KUCHING Testing & Evaluation

8/12/2019 KUCHING Testing & Evaluation

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Tisih enggau peresa bisi disebutdalam dokumen KSSR Tahun 1Bahasa Iban, Kementerian Pelajaran

Malaysia, 2010, lambar 14.

Dipasukka dalam bagi pengisikurikulum

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Dipejalaika ngena chara meri peresa formalDikena ngukur tikas profisiensi nembiak

Pengajar patut nyendiaka dokumentasyen

baka rekod profil dikena nyimpan dataprestasi akademik nembiak

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TEACHING

ASSESSMENT

TEST

Gambar: Kaul antara ngajar, tisih enggau peresa

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Testing vs. Teaching

Testing and teaching are closelyinterrelated

Tests focus on assessing the products oflearning

Teaching concentrates on enabling

students to succeed in the process ofteaching

Tests as one of the tools used to help ateacher do his job well

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Test are prepared administrativeprocedures that occur at identifiable timesin a curriculum when learners muster alltheir faculties to offer peak performance,

knowing that their responses are beingmeasured and evaluated.

Assessment on the other hand, is an

ongoing process that encompasses a muchwider domain.

(Brown, 2004:4)

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Observing the performance

of the 4 language skills

When you propose to assess someonesability

in one or a combination of the four skills, youaccess that persons competence, but youobserve the personsperformance. Sometimesthe performance does not indicate true

competence: a bad nights rest, illness,emotional distraction, test anxiety, a memoryblock, etc.

(Brown,2004: 117) 8


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Principle for AssessingCompetence

1. Consider the fallibility of the resultsof a single performance, such as thatproduced in a test.

2. Must rely as much as possible onobservable performance of learners

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an the teacher directly observe Language skills The process? The product?

listeningspeakingreadingwriting

noyesno

yes

nonono

yes

(Source: Brown, 2004: 118)

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Possible assessment designs

Several tests that are combined to form anassessment

A single test with multiple test tasks toaccount for learning styles and performancevariables

In-class and extra-class graded workAlternative forms of assessment (e.g.journal, portfolio, conference, observation,self-assessment, peer-assessment)

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Richards, 1983: Microskills of listening

1. Discriminate among the distinctive soundsof a languge

2.Retain chunks of language of differentlengths in short-term memory

3. Recognize language stress patterns, words instressed and unstressed positions, rhythmic

structure, intonation contours, and theirrole in signaling information

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4. Recognized reduced forms of words

5. Distinguish word boundaries, recognize a

core of words, interpret word order patternsand their significance

6. Process speech at different rates of delivery

7. Process speech containing pauses, errors,corrections, and other performance variables

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8. Recognize grammatical word classes, systems,patterns, rules, and elliptical forms.

9 Detect sentence constituents and distinguishbetween major and minor constituents

10. Recognize that a particular meaning may beexpressed in different grammatical forms

11. Recognize cohesive devices in spoken discourse

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Richards, 1983: Macroskills of listening

12.Recognize the communicative functions ofutterances, according to situations,participants, goals

13.Infer situations, participants, goals usingreal-world knowledge

14.From events, ideas,etc, describe, predictoutcomes, infer links and connections

between events, deduce causes and effects,and detect such relations as main idea,supporting idea, new information, giveninformation, generalization, and

exemplification 15


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Richards, 1983: Macroskills of listening

15. Distinguish between literal and impliedmeanings

16. Use facial, kinesic, body language, andother non-verbal clues to deciphermeanings

17. Develop and use a battery of listening

strategies, such as detecting key words,guessing the meaning of words fromcontext, appealing for help, and signalingcomprehension or lack thereof

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KSSR 2010 Bahasa Iban:

Pengelandik Mending Tikas Micro

1. Mending lalu respons ngagai stimulus (munyi arirampa menua; munyi perengka muzik; munyi

suara nyawa; munyi ari batang tubuh)2. Mending lalu bebidaka munyi leka jaku (vokal

tebuka; vokal besekat glotis)3. Mending, mereti lalu meri respons ti seriran

ngagai jaku perintah (dalam bilik kelas; nemu nujungagai endur ti diasuh)

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Designing Assessment Tasks:

Intensive Listening(i) Recognizing phonological and morphological

elementsPhonemic pair, consonants

Phonemic pair, vowels

Test-takers hear: Hes from Kanowit.

