TESTING
1. Siswa yang dites biasanya merasa takut karena .... (2)
2. Sementara guru juga resah bila akan ada tes bagi siswa mereka karena .... (3)
3. Tetapi tidak satupun siswa maupun guru menolak tes karena ....
4. Tes memiliki 5 elemen pokok yaitu metoda, pengukuran, manusia, kemampuan atau pengetahuan, dan bidang tertentu.
Dengan demikian definisi tes adalah ....
5. Masing-masing elemen tes tersebut mempunyai implikasi sbb. ....
6. Salah satu tujuan akhir memberi tes adalah:
a. memberi tanda berakhirnya KBM
c. menjuruskan siswa
b. mengukur kepandaian siswa
d. melengkapi tugas guru
7. Keputusan yang dibuat atas interpretasi hasil tes harus mengacu kepada:
a. pengalaman dan tujuan siswa mengikuti tes c. pengalaman dan kemampuan guru
b. pengalaman dan tujuan pengetes
d. aturan tes yang berlaku
8. Tes (test procedure) sesungguhnya merupakan pengganti prosedur pengukuran yang lebih lengkap dan
komplek tetapi lebih akurat (criterion-procedure). Maksudnya ....
9. Siapakah yang dapat memanfaatkan hasil tes bahasa (stake holder)?
a. yang dites
c. ahli linguistik
e. pemerintah
b. yang mengajar
d. lembaga pendidikan
10. Jenis tes berikut ini didasarkan atas materi tes:
a. achievement test
b. diagnostic test
c. placement test
d. proficiency test
11. Jenis tes berikut ini didasarkan atas tujuan tes:
a. summative test
b. diagnostic test
c. placement test
d. formative test
12. Materi tes berikut dapat digunakan untuk summative test:
a. achievement test
b. diagnostic test
c. formative test
d. proficiency test
13. Materi tes berikut dapat digunakan untuk formative test:
a. achievement test
b. diagnostic test
c. summative test
d. proficiency test
14. Beda summative test dengan formative test terletak pada:
a. materinya
b. tujuannya
c. bentuknya
d. waktu penyelenggaraannya
15. Pembagian menjadi subjective test dan objective test didasarkan pada:
a. materinya
b. tujuannya
c. cara memeriksanya
d. bentuknya
16. Manakah yang termasuk objective test?
a. multiple-choice
b. completion
c. essay
d. true-false
17. Manakah yang termasuk subjective test?
a. multiple-choice
b. completion
c. essay
d. true-false
18. Tes berikut didasarkan atas waktu yang tersedia untuk mengerjakannya.
a. power test
b. summative test
c. speed test
d. formative test
19. Discrete point test, global test, dan integrative test adalah jenis tes berdasarkan:
a. bentuknya
b. tujuannya
c. keterkaitan antara elemen-elemennya
d. cara menjawabnya
20. Communicative test menekankan pada:
a. language form
b. language use
c. language skills
d. language components
21. Syarat tes yang baik meliputi:
a. reliability
b. validity
c. practicality
d. feasibility
22. Maksud reliability adalah ....
23. Beda antara test reliability dan scorer reliability adalah ....
24. Untuk memperoleh reliability, ada 4 cara yaitu ....
25. Maksud validity adalah ....
26. Yang berkaitan erat dengan konsep bahasa dan belajar bahasa adalah:
a. face validity
b. content validity
c. construct validity
d. washback validity
27. Yang berkaitan dengan pendapat awam tentang tes adalah:
a. face validity
b. content validity
c. construct validity
d. washback validity
28. Yang berkaitan erat dengan hasil tes lain atau hasil tes di masa mendatang adalah:
a. face validity
b. content validity
c. construct validity
d. washback validity
29. Practicality berurusan dengan ....
30. Perhatikan gambar papan sasaran lima panah berikut. Peringkatlah menurut reliability dan validity-nya.
.
.
.
.
.
.. ...
.
.
a
.
.
.
.. .
..
.
. .
.
b
c
d
.
.
e
.
.
.
.
f
What do you feel before, during and after doing the test?













Intimidated
Confused
Surprised
Afraid
Frustrated
Useless
Detached
Embarrased
Disappointment
Angry
Loss of confidence / demoralised / discouraged
Helpless
Anxious / pressurised
What may cause the feeling mentioned above?









Rubrics / instructions unclear or inadequate
Purpose of the test unclear
Time pressure
Unfamiliarity with the test type
Lack of preparation for the test: either in terms of practice
beforehand or warning that it was to take place
Layout
Arcane or specialised nature of subject matter
Level too high
Lack of interest in topics
TESTING
WHAT?
A test is a method of measuring a person's ability or knowledge
in a given area.
WHY?
1. to evaluate courses, methods, techniques, syllabuses,
and materials
2. to evaluate the effectiveness of a language teaching
3. to measure the students' progress in learning a language
4. to find out about the students' achievement
5. to encourage the students to learn further
6. to find out about learning difficulties
7. to place the students
8. to select the students
THE CURRICULUM TRIANGLE
Communicative
Needs
Language
Programmes
Testing System
REQUIREMENTS?
