How to Express Compliment, Congratulations and Gratitude?

Compliment, Congratulations and Gratitude

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English Syntax: Structure of Modification

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Structure of Modification

Adverb and Function Word As Head

1.      Adverb as Head

When adverbs appear as heads of structure of modification, they may be modified by qualifiers, other adverbs, nouns, or prepositional phrases. For example:

·         Qualifiers                         : very easily, rather slowly, happily enough

·         Adverbs                           : unusually eagerly, far away, sometimes below

·         Nouns                               : a foot away, that easily, some way up

·         Prepositional phrases        : away for a week, behind in this week, outside in the cold

As illustrated in the example, the first three of them, Qualifiers, Adverbs, and Nouns precede the Head that come before it (except the qualifiers indeed and enough). While prepositional phrases follow the Head that come after it.

LANGUAGE ASSESSMENT: TESTING WRITING

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Testing writing

Testing each skill is uniquely difficult, but testing writing presents two particular problems. The first is making decisions about the matter of control, objectivity of the evaluation, and naturalness in the writing test. If you decide to test writing in a controlled way and in a way that can be graded objectively, you must do so in a way that does not necessarily reflect how the writing is used by the students in the real world. If, on the other hand, you test writing in a way that would reflect how the students use writing in the real world, it is difficult to have control over the writing and to evaluate the student's work objectively. The second major problem with testing writing is, if the test is done in a way that it cannot be graded objectively, it is necessary to develop a scale that allows it to be graded as objectively as possible. How this is done is one of the great difficulties of testing writing.

LANGUAGE ASSESSMENT: TESTING GRAMMAR and VOCABULARY

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TESTING GRAMMAR and VOCABULARY

1.    Testing Grammar

 Why test grammar?

It could not only teachers but also learners; so that they could take responsibility for filling the existing gaps them.

 Writing specification

Specifications for a placement test will normally include all of the structures identified in this way, as well as, perhaps those structures the command of which is taken for granted in even lower classes.

 Sampling

This will reflect an attempt to give the test content validity by selecting widely from the structures specified.

 Writing Items

It is important for the text of the item to be written in grammatically correct and natural language.

 Gap filling

In each item should have just one correct response.

LANGUAGE ASSESSMENT: TEST RELIABILITY

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Characteristics of a Good Test: Reliability

          A measure of the consistency with which the question, test or examination produces the same results under different, but comparable conditions. A reliable assessment item gives reproducible scores with similar populations of students, and is therefore as independent of the characteristics and vagaries of individual markers as possible. This is often difficult to achieve in practice. That is called reliability test.

          It is obviously important to have reasonably reliable assessment procedures when a large number of individual markers assess the same question (e.g in national school examinations or with many postgraduates marking lab work). A student answer which receives a score of 75 per cent from one marker and 35 per cent from another, for example, reveals a patently unreliable assessment procedure.

LANGUAGE ASSESSMENT : TESTING OVERALL PROFICIENCY

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By: 

NURUL ABIDAH

TESTING OVERALL PROFICIENCY

               One way of measuring overall proficiency is to build a test with a number of components: for example; reading, listening, grammar and vocabulary. The scores on the different components of the test are added together to give an indication of overall proficiency.

               The notion of overall proficiency is directly related to the commonsense idea that someone can be good (quite good or poor) at a language. It makes sense to say that someone is good at a language because performance in one skill is usually a reasonable predictor of performance in another.

      Reduced redundancy

               Redundancy is when we listen to someone or read something, there is more information available to us than we actually need in order to interpret what is said or written. Reduced is native speakers of a language can cope well when this redundancy. Learners’ overall ability has been estimated by measuring how well they can restore a reduced text to its original form.

Language Assessment: Assembling and Reproducing Final Form

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Assembling and Reproducing Final Form

By :

Joko Supriyanto

1.      Assembling a Test Form

After the first test, tasks may be re-ordered to take account of their difficulty. Usually the easiest questions are presented first. This is to encourage candidates to proceed through the test and to ensure that the weaker candidates do not become discouraged before providing adequate evidence of their achievements and skills. Minor changes to items may have to be made for layout reasons (for example, to keep all of an item on one page of the test, or to avoid obvious patterns in the list of correct answers). Items representing a single cell within a test specification should vary in item content and difficulty. The position of the correct option in multiple-choice items (A, B, C, D or E) should also vary and each position should be used to a similar extent. Some questions may have minor changes to wording, others may be replaced. The final test should be consistent with the test blueprint. The item review procedures described above are repeated (particularly important where stimulus material must be associated with more than one question) and each reviewer should work independently through the proposed test and provide a ‘correct’ answer for each question. This enables the test constructor’s (new) list of correct answers to be checked.

LANGUAGE ASSESSMENT : Testing Oral Ability

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Testing Oral Ability

 by:

Joko Supriyanto

In testing communicative competence, speaking and listening tasks are commonly used. But we will focus only on testing speaking ability as our concern in this topic. There is a possible problem that appear in testing oral ability. The difficulty discussed here is that speaking and listening skills are very much related to each other; it is difficult to separate them. In most cases, there is an interchange between listening and speaking, and speaking appropriately depends on comprehending spoken input. Therefore, this has an impact on testing speaking because the testers will not know whether they are testing purely speaking or speaking and listening together.