Test-takers read: (a) Hes from Kanowit.(b) Shes from Kanowit.

Test-takers hear: Is he living?

Test-takers read: (a) Is he leaving?(b) Is he living?

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Intensive Listening

Morphological pair,-ed ending

Stress pattern in cant

Test-takers hear: I missed you very much.

Test-takers read: (a) I missedyou very much.(b) I missyou very much.

Test-takers hear: My girlfriend cant go to the party.

Test-takers read: (a) My girlfriend cantgo to the party.(b My girlfriend cango to the party.

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(ii) Paraphrase recognizationDialogue paraphrase

Meretika teks ti didinga sereta meri respons verbal

Test-takers hear: Man: Hi, Umang, my names Kebing.

Woman: Nice to meet you, Kebing. Areyou Iban?Man: No, Im Kayan.

Test-takers read: (a) Kebing lives in Kuching.(b) Kebing is a Kayan.(c) Kebing comes from Baram.(d) Umang is an Iban.

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Responsive Listening

Appropriate response to a question

Mending lalu meri respons ngagai stimulus enggauiring ti meruan

Test-takers hear: How much time did you take to doyour homework?

Test-takers read: (a) In about an hour.(b) About an hour.(c) About $10.(d) Yes, I did.

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Designing Assessment Tasks:Selective Listening

(i) Listening Cloze

Meretika teks ti didinga sereta meri responsTest-takers hear:

Ladies and gentlemen, I now have some connecting gateinformation for those of you making connections to otherflights out of Kuching.

Flight seven-oh-six to Sibu will depart from gate seventy-

threeat nine-thirtyP.M.

Flight ten-forty-fiveto Miri will depart at nine-fiftyP.M. fromgate seventeen.

Test-takers write the missing words or phrases in the blanks.

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(ii) Information transfer: a single-picture-cued verbalmultiple-choice

Meretika teks ti didinga sereta meri respons verbal

Test-takers see:

A photograph of a woman in a laboratory setting, with noglasses on, squinting through a microscope with her righteye, and with her left eye closed.

Test-takers hear:(a) Shes speaking into a microphone.(b) Shes putting on her glasses.(c) She has both eyes opened.(d) Shes using a microscope.

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Designing Assessment Tasks: Selective Listening


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(iii) Information transfer: chart-filling

Test-takers see:Now you will hear information about Kilatsdaily schedule. Theinformation will be given twice. The first time just listen carefully.The second time, there will be a pause after each sentence. Fill inKilatsblank daily schedule with the correct information.

Test-takers see the following weekly calendar grid:

Monday Tuesday Wednesday Thursday Friday weekends

8.00 Get up Get up Get up Get up Get up

10.00

12.00

2.00

4.00

6.00

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Extensive Listening

(i) DictationMending lalu meri respons ngagai stimulus enggau iring ti meruan

First reading (natural speed, no pauses, Test-takerslistenfor gist

Second reading (slowed speed, pause at each // break,

test-takerswrite)

Third reading (natural speed, test-takers check theirwork).

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(ii) Communicative stimulus-response tasksDialogue and multiple-choice comprehension items

Test-takers hear:

Directions: Now you will hear a conversation between Lynn and herdoctor. You will hear the conversation two times. After you hear theconversation the second time, choose the correct answer for questions11-15 below. Mark your answers on the answer sheet provided.

Doctor: ...Lynn : ..Doctor: ......Lynn : ..

