploratory case study, in which the assessment principles of Authenticity, Validity, Fairness, Reliability and Practicality were analyzed within the context of the assessment instruments. The 205 assessment instruments were analyzed by using an analytic rubric, which considered the language assessment principles as criteria. Through the different analyses, it is possible to conclude that traditional assessment was favoured over authentic assessment and four different clusters reveal that language assessment principles manifest in different degrees in each type of instrument. Interestingly, although language learning is mainly about how people try to communicate with others, teachers are still stressi...

Journal of Research on English and Language Learning (J-REaLL), 2021

Education and Culture Ministry Regulation 81A Year 2013 has demanded teachers to use authentic assessment as a method of assessing students’ competences which is applied in English teachers’ lesson plans. This research aims to describe types of assessment instruments used in lesson plans, the relevancy between the assessments and indicators in the lesson plans, and the authenticity of assessment instruments used by English teachers as demanded by Curriculum 2013. The data were collected through document analysis of 20 English teachers' lesson plans from 4 Junior High Schools in Singaraja, Bali. The research model from Miles and Huberman (1984) was adopted in data analysis process. The instruments were derived and modified from principles of authentic assessment in Education and Culture Ministry Regulation 81A Year 2013. As the result, it was found that performance assessments and project assessment were used as the assessment types in the implementation of authentic assessment. ...

Putu Febry Valentina Griadhi, 2023

Assessment is the systematic and ongoing process of acquiring, evaluating, and applying data from measured outcomes to evaluate, quantify, and document many elements of learning, such as academic preparedness, learning progress, skill acquisition, and students' educational needs. It refers to the act of judging or deciding the amount, value, quality, or significance of anything, as well as the judgment or decision made. Assessments in the educational setting can take many different forms and are intended to measure specific aspects of learning, identify individual student shortcomings and strengths, and inform educational programming. There are three types of assessments, which are summative assessment, formative assessment, and diagnostic assessment. Summative assessment is a type of evaluation that is used at the end of a unit or course to assess a student's understanding and learning by comparing performance to a standard. Formative assessment refers to a wide range of approaches used by teachers to assess student comprehension, learning progress, and academic support during a lesson, unit, or course. Diagnostic assessment is a type of pre-assessment or pre-test used by teachers to evaluate students' strengths, weaknesses, knowledge, and skills before instruction, usually at the start of a course, grade level, unit, or lesson. These tests are intended to discover learning gaps, clarify misconceptions, and guide instructional tactics. Diagnostic tests are often low-stakes and do not contribute toward a student's grade. Assessment is important for instruction because it pushes teaching by promoting critical thinking, reasoning, and reflection, providing a high-quality learning environment, and allowing teachers to quantify the efficacy of their instruction by relating student performance to specific learning objectives. It also aids in the monitoring of students' progress, gives diagnostic feedback, and informs teaching methods, resulting in greater learning and the enhancement of teaching approaches. Assessment of student learning is an essential component of a good education, it influences grade, placement, advancement, instructional requirements, curriculum, and, in certain situations, making decisions. Both cognitive and non-cognitive diagnostic assessments must be used to ensure that students accomplish their learning objectives. A well-rounded assessment strategy also includes the implementation of higher-order thinking skills (HOTS), numeracy literacy, culturally responsive pedagogy, reflection, differentiated assessment, assessment instruments, and technological integration. This essay intends to demonstrate the importance of assessment procedures in understanding student learning and ensuring equitable opportunities for academic success through an observational study of assessment procedures in a Singaraja secondary school.

SOME SCHOOL ASSESSMENTS INSTRUMENTS THAT ARE USED AS A STRATEGY IN THE LEARNING PROCESS (Atena Editora), 2022

This article presents notes on school assessment and some suggestions for differentiated assessment instruments, as a strategy for the learning process, using technologies with research on websites, use of software or applications of graphics or games, in pairs or in groups, with consultation, with glue allowed and prepared previously, with internet research, report, produced and corrected by groups of students, evaluation in phases and others, emphasizing that the moment of evaluation is a continuation of learning and making a comparison of how the evaluation occurs nowadays in our classrooms, how it can be updated, continued, which allows the student to understand their level of evolution, monitor and actively participate, being subject to their learning process. The use of various instruments is necessary to identify how the student is learning, what he is learning about a certain content, which content must be resumed and how he can collaborate with his process of knowledge evolution and not just to fulfill a moment of political bureaucracy. - Pedagogical of the school environment. It must be a guide to innovate teaching practices, understanding the assessment of school learning as a basis to help students with learning difficulties and that it be a moment of self-assessment about the practice in the classroom. Using these various instruments, the evaluation will no longer be a moment of stress, an attempt to cheat, panic and become part of the teaching and learning process.

Foreign Languages in Uzbekistan, 2020

There is a direct link between assessment and teaching, which is not always taken into consideration. This may prevent assessment fulfilling teaching process and helping achieve teaching aims. The issue raised in the article is related to factors connecting assessment to language teaching. In particular, it discusses about how to make assessment purposeful and how to opt for the right alternative so that teaching could meet learners` needs and teachers` objectives. By investigating existing materials on the topic, the author discusses the classification of tests according to their functions; and provides a five-component guideline that helps language teachers assess their students` language skills purposefully. Suggested guideline highlights the importance of teachers` awareness of abovementioned classification. Moreover, the article includes detailed description of three forms of alternative assessment — portfolios, journals and peer-assessment. By discussing benefits of those thre...

Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018), 2019

Assessment has been widely discussed by many researchers. There were some researches had found that practices of assessment are different among language teachers. One of it was conducted by Lopez and Bernal (2009) which showed that administration of assessment depended on the knowledge and information got by the teachers (those who joined the assessment training and those who did not). This study aims at knowing whether the assessment literacy of the EFL teachers who teach at secondary schools in Central Java Indonesia influences its practices in the classroom. The study was conducted in qualitative paradigm in the context of observing the EFL teachers activities in developing classroom language test. There were more than 10 teachers who were observed. The checklist quessionnaires were used to gather the data. The findings showed that the teachers did not comprehend the information of steps in designing the classroom assessment. They had already known how to relate the purposes of instructional process and objectives of the assessment. However, they had not got enough information how to set up the test specification, and how to devise the appropriate test types. Hence, EFL teachers have to improve their assessment literacy since high quality assessment needs planning, designing, appropriate implementation, monitoring and evaluation.

Íkala, revista de …, 2009