Name

: Desi

Students No : A1B214012

Classroom Assessment
Summary and Understanding
Validity theory which explain about the ability of the test to measured what needs to
be measured has grown out the practice of large-scale testing and classroom assessment.
While large-scale testing investigate on how score meaning can be generalized beyond the
condition of the test and whether or not it could be appropriate for particular target population
( national or interational scale), the classroom assessment aims togathering evidence of what
a student knows, understands, and is able to do. It can also help to identify students' learning
needs.
1.

Context
The context term of a language test can be describe as the environment where
the test takes place. Context in the classroom is constructed of sets of learning
experiences which purpose is to lead to the language acquisition and communication,
including the seat settings, the rules of the classroom, the decoration, temperature of
the classroom and any other factors that might affect a test-takers performance. A
context should not be a burden for the learners so when the context affect the learners
performance, it considers there is something wrong.

2. Tasks and items

Task and items in classroom assessment and in large-scale test are different.
In large-scale test the task and items broke down into some part according to the skill
such as listening, reading, speaking, or writing. Learners will be assumpt as good
when they are able to answer various items in the test. But classrooms assessment is
not the same, what happen in the classroom involve two importants ways. The first,
the task designed by teacher will strongly related to the learning environment, and
designed to make learners steps one level higher than what they have learned before.
Second, these activities are undertaken over a period of time. Sometimes learning is
intensive, perhaps over a month in a short course.

3. The role of the assessor

In assessing or scoring large-scale test it consider will be easier and maximaze
the test information when the test can be scored by machine and not human assessor.
For example, in Indonesia for the past five years goverment have developed an online
or electronic system to assessing students National Examination (UN) answer sheets.
Moreover, since the test rates anonymously we have to pay attention to the fairness of
the scoring.
In classroom assessment case, it is different. The teacher familiar with every
learner as the teacher interacts with each learner, the teacher role as the assessor is to
assess the current abilities of the learner in order to decide what to do next, so that
4.

further learning can take place.

Designing and evaluating
In designing a language test, teachers or special people who are have
particular skill and have been trained before are needed. This is not because a test task
always looks different from a classroom task but because a test task is usually
designed with certain concept.
In contrast, classroom activities are not imposed by the teacher but the tasks
grow out are negotiated by both teacher and learners. so the evaluation need not be
done by the teacher alone, but by the learners themselves, for themselves, in peer

evaluation.
5. Assessment is performance-based
Performance-based assessment includes some tasks which require the learner
to use their productive skill such as speaking and writing. Classroom assessment
almost entirely use this kind of task since the environment demand a situational
situation in which an interaction are needed such as communication and giving
feedback as it called as feature of the classroom context: collaboration between
learners.
6. Generalizability of meaning
Generalizability means how reliability and meaningful a test score is whether
the score is consistent or not. in large-scale thing reliability can be measured based on
stability, discrimination, test lenght, and homogeneity. When the score is not stable
then they could not be meaningful.

7.

Consequences

Since classroom assessment is assess by the teacher and not a professional

test-designer from large-scale test organization, the evidence collected by teacher
doubted to be not enough as what a large-scale test collected.
8. Validity evidence
In term of validity concept between classroom assessment and whats in largescale test that the two contexts are very different.is it is every bit as important within
the classroom as it is in the context of large-scale language testing and assessment.
9. Empowerment and advocacy
Teacher is the closest evidence collector to their learners, in terms of students
background, demographic information, parental information and educational
resources, as well as classroom performance. These all empower teachers as
advocates for learners because they know how the future learning will flow, and how
to handle it better that a distant and anonymously entity such as large-scale tester.
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