Test-takers read:

11. What is Lynns problem?11. (A) ...12. (B) ...

13. (C) 27


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ASSESSING SPEAKING

Brown, 2004: Micro and Macroskills of Oral Production

Microskills of Speaking

1. Produce differences among phonemes andallophonic variants

2. Produce chunks of language of differentlengths

3. Recognize language stress patterns, words instressed and unstressed positions, rhythmicstructure, and intonation contours

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ASSESSING SPEAKING

Brown, 2004: Micro and Macroskills of Oral Production

Microskills of Speaking

4. Produce reduced forms of words and phrases5. Use an adequate number of lexical units to

accomplish pragmatic purposes6. Produce fluent speech at different rates of

delivery

7. Monitor ones own oral production and usevarious strategic devices - pauses, fillers, self-corrections, backtracking to enhance theclarity of the message

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ASSESSING SPEAKING

Brown, 2004: Micro and Macroskills of Oral ProductionMicroskills of Speaking

8. Use grammatical word classes, systems,

patterns, rules, and elliptical forms9. Produce speech in natural constituents: inappropriate phrases, pause groups, andsentence constituents

10. Express a particular meaning in differentgrammatical forms

11. Recognize cohesive devices in spoken discourse

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ASSESSING LISTENING

Macroskills of Listening12.Appropriately accomplish communicative functions,

according to situations, participants, goals

13.Use appropriate styles, registers, implicature,redundancies, pragmatic conventions, conversationrules, interrupting, and other linguistic features inface-to-face conversations

14.Convey links and connections between events andcommunicate such relation as focal and peripheralideas, events and feelings, new information andgiven information, generalization, and

exemplification 31


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ASSESSING LISTENING

Macroskills of Listening

15. Convey facial features, kinesics, body language,and other non-verbal clues along with verbal

language16. Develop and use a battery of speaking strategies,

such as emphasizing key words, rephrasing,providing a context for interpreting the meaning

of words, appealing for help, and accuratelyassessing how well your interlocutor isunderstanding you

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ASSESSING SPEAKING

KSSR 2010 Bahasa Iban: Pengelandik Tikas Micro

1. Nyebut munyi leka jaku ti ngundan (vokal

tebuka; vokal besekat glotis )2. Meri respons ngagai stimulus enggau iring ti

meruan3. Nyebut leka jaku siti patah enggau dua patah

sebut ngena intonasyen ti betul4. Nyaut tanya mudah sentang pekara ti dicherita

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ASSESSING SPEAKING

KSSR 2010 Bahasa Iban: Pengelandik Tikas Macro

1. Nyebut, belagu ngena leka main anak mit / lagu

ngena iring ti meruan2. Ngambi bagi dalam jaku randau (ngena jakutabi basa; madahka dirim meri terima kasih;minta ampun)

3. Berandau ka pekara ti bekaul enggau topik tingenang diri empu enggau diri sebilik

4. Ngeluluka watak5. Madahka juluk ati diri empu

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Intensive Speaking

1. Directed Response Task

Test-takers hear:Tell me he went home.Tell me that you like rock music.Tell me that you arent interested in football.

Test-takers produce the correct grammaticaloutput.

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2b) Test-takers read-aloud stimulus, paragraph length

Scoring scale (Underhill, 1987: 10):

Fluency

0.0 -0.4 Speech is so halting and fragmentary or has such a non-nativeflow that intelligibility is virtually impossible

0.5 1.4 Numerous non-native pauses and/or a non-native flow that

interferes with intelligibility1.5 2.4 Some non-native pauses but with a more nearly native flow sothat pauses do not interfere with intelligibility

2.5 3.0 Speech is smooth and effortless, closely approximating that of anative speaker

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3. Sentence / dialogue completion Tasks

Test-takers read (and then hear):

In a departmental store;Salesperson: May I help you?Customer : ..Salesperson: Okay, what size do you want?Customer : Salesperson: Hmmm. How about this green sweater

here?Customer :

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Intensive Speaking


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4. Picture-Cued Tasks

Nyebut lalu bebidaka leka jaku (vokal)

(i) Picture-cued elicitaion of minimal pairs

Test-takers see:

Test-takers hear: [Test administrator points to each picture insuccession] Whats this?

