Test and Evaluation II

Tutor: Teguh Khaerudin

English Department - UIN Syarif Hidayatullah Jakarta
Academic Year 2016/2017

Course Description

The course is about the use of testing and assessment in second language learning. It will mainly discuss the principles and techniques of assessment in language classroom as opposed to those of testing since the latter has been discussed in the previous course prerequisite of this very course, i.e. Language Testing and Evaluation I. Assessment is viewed as an important and integrated practice in language classroom that is used to improve learning. Principles of effective classroom assessment, techniques of assessment, analysis of quality assessment, and the development of plausible classroom language assessment will be the main topics of discussion throughout the course.

Course Objective

Upon completion of this course, teacher students should be able to:

• explain the use of test and assessment in language education;
• demonstrate understanding of the principles of assessment in language classroom;
• examine the values of different techniques of classroom assessment;
• design, integrate, and evaluate authentic, appropriate assessment techniques to enhance the learning process

Course Schedule

Unit 1: Introduction to Language Test and Evaluation II

Class Discussion:  

Structured Task:

Readings: (1) James, 1998; (2) Richards, 1974

Unit 2: Theories of Learning and Assessment

Class Discussion:

Structured Task:

Readings: (1) Fautley & Savage Ch 2; (2) Berry Ch. 1 

Unit 3: Summative and Formative Assessments

Class Discussion:

Structured Task:

Readings:

Unit 4: Assessment for Learning: What do we mean?

Class Discussion: The term Assessment for Learning has been used and discussed in the previous meetings of this course, but what does it really mean? What differs the word ‘for’ in the phrase from ‘of’ and ‘as’ when they are used in the middle of the phrase? What are quality assessment?

Structured Task: Read the chapter by Bartlett and the article by Black & William

Readings: (1) Bartlett Ch 1; (2) Black & William: Inside the Black Box

Unit 5: Classroom Assessment Techniques: in the start of the lesson

Class Discussion: Formative assessment can be used in any stage of the lesson. In the beginning of the lesson, teacher can gather useful information about his/ her students’ state of learning using some techniques of formative assessment. In this chapter, we will discuss some techniques of formative assessment that can be used in the beginning of the lesson.

Structured Task: Teacher trainees’ make a summary of the reading in the form of a poster

Readings: Bartlett Ch 3

Unit 6: Classroom Assessment Techniques: in the body of the lesson 

Class Discussion: In this unit, the class will start with a poster presentation session by teacher trainees about the classroom assessment techniques in the start of the lesson. The class proceeds with lecture and discussion on using assessment to drive learning.

Structured Task: Read a chapter from Bartlett and write a summary

Readings: Bartlett Ch 4

Unit 7: Classroom Assessment Techniques: the final assessment

Class Discussion: Assessing students should not be done by the teacher only to assign score or prove if the students have learned something. Assessment should also encourage students to assess their own progress and consolidate learning. It should inform teachers for their future planning. In this unit, teacher trainees will discuss some classroom assessment techniques that can be used in the end of a lesson.  

Structured Task: Teacher trainees will develop a detail lesson plan for an English class that utilise the classroom assessment techniques that have been discussed in the last three units of this course. (Pair)

Readings: Bartlett Ch 5

Unit 8: Powerful Questioning 

Class Discussion: Questioning is one of the most common techniques of classroom assessment. However, it is often of lower quality because teachers only ask questions that require lower order thinking skills to answer, such as recalling facts and figures. In this unit, we will discuss how questioning can and should be used to challenge learning and encourage thinking.

Structured Task: Teacher trainees discuss and develop different questions a teacher can use to encourage learning in all domains of thinking order. (pair)

Readings: (1) Bartlett Ch 6 (2) Alber 2013

PPT slide: PPT Powerful Questioning

Unit 9: Marking and Feedback

Class Discussion: Another important decision teachers need to consider in using classroom assessment is on how they are going to mark or provide feedback for students. In this unit, we will discuss how marking and feedback can be used to develop students’ learning, not merely judge their comprehension or mastery of the materials being taught.