In testing oral proficiency, or oral skills of second language learning, four components are emphasised. These include: Vocabulary, Grammar, Semantics, and Phonology. Accurate assessment of limited-English speaking learners requires a total description of the communication skills, linguistic structures, and functional usage of the learner’s language within all social domains (Silverman, Noa, & Russel, 1977).

To test student’s oral ability, there three techniques can be used :

1.       Interview

This technique involves some points below to get a good interview :

·         Questions and request for information : it is intended that the performance of various operations can be elicited. It is presented in some ways such as, Requests for elaboration: “What exactly do you mean?”; appearing not to understand : The interviewer may say, for example, “I’m sorry, but I don’t quite follow you.”;  Invitation to ask questions: “Is there anything you’d like to ask me?”; Interruption: To see how the candidate deals with this; Abrupt change of topic: To see how the candidate deals with this.

·         Pictures : Single pictures are particularly useful for eliciting descriptions. Series of pictures form a natural basis for narration.

·         Role Play : Candidates can be asked to assume a role in a particular situation. This allows the ready elicitation of other language functions.

·         Interpreting : It is not intended that candidates should be able to act as interpreters (unless that is specified). The native language speaker wants to invite a foreign visitor to  his or her home for a meal. The candidate has to convey the invitation and act as an interpreter for the subsequent exchange.

·         Prepared monologue: it is intended to facilitate the candidates to show the performance by presenting the monologue prepared. The ability to make presentations is an objective of the course.

·         Reading aloud

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2.      Interaction with fellow candidates

An advantage of having candidates interacting with each other is that it should elicit language that is appropriate to exchanges between two candidates. The useful techniques are: discussion and Role Play between two candidates while the tester become the observer.

3.      responses to audio- or video-recorded stimuli

Elicitation procedures can be achieved through presenting all candidates with the same computer generated or audio-/video-recorded stimuli (to which the candidates themselves respond into a microphone).

Plan and structure the testing carefully!

1.      Make the oral test as long as possible. To get reliable information, it is better to have 30 minutes long of the test.

2.      Plan the test carefully by procedures can be adapted in response to a candidate’s performance, the tester should nevertheless have some pattern to follow.

3.      Give the candidate as many ‘fresh starts’ as possible

4.      Use a second tester for interviews.

5.      Set only tasks and topics that would be expected to cause candidates no difficulty in their own language.

6.      Carry out the interview in a quiet room with good acoustics.

7.      Put candidates at their ease so that they can show what they are capable of.

8.      Collect enough relevant information.

9.      Do not talk too much. There is an unfortunate tendency for interviewers to talk too much, not giving enough talking time to candidates.

10.  Select interviewers carefully and train them.

Stages in conducting interview

Stage 1 : Background and overview, trainees are given background on the interview.

Stage 2 : Assigning candidates to levels, trainees are asked to write down the levels to which they assign the candidate according to the level descriptions

Stage 3 : Conducting interviews

Stage 4 : Assessment

Scoring

Accuracy :                              Pronunciation must be clearly intelligible even if some influences from L1 remain. Grammatical/lexical accuracy is high though grammatical errors which do not impede communication are acceptable.

Appropriacy :                        The use of language must be generally appropriate to function and to context. The intention of the speaker must be clear and unambiguous.

Range :                                   A wide range of language must be available to the candidate. Any specific items which cause difficulties can be smoothly substituted or avoided.

Flexibility :                             There must be consistent evidence of the ability to ‘turn-take’ in a conversation and to adapt to new topics or changes of direction.

Size :                                       Must be capable of making lengthy and complex contributions where appropriate. Should be able to expand and develop ideas with minimal help from the Interlocutor.

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Testing for language teachers

Richards, J. dan Renandya, W. 2002. Methodology in language teaching. Cambridge: CUP

LANGUAGE ASSESSMENT: TEST VALIDITY

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The characteristic of a good test :

Validity

alidity

            Validity is defined as the extent to which the instrument measures what it purports to measure. For example, a test that is used to screen applicants for a job is valid if its scores are directly related to future job performance. There are many different types of validity, including: content validity, face validity, criterion-related validity (or predictive validity), construct validity, factorial validity, concurrent validity, convergent validity and divergent (or discriminant validity).

1.      Content validity

            Content validity pertains to the degree to which the instrument fully assesses or measures the construct of interest. For example, say we are interested in evaluating employees’ attitudes toward a training program within an organization. We would want to ensure that our questions fully represent the domain of attitudes toward the training program. The development of a content valid instrument is typically achieved by a rational analysis of the instrument by raters (ideally 3 to 5) familiar with the construct of interest. Specifically, raters will review all of the items for readability, clarity and comprehensiveness and come to some level of agreement as to which items should be included in the final instrument.