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Designing Assessment Tasks: Intensive Speaking


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Picture-Cued Tasks

(ii) Picture-cued elicitaion of future tenseMeri respons ngagai stimulus enggau iring ti meruan

Test-takers see:

Test-takers hear: [This family is at an airport going on their vacation.

1. [Point to the picture in general] Where are they going for thevacation?

2. [Point to the father] What will he do in Saratok?3. [Point to the mother] What will she do there?4. [Point to the girl] What is she going to do there?

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Meri respons ngagai stimulus enggau iring ti meruan

Test-takers see:

Test-takers 1 describes (for example) picture C;Test-taker 2 points to the correct picture.

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Responsive Speaking

i) Questions eliciting open-ended responses

Nyaut tanya mudah sentang perkara ti dicheritaka

Test-takers hear:

1. What do you think about the weather today?2. What do you like about Iban language?3. Why did you choose your academic major?

Test-takers respond with a few sentences at most?

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ii) Eliciting instructions or directions

Nyaut tanya mudah sentang perkara ti dicheritaka

Test-takers hear:

1. Describe how to make a typical dish from your country.2. How do you access email on a PC computer?3. How do I get from to

in your city?

Test-takers respond with appropriateinstructions/directions


Responsive Speaking

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Paraphrasing a storyMeretika teks ti didinga serta meri respons verbal

Test-takers hear: Paraphrase the following little story in

your own words.

Maya musin panas Geranjang enda nemu hari malam. Iyabekenanas gawa ngumpul pemakai kena nabatka entikachelap ti deka datai. Pangan iya Buntak Dut enggai kiruh

gawa tang deka ngelantangka ati. Meda Geranjang balatbendar nurun niki, iya lalu nundi Geranjang.

Test-takers respond with two or three sentences.

Designing Assessment Tasks:Responsive Speaking

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Interview

Role play

Discussion and conversation

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ASSESSING READING

Genres of Reading

1. Academic readingGeneral interest articles (in magazines, newspapers, etc.)Technical reports (lab reports), professional journal articles ;

Reference material; Textbooks;Essays;Papers;Editorial and opinion writing2. Job-related readingMessagesLetters/ emailsMemosForms, applications, questionnaires

ManualsDirections

3. Personal readingNewspapers and magazinesLetters, emails, greeting cards, invitationsNovels, stories, jokes, drama, poetry

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ASSESSING READING

Micro and macroskills of ReadingMicroskills of Reading

1. Discriminate among the distinctive graphemes and

orthographic patterns of Iban langauge2. Retain chunks of language of different lengths in

short-term memory

3. Process reading at an efficient rate of speed to suitthe purpose

4. Recognize a core of words, and interpret word orderpatterns and their significance.

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ASSESSING READING

Micro and macroskills of ReadingMicroskills of Reading

5. Recognize grammatical word classes, systems,patterns, rules, and elliptical forms

6. Recognize that a particular meaning may beexpressed in different grammatical forms

7. Recognize cohesive devices in written discourse

and their role in signaling the relationshipbetween and among clauses

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ASSESSING READING

Macroskills of Reading

8. Recognize the rhetorical forms of written discourse andtheir significance for interpretation

9. Recognize the communicative functions of written texts,

according to form and purpose10. Infer context that is not explicit by using background

knowledge

11. From described events, ideas,etc, infer links and

connections between events, deduce causes and effects,and detect such relations as main idea, supporting idea,new information, given information, generalization,and exemplification

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ASSESSING READING

Macroskills of Reading12. Distinguish between literal and implied

meanings

13. Detect culturally specific references andinterpret them in a context of the appropriatecultural schemata

14Develop and use a battery of readinbg strategies,

such as scanning and skimming, detectingdiscourse markers, guessing the meaning of

words from context, appealing for help, andactivating schemata for the interpretation of texts

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KSSR 2010 Bahasa Iban: Pengelandik Tikas Micro

