CHAPTER I
INTRODUCTION
A. Background
The form of english for junior high school
students now differs from the form of questions that existed ten years
ago. Both in terms of the type of
questions that exist, upn to the way of assessment, now educational
institutions with a curriculum that continues to be developed each year has a
lot of consediration when composing english for students. With a continously
updated curriculum from year to year, a variety of forms of english for junior
high school students are being developed in order to achieve the existing
educational standard. At the junior high school stage, the child is expected to
have mastered the basics of english acquired in elementary school. Thus the
problem form becomes more complex with full-length text filled and solid, and
essay form exercises are introduced at this stage.
Variety of questions can provide more reliable
test results. Thus the many problems of the english for junior high school
students who are always developed useful not only to test, but also to produce
a reliable value.
B. Formula of problem
a. What is designing?
b.
What is the test?
c.
How to designing english test for junior high school?
C. Purpose
a. To know what is designing
b.
To know what is the test
c.
To know how to desgning english test for junior high school
CHAPTER II
DISCUSSION
A. Definition of designing
Designing is
the creation of a plan or convention for the construction of an object, system
or measurable human interaction. Design has the different connotations in
different fields. In some cases, the directs construction of an object ( as a
pottery engineering, management, coding, and grafict design) as also considered
to use design thinking.
Designing often necessitates considering the aesthetic,
functional, economic, sociopolitichal dimension of both design object and
design process. It may involve considerable research, thought modeling,
interactive adjustement, and re-design. Meanwhile, diverse kinds of objects
maybe designed, including clothing, graphical user interfaces, products
skyscrapers, corporate identifies bussiness processes and even methods or
processes of designing.[1]
B. Definition of the test
Although some people tempt to think of testing and assessment as
synonymous terms, actually they are not. Assessment is a systematic approach for collection
information on student learning or
performances. Popham defines assessment in the context of education as a formal
attempt to determine the status of the student with respect to various
educational interest. Meanwhile, tests are prepared administrative procedures
that occur at identifiable times in a curriculum when learner muster all their
facilities to offer peak performance, knowing that their responses are being measured and evaluated.[2]
A test or examinatioin
(informally, exam or evaluation) is an assessment intended to measure a
test-taker’s knowledge, skill, aptitude, physical fitness, or classification in
many oder topics. A test maybe administered verbally on paper, on a computer,
or in a confinent area that requires a test taker to physically perform a set
of skills. Tests barry in style, rigor and requirements. For example, in closed
book test taker is often required to rely upon memory to respond to specifict
items whereas in an open book test, a test taker may used one or more
supplementary tools such as reference book or calculator when responding to an
item. A test maybe administered formally or informally an example of an
informal test would be a reading test administered by a parent to a child. An
example of a formal test would be a final examination administered by a teacher
in a classroom or an IQ test adminitered by a psychologicst in a clinic, formal
teasting often result in a grade or a test score.[3]
C. Designing English Test
In this chapter the author will draw on those foundations
and tools to begin the process of designing tests or revising existing tests.
To start that process, the author need to ask some critical question.
1.
What is the purpose of the tests? Why am I creating
this test or why was it created by someone else? For an evaluation of overall
proficiency? To place student into a course? To measure achievement within a
course once you have established the major purpose of a test, you can determine
its objectives.
2.
What are the objectives of the test? What specifically
am I trying to find out/ establishing of appropriate objectives involves a
number of issues, ranging from relativelly simple ones about forms and function
covered in a course unit to much more complex ones about constructs to be
operationalized in the test included hetre are decisions about what language
abilities are to be assessed.
3.
How will the test specifications reflect both the
purpose and the objectives? To evaluate or design a test, you must make sure
that the objectives are incorporated into structure that appropriatelly weights
the various competencies being assessed.
4.
How will the test task be selected and the separate
item arranged? The task that the test-takers must perform need to be practical
in the ways defined in the previous chapter. They should also achieve content validity by presenting tasks
that morror those of the course being assessed. Further they should be able to
be evaluated realibly by the teacher of scorer. The tasks themselves
should-strive for authenticity, and the progression of task ought to be biased
for best perfomance.
5.
