Second Assignment

1).Types  and Objectives of Assessment

Achievement
An achievement test evaluates a learner's understanding of a specific course or study programmed. It can be compared with proficiency tests, which measure a learner's level of language, diagnostic tests, which identify areas learners need to work on, and a prognostic test, which tries to predict a learner's ability to complete a course or take an exam.

Diagnostic
Identify learner’s strengths and weaknesses. Help teacher to make decisions on what needs to be taught.

Placement
Used before the beginning of courses to determine learners' language levels' and based information ‘place' them in the classes most appropriate for them.

Proficiency
A proficiency test measures a learner's level of language. It can be compared with an achievement test, which evaluates a learner's understanding of specific material, a diagnostic test, which identify areas to work on, and a prognostic test, which tries to predict a learner's ability to complete a course or take an exam. Proficiency tests are uncommon within the classroom but very frequent as the end aim (and motivation) of language learning.

Aptitude tests
Aptitude tests are a series of tests aimed at examining a person’s potential or aptitude for a particular purpose. In general, to find out whether someone is suitable for a job, position and others or not.
Types of tests in general such as academic potential tests in the form of numerical reasoning, spatial, verbal, and mechanical, but more varied depending on the needs and objectives of the test.


2). Identify issues in language assessment.
• Behavior
In the middle of 20 century, teaching and testing were influenced by behaviorism. Testing focused sentence structure, translation from L1 to L2, grammar and vocabulary items.
• Integrative
The integrative approach refers to a test that seeks to integrate knowledge of systematic components of language (pronounciation, grammar, vocabulary) with an understanding of contex (McNamara, 2000). In an integrative test language is not viewed in a discrete component and isolated from its context. According to Heaton (1989), the integrative approach does not separate the skills like in discrete tests but requires students to use more than one skill simultaneously.
• Communicative language
Communicative language test is a test of learners’ language performance in meaning/real life situations. The test does not only test the learners’ competence, that is, what the learners know about the language and about how to use it, but also to the performance, that is, to what extent the learners are able to actually demonstrate in a meaningful or real life situations.
• Performance based assessment
Performance based assessment measures student’ ability to apply the skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process (Chun,2010).


3). Identify hot topics relating to classroom-based assessment.
Gardner groups student capabilities into eight broad categories (each student's unique learning style is a combination of these intelligences):
• Logical/mathematical (uses numbers effectively)
• Visual/spatial (is artistically or spatially perceptive)
• Bodily/kinesthetic (excels at tasks that require physical movement)
• Musical (perceives and/or expresses musical forms and patterns)
• Linguistic (uses words effectively)
• Interpersonal (responds well to others)
• Intrapersonal (is reflective and inner-directed)
• Naturalist (makes distinctions in the natural world)
According to Muller (2008), traditional assessment is an assessment that refers to choosing a response and more to measuring students' memories related to information obtained. This can be done through measurement of multiple-choice tests, cloze tests, true-false tests, matching and the like. Students typically choose an answer or memorize information to complete the assessment.
Authentic assessment is a form of task that requires learners to demonstrate meaningful performance in the real world, which is the application of the essence of knowledge and skills. Authentic assessment emphasizes the ability of learners to demonstrate their knowledge in a tangible and meaningful way. Assessment activities are not just asking or tapping knowledge that has been known to learners, but the real performance of knowledge that has been mastered.
Computer Based Test is a test conducted using a computer. Computer-based test items in the form of multiple choice (objective). For certain conditions, we can use this test to assess students.


Reference
https://educationcloset.com/assessment-strategies/
https://slideplayer.com/slide/700711/63/video/Assessment+types+and+activities.mp4
learners.html&sa=U&ved=2ahUKEwiA1a29vfrnAhWWeisKHRujDT4QtwIwAHoECA4QAQ&usg=AOvVaw2D5zmBIUMMCZGOMM5AJDvu
https://www.google.com/url?q=https://singteach.nie.edu.sg/issue59-people02/&sa=U&ved=2ahUKEwjpwZS3wPrnAhVLbn0KHX52CK4QFjAJegQICRAB&usg=AOvVaw2jB-T4zf-yW0z-t2BHkNsH