1. Ngelala tukuh urup dalam rintai urup roman

2. Nyepil nitihka patah sebut lalu macha inggar leka jakubelalauka gambar

3. Nyepil nitihka pengentap munyi urup vokal

4. Nunjuk ngagai gambar ti betul lebuh teks dibacha

5. Madahka reti sekeda leka jaku dalam teks6. Macha lalu nunjuk ngagai leka jaku ti besenimbal enteli

7. Nyepil leka jaku pengawa nitihka patah sebut ti betul

8. Meretika ayat mudah belalauka gambar

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ASSESSING READING


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KSSR 2010 Bahasa Iban: Pengelandik Tikas Macro

1. Macha lalu ngeluluka diri nitihka watak dalam dialog/teks

2. Belabaka konten bup3. Macha lalu bekaulka peneleba diri enggau teks ti dibacha

4. Macha lalu betatika ajar manah ari teks

5. Macha beraban, meretika teks lalu nusun idea nitihka rurun

6. Macha teks mudah enggau iring ti meruan (fiksyen; ukaifeksyen)

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DESIGNING ASSESSMENT TASKS: PERCEPTIVE READING

Test-taker sees separate letters, words, and/or shortsentences and read them aloud, one by one, in the

presence of an administrator. Since the assessmentis of reading comprehension, any recognizable oralapproximation of the target response is consideredcorrect.

Reading Aloud1. Meretika ayat mudah belalauka gambar

2. Ngelala tukuh urup dalam rintai urup roman

3. Nyepil nitihka patah sebut lalu macha inggar leka jaku

belalauka gambar

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Test-takers read: * Circle S for same or D for different.

1. Led let S D

2. Bit bit S D3. Seat set S D4. Too to S D

In the case of very low level learners, the teacher/administrator reads

Multiple -Choice

Minimal pair distinction1. Macha lalu nunjuk ngagai leka jaku ti besenimbal enteli2. Nyepil nitihka pengentap munyi urup vokal

DESIGNING ASSESSMENT TASKS:PERCEPTIVE READING

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Test-takers read: * Circle the odd item, the one that doesnt belong.

1. Piece peace piece

2. Book book boot

In the case of very low level learners, the teacher/administrator readsdirections.

Multiple -Choice

Grapheme recognition taskNgelala tukuh urup dalam rintai urup romanNyepil nitihka pengentap munyi urup vokal


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Test-takers hear: Point to the word that you read here.

Picture-cued ItemsPicture-cued word identification task

Nunjuk ngagai gambar ti betul lebuh teks dibacha

mother child coffee


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Test-takers hear: point to the part of the picture that you read about here.

Test-takers see the picture and read each sentence written on a separate card.

Picture-cued ItemsPicture-cued sentence identification task

The mother is talking to her child.

The child is standing on the kitchen cabinet.


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Meretika ayat mudah belalauka gambar


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Test-takers read:

1. They are in the kitchen. T F

2. The cup of coffee is under the kitchen cabinet. T F3. The windows are closed. T F

Picture-cued Items

Picture-cued true/false sentence identification taskMeretika ayat mudah (belalauka gambar)


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Test-takers read:

1. clock __________

2. chair __________3. books __________

4. cat __________

5. table __________

Picture-cued Items

Picture-cued matching word identification taskNunjuk ngagai gambar ti betul lebuh teks dibacha

With objects labeled A, B, C, D, E in the picture, test-takers read wordsand writes the appropriate letter beside the word


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Test-takers read: Rectangle

Test-takers see, and choose the correct item:

A B C D

Picture-cued Items

Multiple-choice picture-cued word identification task

Test-takers transfer verbal to non-verbal mode.Nunjuk ngagai gambar ti betul lebuh teks dibacha


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DESIGNING ASSESSMENT TASKS: SELECTIVE READING

1. Hes not married. Hes _____________________.

A. firstB. singleC. youngD. a husband

2. If thres no doorbell, please __________________ on the door.

A. typeB. kneelC. knock

D. shout

Multiple-Choice

Multiple-choice vocabulary /grammar taskMadahka reti sekeda leka jaku dalam teks

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1. Sabang: Do you like champagne?Lidam : No, I cant ___________________ it!