Structured Task: Teacher trainees read a chapter from Bartlett.

Readings: (1) Bartlett Ch 7  (2) Stenger 2014
PPT slides: PPT Marking and Feedback

If you are interested in the marking scheme strategy I shared in the PPT, you can get the pdf file here: reduce workload AND increase impact.

Unit 10: Wrap it Up

Class Discussion: In this unit, teacher trainees will present their lesson plan that incorporate classroom assessment techniques discussed throughout this course and supplement their choice of techniques with sound explanation and argument.

Structured Task: Teacher trainees finish their final project  

Readings: Bartlett Ch 9

Unit 11: Self and Peer Assessment

In this course, students are encouraged to do self and peer assessment as part of their learning activities. This practice is considered beneficial in terms of helping learners understand better what are the quality works expected from them. There are also some other advantages and disadvantages in using self and peer assessment. 

PPT: Self and Peer Assessment

Readings: Karaca (2009); Amo & Jareno (2011)

Course Assignments 

The following assignments are designed in alignment with the objectives of this course aiming at improving the teacher trainees' learning experiences and outcomes as well as at providing opportunities for teacher trainees to prove their learning. 

Readings

1. Alber, R. (2013). 5 Powerful Questions Teachers Can Ask Students.   Retrieved from https://www.edutopia.org/blog/five-powerful-questions-teachers-ask-students-rebecca-alber
2. Bartlett, J. (2015). Outstanding assessment for learning in the classroom. New York: Routledge.
3. Berry, R. (2008). Assessment for Learning. Hong Kong: Hong Kong University Press.
4. Black, P., & Wiliam, D. (2010). Inside the Black Box: Raising Standards Through Classroom Assessment. Kappan, 92(1), 81-90. 
5. Fautley, M., & Savage, J. (2010). Assessment for Learning and Teaching in Secondary Schools. Exeter: Learning Matters Ltd.
6. Stenger, M. (2014). 5 Research-Based Tips for Providing Students with Meaningful Feedback.   Retrieved from https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger

Measuring accuracy and complexity of an L2 learner's oral production

Abstract:

This paper aims to examine the influence of different tasks on the degree of task performance in a second language learner’s oral production. The underlying assumption is that among the three aspects of language performance in L2, i.e. fluency, accuracy, and complexity, learners may prioritize only one of them (Ellis & Barkhuizen, 2005, p. 150) and that their decision to prioritize one particular area of language performance may be determined by the characteristics of the task given to the learners (Skehan & Foster, 1997). Having a written record of oral production, the writer focuses this study on determining the degree of complexity and accuracy and analyzing whether the different tasks change the learner’s oral performance level. The results show that the learner’s accuracy from both tasks remains at the same level. However, both task conditions, which do not allow speech plan, result in no improvement in accuracy level and a minor improvement in the complexity level.

KEYWORDS: learner language; complexity; accuracy; oral production; task types

Citation:

Khaerudin, T. (2014). Measuring Accuracy and Complexity of an L2 Learner’s Oral Production. IJEE (Indonesian Journal of English Education), 1(2), 189-198. doi:10.15408/ijee.v1i2.1344

Get the PDF here. 

More publications on my ResearchGate webpage.

Attitudes toward teachers, motivation and learning achievement: The case of Indonesian EFL students

Abstract

This study explores the correlation of learners’ attitude towards their English teachers and their motivation and achievement in English class. Two questionnaires on attitude and motivation used in this study were adapted from the Attitude Motivation Test Battery (AMTB) developed by Gardner (1985). These questionnaires were then developed using web-based survey and distributed online to 82 Indonesian students. The quantification of data shows that attitude and motivation are moderately correlated at a value of r = 0.569, p < 0.01, whilst the correlation value between motivation and students’ final score is at r = 0.30, p 

Keywords: language classroom, attitude, motivation, effective learning

Journal Name: 

Susandi, N. K. A., & Khaerudin, T. (2015). Attitudes Toward Teachers, Motivation and Learning Achievement: the Case of Indonesian EFL Students. Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana, 22, 76-93. Retrieved from https://ojs.unud.ac.id/index.php/linguistika/article/view/13999

Get the PDF here. 

