language assessment assignment- observation and reflection.docx

7/23/2019 language assessment assignment- observation and reflection.docx

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Classroom Observation.

In this task that are given to be done for TSL3123, Language Assessment sube!t, I am

re"uired to stud# a lesson $lan of an %nglish lesson !ondu!ted b# an %nglish tea!her that are

given b# m# le!turer to me. In that tsk &e need to $a# s$e!ial attention to the test instruments

b# the tea!her to assess an# language skill or language !ontent. It should be !ommented based

on some of the basi! $rin!i$les of language assessment su!h as reliabilit#, authenti!it#,

$ra!ti!alit#, &ashba!k effe!t, validit#, obe!tivit# and inter$retabilit#. I am to !hoose onl# four of

the $rin!i$les to !omment on the lesson $lan's assessment. The lesson $lan that I anal#sed

&as $lanned for #ear four $u$ils of average level. The theme !hosen &as from the &orld of

kno&ledge. The to$i! &as about, ()esterda# and Toda#*. The !ontent standard !hoosed b# the

tea!her is from 2.3. and the learning standard is 2.3.1.Able to read information and eno#ment

&ith guidan!e +b non-fi!tion and the learning out!omes is b# the end of the lesson $u$ils &ill be

able to identif# the im$ortant information in the tet b# underlining it and transfer information

from the tet to the i-think ma$. The duration of time &as one hour.

/ased on the assessment done in the lesson, the first $rin!i$le that I !hoose to !omment

is about reliabilit#. A!!ording to +0.ouglas /ro&n, 23, a reliable test is !onsistent and

de$endable. As in the develo$ment stage, it is stated that the tea!her &ill e$lain the $assage

and asks $u$ils to identif# the informations from it. In that !ase, all of the $u$ils are going to get

almost the same informations be!ause it is a same $assage read b# them. So I strongl# believe

that this stage and materials that are used for it are reliable. So it is sim$le for the tea!her to

assess and evaluate her $u$ils and it is onl# the matter &hether the# identif# and sa# it !orre!tl#

or &rongl#.

The se!ond $rin!i$le that I !hoose to !omment on this assessment is validit#. A!!ording

to +ranlund, 1445 $.226 in Language Assessment, validit# !an be defined as 7the etent to

&hi!h inferen!es made from assessment results are a$$ro$riate, meaningful and useful in

terms of the $ur$ose of the assessment'. A!!ording to the definition, the assessment that has

been done b# the tea!her is valid to m# vie& and understandings. I sa# so be!ause, referring to

the learning out!omes that the $u$ils are to transfer information from the tet to the i-think ma$.

0ere it is be!ause the tea!her has assessed the $u$ils about &hat is su$$osed to assessed,

that is the !a$abilit# of $u$ils to transfer information into the i-think ma$. So here the validit# has

been !onsidered into the assessment.


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The third $rin!i$le that I !hoose to !omment on the assessments is about $ra!ti!alit#.

A!!ording to +0.ouglas /ro&n, 23, $ra!ti!alit# means is not e!essivel# e$ensive, sta#s

&ithin a$$ro$riate time !onstraints, is relativel# eas# to administer and has a s!oring or

evaluation $ro!edure that is s$e!ifi! and time-effi!ient. So the assessment is $ra!ti!al. This is

be!ause, the tea!her onl# took &ithin half an hour to assess her $u$ils. The tea!her also had

!learl# designed her assessment a!!ording to the learning out!omes that she had $lanned to

a!hieve. The $u$ils identif# the im$ortant information in the tet b# underlining it and also later

in another assessment the# are to transfer those information from the tet to the i-think ma$. So

all those a!tivities are $ra!ti!al and it reall# !learl# des!ribes the $rin!i$les of $ra!ti!alit#.

The fourth $rin!i$le that I !hoose to !omment on the assessment is about authenti!it#.

