task vary from listening comprehension of the original to production of a number of oral discourse features communicating sequences
and relationships of events, stress and emphasis patterns, ”expression” in the cast of a dramatic story, fluency, and interaction
with the hearer. Scoring should of course meet the intended criteria.
Translation of Extended Prose
Translation of words, phrases, or short sentences was mentioned under the category of intensive speaking. Here, longer texts are
presented for the test-taker to read in the native language and then translate into English. Those texts could come in many forms:
dialogue; directions for assembly of a product, a synopsis of a story or play or movie, directions on how to find something on a map, and
other genres. The advantage of translation is in the control of the content, vocabulary, and, to some extent, the grammatical and
discourse features. The disadvantage is that translation of longer texts is a highly specialized skill for which some individuals obtain
post-baccalaureate degrees To judge a nonspecialists oral language ability on such a skill may be completely invalid, espe-
cially if the test-taker has not engaged in translation at this level. Criteria for scoring should therefore take into account not only the
purpose in stimulating a translation but the possibility of errors that are unrelated to oral production ability.
§ § § § §
One consequence of our being articulate mammals is an extraordinarily complex system of vocal communication that has
evolved over the millennia of human existence. This chapter has offered a relatively sweeping overview of some of the ways we have
learned to assess our wonderful ability to produce sounds, words,
and sentences, and to string them together to make meaningful texts. This chapters limited number of assessment techniques may
encourage your imagination to explore a potentially limitless number of possibilities for assessing oral production.
C. Rangkuman
We should understand the concept of performance and interaction before talking about listening. This skill is very difficult to
assess since listening performance is the invisible, inaudible process. Teachers should assess the students’ listening skills since it is hard to
imagine to speak a language without listening. There are four types of listening Assessment, namely, Intensive, Responsive, Selective, and
Extensive. Listening and speaking are always closely interrelated.
Speaking is productive skills and therefore several components of speaking pronunciation
Grammar, vocabulary use, comprehensibility, etc. must be evaluated. There are five basic types of speaking, namely, Intensive, Responsive,
Interactive, and Extensive. There are 16 different objectives to assess in speaking. They can be divided into Micro and Macro Skills.
D. Latihan
1. Look at the Micro and MacroSkills. Give examples of each skill in listenng
2. Do you agree that NO TEST IS COMPLETELY AUTHENTIC 3. What differences can you find between
a. Imitative and Intensive b. Responsive and Interactive
4. Make the scoring scale for Speaking
BAB IV KEGIATAN BELAJAR 3
A. Kompetensi dan indikator 1. Kompetensi
Setelah membaca bahan ajar dalam kegiatan belajar 3 Anda diharapkan dapat:
a. memahami konsep-konsep dan teori dalam Reading
Assessment b.
memahami konsep-konsep dan teknik dalam Writing Assessment
2. Indikator
Anda dikatakan berhasil dalam mempelajari Kegiatan Belajar 1 ini jika Anda dapat :
a. menerangkan konsep Reading Assessment b. Menerangkan tipe dasar Reading Performance
c. Menjelaskan Micro Skills dan Macro Skills dalam Reading Tests d. Memberi contoh-contoh Reading Tests yang bervariasi
e. Membuat Reading Tests berisi komponen sistembunyi, kosakata, Tatabahasa dan budaya
f. Menerangkan konsep Writng Assessment
g. Menerangkan tipe-tipe dasar Witing Assessment h. Menjelaskan Micro Skills dan Macro Skills dalam Writing
Assessment i.
Membuat contoh-contoh soal Writing Assessment j. Membuat format penilaian Writing Performance yang Relative
objektif
B. Uraian Materi 1. ASSESSING
READING
Even as we are bombarded with an unending supply of visual and auditory media, the written word continues in its function to convey
information, to amuse and entertain us, to codify our social, economic, and legal conventions, and to fulfill a host of other
functions. In literate societies, most `normal children learn to read by the age of five or six. and some event earlier. With the exception
of a small number of people with learning disabilities, reading is a skill that is taken for granted.
In foreign language learning, reading is likewise skill that teachers a simply expect learners to acquire. Basic, beginning-level
textbooks in a foreign language presuppose students reading ability if only because its a book that is the medium. Most formal tests use
the written word as a stimulus for test-taker response; even oral interviews may require reading performance for certain tasks.
Reading, arguably the most essential skill for success in all educational contexts, remains skill of paramount importance as we
create assessment of general language ability. Is reading so natural and normal that learners should simply be
exposed to written texts with no particular instruction? Will they just absorb the skills necessary to convert their perception of a handful of
letters into meaningful chunks of information? No: necessarily. For learners of English, two primary hurdles must be cleared in order to
become efficient readers. First, they need to be able to master fundamental bottom-up strategies for processing separate letters,
words, and phrases, as well as top-down, conceptually driven strategies for comprehension. Second, as a part o that top-down
approach, second language readers must develop appropriate content and formal schemata-background information and cultural
experience-to carry out those interpretations effectively.