More publications on my ResearchGate webpage.

Error Analysis S2

This is the 2nd session

Contrastive and Error Analysis

Contrastive and Error Analysis: an introduction to SLA

Tutor: Teguh Khaerudin, M.App.Ling.
UIN Syarif Hidayatullah Jakarta 2016

Time and Schedule

This course is delivered fully off line with a weekly class meeting scheduled every Monday at Room 4.11. All reading materials and general information about this course is available on my blog -- yep, this very blog, which is scheduled to be updated once a week. Updates in this blog will be announced in class meeting but regular visit to this blog is advisable.

This is a 2-credit-hour course which means that within a week you need to attend a 2 x 50 minutes class meeting, to spend 2 x 50 minutes of your time for structured task(s), and to use 2 x 50 minutes of your time for independent learning. In sum, you need to allocate 300 minutes of your time in one week to study for this subject. 

Course Description 

Contrastive and Error Analysis course is an introductory course to the field of Second Language Acquisition (SLA) tailored specifically for English language teacher trainees. The course discusses the shift of approaches to second language acquisition that includes discussion about key factors that affect second language acquisition and the implications of these factors on second language pedagogy. Participants of this course, i.e. English teacher trainees, are encouraged to use the SLA theories discussed in this course as well as their personal L2 learning experiences in a reflective manner. The teacher trainees’ understanding of second language acquisition is confronted to and confirmed with the L2 teaching that they practice or know about.   

Course Objectives

Upon the completion of this course, teacher trainees will able to:

• Demonstrate theoretical knowledge about second language acquisition and its manifestation in second language teaching;
• Relate different approaches to second language teaching and the changes of theories of second language acquisition;
• Demonstrate the ability to reflect critically about their personal second language learning experiences in relation to second language acquisition theories;
• Utilize course readings and discussions to do deep analysis of a second language acquisition phenomenon

Topic Map

Course Schedule

Unit 1 Introduction to Second Language Acquisition

Reading: Foundation of SLA

PPT: Intro to SLA

Unit 2 Theories and Research of Second Language Acquisition

Reading: Theories and Research of SLA

Unit 3 Theories of Learners’ Language: CAH

PPT: Contrastive Analysis Hypothesis

Unit 4 Theories of Learners’ Language: EA

Reading: Contribution of EA to FLT

PPT: Error Analysis 

Unit 5 Theories of Learners’ Language: Interlanguage

PPT: Interlanguage

Unit 6 Comprehensible Input (Krashen’s Monitor Model)

Reading 1: Krashen's Monitor Model

PPT: Input Hypothesis

Unit 7 Interaction Hypothesis (Michael Long)

Reading: Interaction and SLA

PPT: Interaction Hypothesis

Unit 8 Output (Merrill Swain)

Reading: Learner Output and Hypothesis Testing

PPT: Output Hypothesis

Unit 9 Individual Differences in SLA

Reading: Language Acquisition in Different Ages

Reading: Individual Differences

Unit 10 Individual Differences in SLA

PPT: Individual Differences and SLA

Readings:

1. Critical Period Hypothesis

2. Gender and SLA

3. Learning Styles and SLA

4. Anxiety and Language Learning
5. Motivation: Dornyei (2014); Norris (2001) --> more useful references on motivation can be sought here
6. Field-Independent vs Field-Dependent

Course Assignments

Course Assignments	Due Date	Percentage
Assignment 1: Reflective Journals	Week 3 and 6 (mid-semester)	20%
Assignment 2: Learning Biography	Week 9	30%
Assignment 3: Literature Review	Week 12	30%
Class Participation and Attendance	Throughout the course	20%
TOTAL		100%