A!!ording to +/a!hman and 8almer, 1446 in Language Assessment, authenti!it# is defined as

the 7degree of !orres$onden!e of !hara!teristi! of a given language task to the features of a

target language task'. /ased on this assessment, I strongl# su$$ort the assessment be!ause it

is done so meaningful relevantl# to the to$i!. The to$i! &as about 7Chara!teristi!s of the 9oboti!

:a!uum Cleaner' &hi!h is also an interesting to$i! be!ause it involves the $u$ils' interests on

the to$i! and the# &ill be reall# eno#ing in learning the lesson.

%ven though some or rather the four basi! $rin!i$les are !overed !orre!tl# b# the

tea!her, there are some strengths and &eaknesses in the lesson $lan. The strength that I find in

this assessment is that the materials used in the tea!hing and learning sessions are authenti!

materials. ;or this lesson, the tea!her has used materials su!h as the tet, the $en, tele$hone

and also the i-think ma$ that reall# suits $u$ils' interest. It is reall# a good lesson and

kno&ledgable sin!e it is on inventions. Tea!her !ould reall# link the lesson and the assessment

a!!ordingl#. In the develo$ment stage, the method used b# the tea!her &here $u$ils are to read

and identif# the information from it !learl#. It is a good method in order to make $u$ils

understand the tet ni!el#. %ven the $air &ork &as e!ellent as &ell, &here the $u$ils are to fill

the i-think ma$ &ith those informations that the# had gathered from the tet. Later, &hile the

assessment $art also, tea!her asks $u$ils to !hoose on an invention to &rite about in a

$aragra$h. The other strengths that I noti!ed is that b# sho&ing fe& eam$les and realias,

tea!her had fulfilled the obe!tive of the lesson su!!essfull#.

7the &eaknesses that I found from the lesson $lan is during the develo$ment stage, the

tea!her should read out the $assage aloud on!e to the !lass. This is to make sure that the

$u$ils kno&s and understands the !orre!t $ronoun!iation of some diffi!ult &ords from the


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$assage. Another thing that I noti!ed &as, during the stage t&o, the tea!her should give an

eam$le on ho& to fill in the i-think ma$ using informations $rovided in the $assage. This is to

make $u$ils to understand &hat the# should be doing.

The im$rovements that I suggest to make this lesson even more better is, the tea!her

should dis!uss about one or t&o informations from the $assage &ith $u$ils so that the# kno&

&hat the tea!her tr#ing to ask and &hat are the $assage is mainl# about. Another thing is, &hen

the $air takes $la!e, the tea!her should e$lain the differen!es bet&een !hara!teristi!s and

fun!tions, this is be!ause the $u$ils might be !onfused of the meaning of those &ords. And

&hen it be!omes &ith eam$les from the tea!her, the $u$ils &ill understand &hat the# are

su$$ost to do !learl#. And another suggestion is, during the final $art of the assessment, &here

the $u$ils are needed to &rite a $aragra$h on an# information the# kno&, tea!her !ould have

given a fe& sim$le to$i!s and some ke# &ords related to it.

As a !on!lusion, in &riting a lesson $lan, a tea!her should take in !onsider of all those

$rin!i$les in the language assessment and also not forgetting about her or his $u$ils' $rior

kno&ledge and level of learning abilit#. After doing this assignment, I as a tea!her understand

ho& mu!h is all those !riterias are im$ortant. This &ould make the lesson $lan suitable and

effe!tive to be taught.


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9%;L%CTIO/S9 had being !hanged to >SS9 &here it is

totall# different in a $ra!ti!al &a#. It is introdu!ed to over!ome !ertain short!omings &ithin the

older s#stem of >/S9. It is ho$ed &ith this ne& stru!tured and im$roved !urri!ulum, $u$ils

&ould have the ne!essar# kno&ledge, skills and also the values to fa!e and over!ome the

!hallenges of !urrent time.