What kind of scoring, grading, and/or feedback is
expected? Test barry in the form and function of feedback, depending on their
purpose. For every test, the way results are reported is an important
consideration. Under some circumstances a letter grade or a holistic score may
be appropriate othetr circum stances require taht a teacher offer substantive
was back to the learner.[4]
D. Test types
1. Language Aptitude Test
One type of test-although admittedly not a very common
one-predicts a person success prior to exposure to the second language. a
language aptitude test is designed to measure capasity or general ability to
learn a foreign language and ultimate success in that undertaking. Language
aptitude test are ostensibly designed to apply to the classroom learning any
language.[5]
2. Proficiency Test
If your aim is to test global competence in a language,
then you are, in conventional terminology, testing proficiency. A proficiency
test is not limited to any one course, curriculum, or single skill in the
language, rather it tests overall ability. Proficiency test have traditionaly
consisted of standarized multiple-choice item in grammar, vocabulary, reading
comprehension, and aural comprehension. Sometimes a sample of writing is added,
and more recent test also include oral production performance. As noted in the
previous chapter, such test often have contents validiy meaknesses, but several
decade of construct validation research have brought us much closer to
constructing successfull communicative proficiency test.[6]
3. Placement Test
Certain proficiency test can act in the role of placement
test, thepurpuse of whish is to place a student into a particular level or
section of a language curriculum or school. A placeement test usually, but not
always includes a sampling of the material to be covered in the various courses
in a curriculum, a students performance on the test should indicate the point
at which the student will find material neither too easy nor too difficult but
appropriately chalenging. [7]
4. Diagnostic Test
A diagnostic test is designed to diagnose specified
aspect of a language. A test in pronounciation, for example, might diagnose the
phonological features of english that are difficult for learners and should
therefore become part of a curriculum. Usually, such test offer checklist of
features for the adminisstrator ( often the teacher) to use in pin pointing
difficulties. A writing diagnostic word elicit a writing sample from students
that word allow the tacher to identify those theoretical and linguisticts
features on which the course needed to focus special attention.[8]
5. Achievement Test
Achievement test are often summative because they are
administered at the end of a unit or term of study. Theyb also paly an
important formative role. An effective achievement test will offer washback
about the quality of a learners performance in subsets of the unit of course.
This washback contributes to the formative nature of such test.[9]
E. Some Practical Steps To
Test Construction
a. Objective Assessing
Clear, Unambiguous
In addition to knowing the
purpose of the test you are creating, you need to know as specially as possible
what it is you want to test. Sometimes teacher give tests simply because its
Friday of the third week of the course, and after hasty glances at the chapter(s)
covered during those three weeks. They dash of som test item so tahtstudents
will have something to do during the class. This is no way to approach a test.
Instead, begin by taking a careful look at everything that you think yours
students should “ know” or be able to “do”, based onthe material that the
students are responsinle for in other words, examine the objective for the unit
you are testing.
Remember that every curriculum should have appropriatelly
framed assessable objectives, that is, objectives that are stated in terms of
overet performance by student. Thus, an objective that state students we
learn “tag question” or simply names the
grammatical focus “tag question” is not testable. You don’t know whether
students should be able to produce them orrally or in writing. Nor do you know
in what context those linguisticts forms should be used. Your first task in
designing a test then, is to determine appropriate objectives.
b. Drawing Up Test
Specification
test specification for classroom use can be a simple and
practical outline of your test, that are intended to be widely distributed and
therefore are broadly generalized, test specification are much more formal and
deatailed in the unit duscussed about your specification will simply comprice
(a) a broad outline of the test. (b) what skills you will test and (c) what the
item will looklike.
(a) outline of the test ,
(b) skill to be include, because of the constraints of your curriculum, your
unit test must take no more than 30 minutes. This is an integrated curriculum,
so you need to test all four skills. (c) item types and tasks. The next and potentialy more complect choices
involve the item types and tasks to use in this test.
c. Devising Test Tasks
your oral interview come first and so you draft question
to the accepted pattern of oral interview. You begin and end with nonscored
items (warm-up and wind-down) designed to set student at case, and then
sandwich between them items intended to test the objective (level check) and a
little beyond (probe).
Oral interview format
|
A. warm-up : question and comments
B. level check question
1. tell me about what
you did last weekend
2. tell me about an
interesting trip you look in the last year
3. how didi you like
the TV show we saw this week
C. probe
1. what is your
opinion about ........... ? (news
event)
2. how do you feel
about .........? (another news event)
D. wind-down : comments and reasurance
|
d. Designing multiple choice test item
The weakness of
multiple-choice items:
1.
The technique tests only recognition knowledge
2.
Guessing may have a considerable effect on tests
scores
3.
The technique severally restrictests what can be
tested
4.
Washback may be harmful
5.
Cheating may be facilitated
The two principles that
stand out in support of multiple-choice formates are, practicality and
reliability with their predetermined correct responses and times-saving scoring
procedures, multiple-choice items offerworked teachers the tempting possibility
of an easy and consistent process of scoring and grading.
Since there will be
occasions when multiple-choice items are appropriatte, consider the following
four guidelinesfor designing multiple-choice items for both classroom based and
large scale situation.
1. Design each item to
measure a specifik objective
Example : where did george
go after the party last night?
a.
Yes, he did
b.
Because he was tired
c.
To elain’s place
for another party
d.