Assignment 1 Reflective Journals

Method: Individual paper

Word count: n/a

Time: week 3 & 6

Percentage: 20%

Teacher trainees are required to write a reflective journal in two occasions, i.e. in week 3 and week 6. Evidence of deep reflection from the teacher trainees is expected that can be indicated by a piece of reflective writing incorporating a description of the learning experience (e.g. from the readings and discussions) that stimulates the reflection, an evaluation of the experience, an analysis of how the experience really means to the writer, a conclusion, and a reaction or a plan of action in response to the perceived experience.

Assignment 2 – Learning Biography

Method: Individual essay

Due: week 9

Percentage: 30%

               

In this assignment, the teacher trainees are expected to reflect on their second language learning biography and timeline. Teacher trainees face different complexity and need different length of time in learning a second/ foreign language. This assignment encourages teacher trainees to utilize theories of SLA that they have learned in this course to critically reflect and analyse their personal L2 learning experiences. This learning biography should include:

1. an autobiography of personal L2 learning experience;
2. whether this course enrich L2 learning experience? In which way?
3. how this course helps with future L2 learning and teaching.

Assignment 3 – Literature Review

Method: Individual paper

Due: week 12

Percentage: 30%

In this assignment, teacher trainees are expected to do a literature review that include two articles on L2 acquisition from linguistic perspective, two from psychological perspective, two from social perspective, and two articles related to L2 learning in general and two articles focused on L2 teaching. The assignment will be down in the format of annotated bibliography that follows this structure: one- or two-sentence summary of the article, one- or two-sentence elaboration of the summary, and one-to two-sentences of connection between the article and your interest (e.g. why did you pick this particular article to read)

. 

Class Participation and Attendance

Due: Throughout the course

Percentage: 20%

Active involvement in all class activities is required from all teacher trainees. The extent of preparation for, participation in and contribution to class activities will be assessed and scored in this course. Furthermore, class attendance should be at least 80% of all meeting hours and becomes compulsory requirement in order for the students to get mark of this course.   

Readings

When the world conspires

Back in the edge of the 90's, I studied English at a private institution named IEC in Cirebon, a city 7,377 miles away from London. I remember very well I liked to use a computer on one corner of the hall, the only computer in that hall indeed, just to play an interactive PC game simulating the London tube system. The purpose of the game was to practice some English phrases and expressions related to using transportation. I learned phrases such as "get on/ off" "transfer" etc.
I remember I learned that I need to use the Piccadilly line from Heathrow to get to the city. But I do not remember if I ever, for once, dreamed of really going to the city. Not that I did not want to, but rather because I did not dare to even dream about it. I was just a student studying to be a mechanic at a vocational high school, STM Negeri Cirebon.
Now that I am here, getting on and off the tubes in London, I feel so much blessed and realize how I have underestimated what life can bring to you.

Using technology in language teaching and learning

By Teguh Khaerudin

Using technology to help language teaching and learning is not a new practice. Attempts to bring technology into language classroom can be traced back to the 1960s. Warschauer & Healey (1998, in Bax, 2003) classify the development of technology use in language classroom into three main stages, i.e. behavioristic CALL (1960s-1970s), Communicative CALL (1980s - 1990s), and Integrative CALL (1990s - present).

Three phases of CALL

As we can assume from its label, the behavioristic CALL in the 1960s - 1970s refers to the use of technology in language teaching and learning which is much influenced by the approach of behaviorism to language teaching. In this approach, technology was employed to build the expected behaviors by providing repeated drills. Mistakes were highly avoided because learners' accurate production was paramount.

In the 1980s, people started to value learner's fluency as no less important than accuracy. Communicative language teaching was proposed as more effective and more encouraging to improve learners' oral production. Communication exercises were encouraged and learners' errors or mistakes should not stop students from using the language for communication. Technology in this perspective aimed at providing stimulus to discussion, writing, and critical thinking without giving too much emphasis on correcting learners' errors.