Language assessment is areal kno&ledgable and an useful sube!t in our semester 6. I

reall# feel that it hel$s me a lot in m# tea!hing $rofession. A!!ording to +0.ouglas /ro&n,

23, assessment is an ongoing $ro!ess that en!om$asses a mu!h &ider domain. ?henever

a $u$il res$onds to a "uestion, offers a !omment, or tries out ne& &ord or stru!ture, the tea!her

sub!ons!iousl# makes an assessment of the $u$il's $erforman!e. As for me, assessment is a

&a# to get to kno& about our $u$il's !ondition and is a &a# to $lan our further a!tion to&ards

$u$il's feedba!k. An assessment !ould be in an# &a# also, either asking $u$ils to &rite

something on a $ie!e of $a$er, or also b# !ommuni!ating &ithn them orall# based on some

to$i!s or a!tivities.

In this !ourse, &e are to $lan a lesson to tea!h an# of one language skill or language

!ontent b# in!luding a test or an assesment task as a $art of the lesson. I reall# &ould like to

thank our TSL 3123 le!terur =r.@eeree >anreng for being so su$$ortive for us in !om$leting our

assignment on language assessment. 0e gave us lots of kno&ledge and informations about this

$arti!ular sube!t &hi!h enables us to e$lore dee$er about this to$i! of their $arti!ularl#. And

also m# !olleagues &hom also shared some ideas that the# had e$erien!ed &ith me.

So to !om$lete the $arti!ular task, I !hoosed to $lan a lesson to tea!h #ear one !lass.

Infa!t, it &as one of m# %nglish !lass that I'm tea!hing !urrentl#. Those students are from

average level. Sin!e this &eek I &as on the to$i! tea!hing about 7=#self', so I &rote a lesson

$lan on the to$i!. The theme &as about 7?orld of self, famil# and friends'. I &rote for an hour

lesson. I !hoosed the !ontent standard 1.1.b# the end of the 6-#ear $rimar# s!hooling, $u$ils

&ill be able to $ronoun!e &ords and s$eak !onfidentl# &ith the !orre!t stress rh#thm and


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intonation and also 1.2.b# the end of the 6-#ear $rimar# s!hooling, $u$ils &ill be able to listen

and res$ond a$$ro$riatel# in formal and informal situations for a variet# of $ur$oses. ?herelse

for learning standard1.1.1.Able to listen and res$ond to stimulus given &ith guidan!e and also

1.2.1.Able to $arti!i$ate in dail# !onversations of +b introdu!e oneself. The learning out!ome

&as b# the end of the lesson, $u$ils !ould be able to listen and res$ond to stimulus given &ith

guidan!e and also $u$ils !ouldn't be able to listen and res$ond to stimulus given &ith guidan!e

and also $u$ils !ould be able to $arti!i$ate in dail# !onversation about introdu!ing oneself.

Sin!e $u$ils have $revious kno&ledge and kno&s to talk about themselves, so it &as

easier for me to $lan and tea!h the lesson. In the set indu!tion stage, I $la#ed an audio visual

using m# la$to$ about a girl and a bo# introdu!ing themselves. I did so, to enhan!e m# $u$ils'

interest to&ards learning the da#'s lesson on&ards. =# $u$ils reall# eno#ed that sin!e it &as a

!olourful audio that !omes &ith musi! at the ba!kground. ;rom that art, I introdu!ed the da#'s

lesson &as going to be on 7=#self'. I asked m# $u$ils some "uestions base on the audio that

the# &at!hed. ;or eam$le, 7?hat do #ou see in the $i!ture', 70o& old is the bo#' and so on.

This is to make sure that ho& far has m# $u$ils understand the audio. As &e kno& the use of

te!hnolog# and $eo$le skills for one are vital tools that needed to be in !oo$erated into the

!urri!ulum to ensure that the $u$ils !an $erform su!!essfull# on a global $latform.


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language assessment assignment- observation and reflection.docx