A. hateB. standC. Prefer

2. Manager : Do you like to work by yourself?Employee : Yes, I like to __________________.

A. definitelyB. impatientlyC. Independently

Multiple-Choice

Contextualized multiple-choice vocabulary /grammar taskMadahka reti sekeda leka jaku dalam teks


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Ive lived in the United States (21) _________ three years. I (22) ____________live in Malaysia. I (23) ___________ speak any English. I used to (24)________

homesick, but now I enjoy (25) __________ here.21. A. for 24. A. be

B. since B. beenC. during C. being

22. A. was 25. A. live

B. use to B. to liveC. used to C. living

23. A. canB. couldC. couldnt

Multiple-ChoiceMultiple-choice cloze vocabulary /grammar task

Madahka reti sekeda leka jaku dalam teks

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DESIGNING ASSESSMENT TASKS:

SELECTIVE READING

Write in the letter of the definition on the right that matches the wordon the left.

____________ 1. exhausted a. tired

____________ 2. disappointed b. excited

____________ 3. enthusiastic c. unhappy

____________ 4. empathetic d. understanding of others

Matching Tasks

Vocabulary matching taskMadahka reti sekeda leka jaku dalam teks

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Write in the letter of the definition on the right that matches the word onthe left.

1. At the end of the long race, the runners were totally __________________.

2. My parents were ____________ with my bad performance on the final

exam.

3. Everyone in the office was ______________ about the same salary raises.

4. The _____________ listening of the counselor made Lemba feel well

understood.Choose from among the following:disappointedempatheticexhaustedenthusiastic

Matching Tasks

Selected response fill-in vocabulary taskMadahka reti sekeda leka jaku dalam teks

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Test-takers read: Choose the letter of the underlined word that is notcorrect.

1. The abrasively action of the wind wears away softer layers of rock.A B C D

2. There are two way of making a gas condense: cooling it or putting itA B C D

under pressure

Editing Tasks

Multiple-choice grammar editing task (Phillips, 2001: 219)

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SELECTIVE READING


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Oscar : Doctor, what should I do if I get sick?

Doctor : It is best to stay home and __________________________________.

If you have a fever _________________________________________.

You should drink __________________________________________.

The worst thing you can do is ________________________________.

You should also ___________________________________________.

Gap-Filling Tasks

Sentence completion task

Macha lalu bekaulka peneleba diri enggau teks ti dibacha

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SELECTIVE READING


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DESIGNING ASSESSMENT TASKS:INTERACTIVE READING

The recognition that ones feelings of (1) _______________ and

unhappiness can coexist much like (2) _________________ and hate in a

close relationship (3) ____________ offer valuable clues on how to (4)

_____________ a happier life. It suggests, for (5) ___________ that

changing or avoiding things that (6) ___________ you miserable may well

make you (7) _______________ miserable but probably no happier.

Cloze Tasks

Cloze procedure, fixed-ratio delection (every seventh word)Macha lalu bekaulka peneleba diri enggau teks ti dibacha

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The recognition that ones feelings (1) _______________

happiness (2) __________ and unhappiness can coexist much

like love and hate (3) _________________ a close relationship

may offer valuable clues (4) ____________ on how to lead ahappier life. It suggests, (5) ___________ example that changing

(6) ____________avoiding things that make you miserable may

well make you miserable (7) _________ probably no happier.

Cloze Tasks

Cloze procedure, rational delection (prepositions and conjunctions)Macha lalu bekaulka peneleba diri enggau teks ti dibacha


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1. What do you think the main idea of this passage is?

2. What would you infer from the passage about the future of

air travel?3. In line 6 the word sensation is used. From the context,what do you think this word mean?