Around eleven o’clock
2. State both stamp an option
as simply an directly as possible
Example: My eyesight has
really been deteriorating lately. I wonder if i need glasses, I think I would
better go to the ........... to have my eyes checked
3. Make certain that the
intended answer is clearly the only correct one.
Example: where did george
go after the party last night
a.
Yes, he did
b.
Because he was tired
c.
To elain’s place for another party
d.
He went home around eleven o’clock
4. Use items in this case
to accept, this card or revise items
The appropriate
selectiction an arrangement of suitable multiple-choice items on a test can
best be accomplished by measuring items against three indicase: items fasility,
items this mination, an this tractor analysis.
1)
Items fasility is the extent which items is easy for
difficult for the proposed group of test-tacers. You may wonder way that is
important if in your estimation the items achiapes validity.
2)
Items this crimination (ID) is the extent to which an
items differntiates between high and low ability test taccers
3)
Distractor efficiency is one more important measure of
a multiple-chpice item’s value in a test, and one that is related to item this
crimination
F. Scoring, Grading, and
Giving Feedback
a. Scoring
Scoring is concerned with the how much or how good of
language testing.We may say that we wish to draw inferences from performance on
a task to the ability to manage turn taking in social interaction, and we may
have designed tasks to elicit evidence, but this does not tell us how much
evidence is necessary, or how much of the ability is present. How we score is
the link between the evidence we elicit from the task on the one hand, and the
construct and domain on the other.[10]
As you design a clasroom
test, you must consider how the test will be scored and graded. Your scoring
plan replects the relative weight that you place on each section and items in
each section. The integrated-skills class that we have been using as an example
focuses on listening and speaking skilss with sound attention to reading and
writing. Three of your nine objectives target reading and writing skills hyow
do you assign scoring to the various components of thi tests? [11]
Scoring is therefore very important.How we decide to score, and the
values that we place upon particular scores, need careful thought. We need to
convince others that the scores can be used to make inferences about learners
to the knowledge, skills or abilities being tested. And we need to ensure that
the use of the scores for decision making is undertaken with a full awareness
of the possibility that a mistake could be made. The former concern is one of
validity, and the latter one of fairness.[12]
b. Grading
You first tought might be
that assigning grades to student performance to this test would be easy just
give an “A for 90-100%, a “ B 80-89% and so on. Not so fastel grading is such a
thomy issue that all of chapter 11 is depoted to the topic. How you asign
letter grades to this test is a product of
·
The country, culture and contex of this english
classroom,
·
Institutional expetatation ( most of them un written),
·
Explicit and implicit definition of grades that you
have set forth,
·
The relationship you have a stablished with this
class. And
·
Student expectation that have been engendered
inprevious test and quizzes in this class.[13]
c. Giving Feedback
A section on scoring and
grading word not be complete without some consideration of the forms and with
you will offer feedback to your student, feedback the you want be came benecial
was back in the example test that we have
been refering to heir-whichis is not unusual in the universe of possible
formates for periodic classroom tests-consider the multitude of option. You may
choose the return the test to the student with one of, or a combination of any
of the possibilities below:
1.
A letter grade
2.
A total score
3.
For subscores (speaking,listening,writing,reading)
4.
For the listening and reading section
a.
An indication of correct/ incorrect responses
b.
Marginal coments
5.
For the oral interview
a.
Scores for each element being rated
b.
A ceklis of areas needing work
c.
Oral feedback after interview
d.
A post-interview conference to go over the results
6.
On the essay
a.
Scores for each element being rated
b.
A ceklis of sareas needing workl
c.
Marginal and end-of essay coments suggestionts
d.
A post-test conference to go over work
e.
A self-assesment
7.
On all or selected part of the test peer checking of
result
8.
A whole-class discussion of result of the test
9.
Individual conferences with each student to review the
whole test
CHAPTER III
CLOSING
A.
Conclusion
Designing is the creation
of a plan or convention for the construction of an object, system or measurable
human interaction. Design has the different connotations in different fields.
In some cases, the directs construction of an object ( as a pottery
engineering, management, coding, and grafict design) as also considered to use
design thinking.
Tests are prepared administrative procedures
that occur at identifiable times in a curriculum when learner muster all their
facilities to offer peak performance, knowing that their responses are being measured and evaluated
B.
Sugestion
Based
on the conclusions, this paper has many drawbacks and away from perfection,
therefore all critism and conscructive suggestions so is the writer expected
mainly from lecturer and fellow readers for the perfection of the future.
Hopefully this paper useful for us and can add to our knowledge.
[2] Yulianus Paken Mangewa, Jurnal Design
Of Assessment For English Subject In Junior High School, 2014
[4] H. Douglas Brown, Language Assessment Principles And Classroom
Practices, (San Francisco State University, 2004). P. 42
[10] Glenn Fulcher and Fred Davidson, Language
Testing and Assessment An Advanced Resource book (USA and Canada: Routledge), 2007. P. 91
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