Name : Putri Hella

Class : 4f
NPM : 156311319

Assessment in English LanguageTeaching

1. Evaluate the standards-based assessment movement ?
In addition to the movement to create standards for learning, an equally strong
movement has emerged to design standards for teaching. Gloud (2011. P.3) noted that a
students performance (an on assessment) depends on the quality of the instructional
program provided... which depends on the quality of propessional development
kuhiman (2011) emphasized the importance of teacher standards in three domains.
Linguistics and language development.
Culture and the interrelationship between language and culture.
Planning and managing instruction.
The consequences of standards-based and standardized testing.
Test Biar
Example: Reading selections in standarized test may use a passage from a literary
piece that reflects a middle-class, white, angio-saxon norm. Leures used for listening
stimuli can easily promote a based cociopollitical view.
Test-Driven learning and teaching
Teachers also get caught up in the wave of test-driven in systems.

2. Advantages and disadvantages standards-based assessment ?

Advantages
Students are compared to a standard that all can reach, rathes than astificially
ronked into a bell cure where some students must becalled failures, and only a
few are allowed to succed.
Free response uses and test for tigher order thingkin, which is important in
most new education standards.
A criterion-bassed test is a test worth teaching to, unlike a multiple choice test.
Disadvantages / cons
- Test are less reliable.
- Content in often difficult even for adults to qualitily answer.
- School are scored as gero for students who do not take the test.

3. Based on your opinion about K13/KTSP?

 Talking about curriculum, its so huge and not a simple as thought, in
designing curriculum takes long time and lots of consoderation from came particulars
compenents such as students, parents, teacher, minister and governments and so on.
Curriculum 2013 was implemented in the 2013 / 2014 academic year on
pacific schools. Curriculum 2013 was offinaly lonched on july 15, 2013 similarly, in
of the curriculum has differences with the KTSP. Here is some differences between
curriculum 2013 and KTSP. Firtsly, in curriculum 2013 aspects of the competence of
graduates there is a balance of soft skilsl and hard skills and knowledge, different with
KTSP, is more emphasis on the knowledge, secondly, in curriculum 2013 the learning
process of eatth theme in elemantary school and all the subject in the junior high
school / senior high school dont with a scientific opproach, which is standard in the
learning process consist of observe, rework, ask present, summed up and create.
Differently, standart in the learning process consist of exploration, elaboration and the
confirm thirdly, in curriculum 2013, dernand of majors from class X but in KTSP
starting XI. Of course, any changess will be to educate students for better conditions,
and make them understand the changes in teaching to be revamted, that some
differencess between curriculum 2013 and KTSP.
The change of curriculum is not a serious problem, but ideally the change of
curriculum needs some prepation especially for teachers who are going to implement
the curriculum.

4. Indicators listening skill and listening comprehension?

Listening skill
Core listening skill
- Develops immedite repport
- Shous ongoing interest
- Actively listens
- Remains focussed

Understanding
- Explorest and probes
- Remembers detail
- Avoid prejudging
- Interprets non verbal signs
- Summerises conclusions

Responding
- Reacts appropriately
- Uncovers issues
- Prioritises concerns
- Contracs own emotions
- Agrees on action

Advantaced listening skill

 - Handles negative errotions
- Responds to chreasonable demands
- Manages rambling talker
- Comfortable with dirersity
- Listens in meetings
Listening comprehension
Prevalence
The prevalence of this disorder was hard to find as a statistic.
Characteristics
They are everal key components to listenig comprehension and oral
expression as they are highly related.
5. Indicators of reading skill and comprehension?
Reading skill
- Read for gist
- Use context
- Use your own language
- Understans different reading skills
- Skimming
- Scanning
- Extensive reading
- Intensive reading
- Improve other english skills
Reading comprehension
- The measuremen of reading
- Fluent reading
- Aim of the study
- Results and interpretation
- Existing test of reading comprehension
- Conerns about existing tests
6. Indicators of speaking skill and speaking ability ?
Speaking skill
- Characteristics of speaking
In order to make characteristics of speaking more clearly, we contrast
it with writing in the susequent paragraph.
- Differences between spoken and writen language
Aspect of production
Social aspects
- Spoken vocabulary and spoken grammar
- Fluency vs accurary
Speaking ability
- Speaking and spoken interaction
- Speaking assessment
- Pragmatic skills
 - Learner grammar
- Vocabulary command
7. Indicators of writing skill and writing ability ?
Writing skill (process, product and purpose)
Simple ways to assess the process
Using a five-step conceptual model for student and teacher obsevation
of writing prosess plan, organize, write, edit, rewrite.
Simple ways to assess the product
- Fluency content conventions syntax vocabulary.

Taking into account the purpose

Assessment of writing skills, therefore, should take intp account a
variety of purposes and text structures.
Writing ability
Writing ability is the skill of putting together what you think or want to say
using words, which a person reading it is able to know your thoughts, ideas
and feelings as near to what you want to convey. You use writing skills for
many purposes writing application to writing reports, conveying plans to
going. instructions a short story to a press release a novel to learned a
paper a resume or a cv to a proposal for funds and so on whatever you create
comminications use words, puntuation and judicious use of grammar.

A. Rubric of Reading
4 3 2 1
The respone in The response An opinion The response is
dicates an of the indicates a good followed by a brief brief and indicates
story. All understanding of summary or a minimal
ideas/jots are the story. Ideas are reaction with few understanding of
supported with supported with or no explanations the story. Ideas and
eviden ce from the adequate evidence indicated that the opinions are not
text, explanations, from the text, student has read supported with
or examples. A explanations, and the story. A evidence.
response may reasons. A response may pose
describe the response may a question the
student strong show questions student has about
interest in books raised and the story, or it may
and reading. answered by the provide evidence
student, or it may of the students
provide evidence reading processes
of the students and preferences.
interest in books
and reading.
B. Rubric of writing
Ideas My ideas and detalis are about 0.1. 2. 3
only the events in my story.
Every sentence in my story is
about the topic.
Organization I have at least two events in my 0.1. 2. 3
story.
I told my events in the right
order.
There are detalis about each
event.
I used words like : and, when,
then, after that, before.
My story has an ending
Style I use words to describe the 0.1. 2. 3
people, places and things in my
story.
I used interesting words to tell
about the action in my story.

Conventions I spelled the word wall and 0.1. 2. 3

spelling words correctly.
I used the sounds we have
learned to spell words the best i
could.
I used complate sentences,
sometimes with the word and.
I capitalized the firstletter in
each sentence, names and dates.
I used a period, exclamation
mark, or question mark at the
end of each sentence

C. Rubric of Speaking
 Criteria Score
Pronunciation 5
Delivery 5
Performance 5
Cooperation 5

D. Rubric of Listening
Excellent to very Excellent at identifying the main idea, general, and
Good 100-90 specific informatio. Accurately infers implied
information. No problems at recognizing vocabulary and
expressions.
Very Good Very Good at identifying the main idea, general, and
89-80 specific information. Shows good ability to infer implied
information. Almost no problems at recognizing
vocabulary and expressions.
Good Good at identifying the main idea, general, and specific
79-70 information. Shows some ability to infer implied
information. Some minor problems at recognizing
vocabulary and expressions.
Fair Still able at identify the main idea, general, and
69-60 information. Still shows ability to infer implied
information. Some problems at recognizing vocabulary
and expressions.
Unsatisfactory Unable to identify the main idea, general, and specific
59 or fower information. Fair to infer information. Many problems at
recognizing vocabulary and expressions.