Short-Answer Tasks

Open-ended reading comprehension questions


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Put the following sentences in the correct order:

A it was called The Last Waltz

B the street was in total darkness

C because it was one he and Richard had learnt at school

D Peter looked outside

E he recognized the tune

F and seemed deserted

G he thought he heard someone whistling

Odering Tasks

Sentence-ordering taskMacha lalu bekaulka peneleba diri enggau teks ti dibacha


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ASSESSING WRITING

Brown, 2004: Micro and macroskills of writing

Microskills of writing

1. Produce graphemes and orthographic pattern of Iban

language.2. Produce writing at an efficient speed to suit the purpose.3. Produce an acceptable core of words and use appropriate

word order patterns.

4. Use acceptable grammatical system.5. Express a particular meaning in different grammatical

forms6. Use cohesive devices in written discourse.

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Macroskills of Writing

7. Use the rhetorical forms and conventions ofwritten discourse.

8. Appropriately accomplish communicativefunctions of written texts according to forms andfunctions.

9. Convey links and connections between events,

and communicate such relations as main idea,supportin idea, new information and giveninformation, generalization, and exemplification

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Macroskills of Writing

10.Distinguish between literal and impliedmeanings when writing.

11. Correctly convey culturally specific references inthe context of written text.

12. Develop and use a battery of writing strategies,such as accurately assessing the audiencesinterpretation, using pre-writing devices,

writing with fluency in the first drafts, usingparaphrases and synonyms, soliciting peer andinstructor feedback, and using feedback forrevising and editing.

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KSSR 2010 Bahasa Iban:

Micro and Macroskills of Writing1. Ngayanka pengelembut tapa enggau tunjuk jari

sebedau nulis

2. Nulis urup mit enggau urup besai ngena pola tulisti betul

3. Nulis ngena tanda baca ti betul sereta engkeman

4. Nulis ayat mudah 3-5 leka jaku ngena tanda bacha

ti engkeman5. Nulis ngena teknik tunda-tulisleka jaku enggau

ayat mudah

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KSSR 2010 Bahasa Iban: Micro and Macroskills ofWriting

6. Nulis informasyen enggau engkeman

7. Nulis ayat ngundan 3-5 leka jaku enggauiring ti meruan

8. Nyepil leka jaku nitihka gambar; sebut-tulis

9. Ngelukis kar tauka gambar belalauka enseraenggau cherita ti ditusui

10.Nulis ayat nitihka gambar ti bekait enggaurampa menua

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DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING

The test-taker read: Copy the following words in the spaces given:

bit bet bat but Oh? Oh!___ ____ ____ ____ ____ ____

Bin din gin pin Hello, John

___ ___ ____ _____ _________

Tasks In Handwriting Letters, Words, and Punctuation

Copying: handwriting letters, words, and punctuation1. Nulis ngena teknik tunda-tulis

2. Nulis urup mit enggau urup besai ngena pola tulis ti

betul3. Nulis ngena tanda baca ti betul sereta engkeman

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The test-takers hear:

Write the missing word in each blank. Below the story is a list of words to choosefrom.

Test-takers see:

Have _______ ever visited San Francisco? It ____________ a very nice

____________. It is __________ in __________ summer and __________ in

the winter. I __________ the cable cars ________ bridges.

is you cool city

like and warm the

Tasks In Handwriting Letters, Words, and PunctuationListening cloze selection task

Nulis ayat ngundan 3-5 leka jaku enggau iring ti meruan

DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING

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The test-takers hear: Fill in the blanks with words.

Test-takers see:

9.00 _____________ 5.45 _______________

Tues. _____________ 5/3 ________________

726 S. Main St. _________________________________

Tasks In Handwriting Letters, Words, and Punctuation

Writing numbers and abbreviationsNulis ngena teknik tunda-tulis leka jaku (enggau ayat mudah)


IMITATIVE WRITING

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DESIGNING ASSESSMENT TASKS: INTENSIVE WRITING

The test-takers see the following pictures:

1. 2. 3.

Test-takers read: What is the woman doing?What is the man doing?What is the boy doing?