In more current practice, the use of technology in language learning and teaching has employed sociocognitive/ socioconstructive approach to language teaching and learning in which social interaction is seen as an essential factor to learning. ICT is brought to the language teaching and learning to provide authentic materials so that learners can perform real-life tasks by using the technology. Learners are given more control over their learning formulated as 'agency', i.e. "the satisfying power to take meaningful action and see the results of our decisions and choices" Murray, 1997,  in Chen, n. d.)

The above mentioned stages of technology use in language teaching and learning has shown us that the course of technology use in language teaching and learning is not (only) determined by the advancement of technology itself but rather shaped by pedagogues view on teaching and learning. Teachers will still be the key essential element of impacts in language teaching and learning as they are the ones who combine and tailor the technology and pedagogy in the teaching and learning process.

References:

Bax, S. (2003). CALL—past, present and future. System, 31, 13 - 28.

Chen, C.-F. E. Unit 1.  Introduction to Computer Assisted Language Learning (CALL). Computer Assisted Language Learning and Teaching   Retrieved 14 August, 2010, from http://www2.nkfust.edu.tw/%7Eemchen/CALL/unit1.htm

Teaching Digital Natives (repost)

by Teguh Khaerudin

Teaching today's students how to use technology in language teaching and learning feels like teaching ducks how to swim; they  are better technology users than I am. Using Prensky's terminology (2001), I am a digital immigrant and my students are the digital natives. So, as an immigrant, I have a rather 'thick' accent in using technology whereas natives use it as if they breath the air; it's just natural to them.

In his famous 'Digital Natives, Digital Immigrants', Prensky warned that "our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language." Teaching today's students using the methods we were taught by at our students period will just not work (Prensky, 2001). He, furthermore,  suggested that teachers should adapt to their 'digital natives' students in two ways: methods and contents.

Changing our methods of teaching would mean that we should know our students'  characteristics. I would say that they are a new breed of students who can do many things we didn't usually do when we were students: learn thing (or things) fast, parallel, and at random! A student reading a book while texting her friend (or friends!) and listening to an iPod is not an unusual setting. Well, I do multitasking sometimes, especially when it close to a deadline, but it doesn't always work well. Failure to tailor our teaching to these characteristics will hinder learning and demotivate students.

Teachers should also look at what contents or materials that need to be delivered to the students. Today's students are information literate who are picky regarding which materials they want to study whereas teachers are always sure that they know what their students need to study. Traditional stuff does not attract students as much as things that are digital and technological. Thus, teachers should start to look at ways to combine traditional and digital or technological materials in their teaching.

Those adaptation both in methods and contents has made teaching digital natives becomes more challenging. With all those accent that teachers have in using new technology, teachers are required to be more sensitive to their students needs, wants, and interests, and to be more creative and imaginative in planning their teaching.

References:

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1 - 6.

The Godless College

Established in 1826, University College London was the first higher education institution open its door to students for any race or religion, separating it from the two existing university at that time, the University of Oxford and the University of Cambridge, that were open only to members of the Church of England. Its motto: "Cuncti adsint meritaeque expectent praemia palmae" (Let all come who by merit deserve the most reward) epitomises the UCL's ideological view of education for all.

University College London

This view of opening education for all is believed to be inspired largely by Jeremy Bentham's utilitarian principle of "the greatest happiness for the greatest number," and for this secularist view, UCL was once nicknamed as "the godless college" or "the godless scum in Gower street".

Jeremy Bentham's Auto-Icon

However, being secularist does not mean UCL is against any religion. UCL respects and acknowledges that religious faith is important for many of its students.




This is represented with UCL providing a special place for its students to observe their religious rituals, the Contemplation Room located in Hut 34 inside the UCL main campus.

UCL Contemplation Room