Language Assessment In The English Language Testing System

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1. Language assessment
Mihai (2010) stated that assessment is “much more than tests and test scores” (p. 22). In other words, assessment is a combination of all types of formal and informal judgments and findings occurring inside and outside a classroom. Basically, language assessment is a system by which we can assess learners ' ability in the specific language. It could be a single test or multiple tests. Moreover, It can play a role as observation and generally known as a standardized test. Clearly, it is taken every day in every language school or center all around the world. But we often ignore these and focus more on the bigger tests such as Test of English as a Foreign Language (TOEFL), English Language Testing System (IELTS) and
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One of important language assessment is summative assessment. It takes place after the learning has been finished and provides information as well as feedback which sums up the teaching and learning process. According to Garrison & Ehringhaus (2007), summative assessments are given regularly to see what level of understanding a student owns at certain time. Rubrics often grow around a set of standards or expectations, can be used for summative assessment. Teachers and test takers often use summative assessment to discover what students has achieved during the specific studying process ( stated by Garrison & Ehringhaus, 2007, p. 1). Rather, Summative assessment is used to evaluate, in which there is no feedback beyond the achievement report, and it is often shown as numbers or letters grade score. Summative assessment is an activity, for example written test given at the end of a lesson, module, semester, year, so on for grading or certification aims. It includes, namely, closed-ended questions, such as multiple-choice, true/false, and filling-the-blank questions. Moreover, it may also include open-ended response questions when used for assessing…show more content…
This problem is most seeing in high-stakes assessment, and institutions using performance assessment for high-stake decisions are facing with the difficulty of showing that evidence derived from these assessments is both validity and reliability. Because performance tasks are often assessed with the guideline of scoring rubrics, the effective design, understanding, and abilities to use rubrics is vital in both high-stake or classroom assessments And in my teaching experiences as well as my colleagues’, performance task has been repeatedly applied in most of my classes. In that, every learner is asked to complete a task that will evaluate a specific set of skills or abilities and clarify what the students know and are likely to do. A rubric, checklist, or other forms of the scoring guide should accompany this type of assessment.
To illustrate for performance assessment. Scoring rubrics are increasingly using by their several benefits which have been supported, such as increased consistency of grading, the possibility to facilitate valid judgment of complicated proficiencies, and promotion of learning process. But whether it can meets principles of Second Language Assessment in terms of reliability and

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