Test-takers write:

1. She is eating. She is eating her dinner. She is holding a spoon, etc.

Picture-Cued Tasks

Picture-cued sentence writing (Brown, 1999: 40)Nulis ayat ngundan 3-5 leka jaku enggau iring ti meruan

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The test-takers see:

7.00 7.05 7.20 7.35

7.50 8.00

Test-takers read: Describe the mans morning routine in six sentences

Test-takers write:1. He gets up at 7.00. 2. He takes a shower at 7.05.3. At 7.20 he gets dressed. 4. Then he eats breakfast.5. About 7.50 he brushes his teeth. 6.He leaves the house at 8.00.

Picture-cued Story Sequence (Brown, 1999: 43)Nulis ayat nitihka gambar (ti bekait enggau rampa menua)

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The test-takers read:

1. Write two sentences, A and B. In each sentence, use the two words given.

A. Interpret, experiment

_____________________________________________B. Interpret, language

_______________________________________________

Vocabulary assessment Tasks

Vocabulary writing tasks (Read, 2000: 179)Nulis ayat mudah 3-5 leka jaku ngena tanda bacha ti engkeman

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INTENSIVE WRITING


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The test-takers read:

Put the words below into the correct order to make a sentence:

1. cold/winter/ is/weather/ the/ in/ the

2. studying/ what/ you/ are

3. next/ clock/ the/ the/ is/ picture/ to

Test-takers write:

1. The weather is cold in the winter.

2. What are you studying?

3. The clock is next to the picture.

Order TasksReordering words in a sentence

Nulis informasyen enggau engkeman (form, lis, dijir)


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1. Usun : Whos that?

Nalong : ______________________________ Gina.

Usun : Wheres she from?

Nalong : _________________________ Sarawak.

2. Guntur: ______________________________________?

Kilat : Im studying English.

Short-Answer and Sentence Completion Tasks

Limited response writing tasksNulis informasyen enggau engkeman (form, lis, dijir)


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RESPONSIVE WRITING


1. Where did this story take place? [setting]

2. Who were the people in the story? [characters]

3. What happened first? And then? And then? [sequence of events]

4. Why did _______________ do _____________ ? [reasons, causes]

5. What did __________ think about ___________? [opinion]

6. What happened at the end? [climax]

7. What is the moral of the story? [evaluation]

Guided Question and Answer

Guided writing stimuli

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Keretas Peresa Tahun 1

(Pengajar Jenny Juntan, 2010)

Digaga (tuduh) nunda format keretas PMR

Bagi A: Nulis ( 10 Mark )

Bagi B: Nyepil ( 10 Mark )

Bagi C: Nipak ( 10 Mark ) Bagi D: Ngisi lapang ( 20 Mark )


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Bagi A

Nulis (10 Mark)

Chunto tanya:

nyambung titik

Nukar urup mit ngagai urup besai

Bagi B - Nyepil (10 Mark)

Chunto tanya:

Ngisi pun leka jaku(belalauka gambar)Ngisi urup vokal dlm l/jaku (belalauka

gambar)


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Bagi C

Nipak (10 Mark)

Chunto tanya:

Nipak patah sebut lalu tulis baru

Nipak gambar enggau urup/leka jaku mudah

Bagi D Ngisi lapang (20 Mark)

Chunto tanya:Ngisi lapang dalam ayat mudah ngena leka

jaku mudah ti disediaka tauka disempulang

gambar.


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Bibliography

Brown, H. Douglas. (1999). New Vistas: An Interactive Course in English.White Plains, NY: Pearson Education.

Brown, H. Douglas. (1999). Language Assessment: Principles and ClassroomPractices. White Plains, NY: Pearson Education.

Nesamalar Chitravelu, et. al. (2005). ELT Methodology,Principles andPractice. Shah Alam: Oxford Fajar Press.

Read, John. (2000).Assessing Vocabulary. Cambridge: CambridgeUniversity Press.

Richards, Jack C. (1983). Listening Comprehension: Approach, Design,

Procedure. TESOL Quarterly, 17, 219 239.Underhill, Nic. (1987). Testing Spoken Language: A Handbook of Oral

Testing Techniques. Cambridge: Cambridge University Press.

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KUCHING Testing & Evaluation

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