Revitalizing Formative Test: A Model of Interactive Test Administration

Tamah, Siti Mina (2015) Revitalizing Formative Test: A Model of Interactive Test Administration. In: Proceeding 2nd National Conference on Language and Language Teaching (NCOLLT 2). English Language Education Department-Univ. of PGRI Adi Buana, Surabaya, pp. 139-145. ISBN 978-979-3870-59-5

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Abstract

Second or foreign language (L2) learners are universally assessed by both formative and summative tests. The two tests are most commonly individual-oriented. The learners do the test individually. The seats are sometimes arranged in such a way so that they really work individually - the scores are expected to represent individual achievement. The argument underlying this workshop is that it is all right for summative test to play its role as summative test is, by nature, measurement at the end of an instructional program. Let us revitalize formative test by changing the test class session to look different. The workshop is intended to provide the participants to be active ‘becoming learners working in groups’ and then experience the session of ‘having a formative test’ which is led by the following three innovative and challenging insights: (1) the change from individual (conventional) assessment into group assessment, (2) the change from individual (conventional) assessment into representative assessment, and (3) the change from individual (conventional) assessment into representative assessment with structured discussion. [* ‘A Model of Interactive Test Administration’ is added to the original abstract title to show that in the conference, a workshop is conducted. However for the proceedings, a more complete manuscript is presented.]

Item Type: Book Section
Subjects: English Education
English Education > PE English
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: Ms M.N. Siti Mina Tamah
Date Deposited: 18 Mar 2016 08:48
Last Modified: 18 Mar 2016 08:48
URI: http://repository.wima.ac.id/id/eprint/4498

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