1. RELIABILITY
What?
The consistency of the measurement of the test
The accuracy with which an item of a test is measuring what it is measuring
What kinds?
1. Test reliability
2. Scorer reliability
How to obtain?
1. Administering parallel test to the same subject
2. Administering test-retest
3. More than one scorer or scoring
4. Using split-half method
2. VALIDITY
What?
The relevance between a test and what it should measure
The extent to which the test measures what it is intended to measure
What kinds?
1. Construct validity
2. Content validity
3. Face validity
4. Empirical validity (Criterion-related validity; Pragmatic validity)
a. Concurrent validity
b. Predictive validity
5. Washback validity
3. PRACTICALITY
What?
A test should be as economical as possible in terms of time (preparing, sitting, and
marking) and of cost (materials and hidden cost of time spent).
KINDS OF TESTS
Kinds of Tests
Achievement
(Attainment)
Proficiency
Aptitude
Placement
Formative (Diagnostic)
Summative
Power
Speed
Direct
Indirect
Contextualised
Decontextualised
Global (Integrative)
Atomistic (Discrete)
Communicative
Subjective
Objective
Criterion referenced
Norm referenced
Remarks (Content, Purpose, Structure,
Treatment)
The content is related to what has been learned
The content is not related to what has been
learned
To identify those who are most likely to succeed
in learning language
To place students at an appropriate level in a
programme or course
To find the strengths and weaknesses of the
students for future plan
To rank or grade the students or to decide their
position
To find how much the students have actually
mastered the language
To find the students’ speed in using the
language
To ask the students to perform the skills being
measured
To measure the underlying ability of the real
life use of language
The tests are provided in context
The tests are provided without context
To measure one's ability to use combination of
elements at one time
To test a specific language element, e.g.
grammar, or vocab at one time
Focus on language use in real life situation
The tests require expert judgment in the
scoring process
The tests do not require expert judgment in the
scoring process
The student’s result is compared to an agreed
standard or criterion
The student’s result is compared to the others’
GUIDELINES FOR WRITING TESTS
A. General Guidelines (Validity, Reliability, Practicality)
1. You should be clear about what you want to test.
2. Tests must be purposeful, useful, and the result can be interpreted, and
believed.
3. Achievement tests should relate to what has been taught.
4. Tests should be within the reach of the intended population (students).
5. Tests should have beneficial washback effects on the teaching and the
syllabus.
6. Give the tests you have written to your colleagues to check.
7. Tests should be reliable and practicable.
B. Specific Guidelines
1. Rubrics should be clear, precise and simple. It is possible to give them in the
native language. Students should know what to do, how to do and how they will
be judged.
2. Define the criteria for marking, if possible in advance of the testing. Unexpected
but correct answers should be wisely treated.
3. Avoid decontextualised tests because language is used in context for a purpose.
Provide sufficient context.
4. The context should clearly require the answer you have in mind.
5. You have to foresee all possible answers, especially in open-ended items.
6. In multiple-choice questions, the distractors should distract, and for relevant
reasons.
7. Avoid cultural bias, subject or background knowledge bias, or test knowledge
bias.
8. Write items whose response can be judged for adequacy.
9. Encourage in your items the creative use of the language.
10. Tests should be as similar as to real world communicative use of language.
11. A communicative task like writing should give the students something to write, to
someone, for a reason, and the students should be given some content to
communicate.
12. The language of the comprehension tests should be easier than the language of
the tests.
We teach English
English is a language
Language is a means of communication
The students are able to use the language for communication
Communication involves 4 language skills
Listening, Speaking, Reading, Writing
Language skills involves language components
Structure, Vocabulary, Pronunciation, Spelling
We teach (make the students learn) language skills & components
Materials taken from the curriculum in action (KTSP)
KTSP is based on SI and SKL
Testing is identical to teaching
The way & material to test is identical to those to teach
GRAMMAR
Multiple Choice
1. Tom ought not to ... (A. tell B. having told C. be telling D. have told) the secret, but he did.
2. Tom ought not to ... the secret, but he did.
A. tell
C. be telling
B. having told
D. have told
3. Tom ought not to
4.
A. tell
B. having told
C. be telling
D. have told
the secret, but he did.
A. Tom ought not to tell the secret, but he did.
B. Tom ought not to having told the secret, but he did.
C. Tom ought not to be telling the secret, but he did.
D. Tom ought not to have told the secret, but he did.
5.‘Tom ought not to have told anyone the secret.’
A. ‘So ought you.’
C. ‘Neither you oughtn’t.’
B. ‘Neither ought you.’
D. ‘So oughtn’t you.’
6. Tom ought not to have told the secret.
A. Tom did not tell the secret but he should.
B. Perhaps Tom may not tell the secret.
C. Tom told the secret but it was wrong of him.
D. It was necessary for Tom not to tell the secret.
7. ‘... was Robert late last week?’
‘Three times.’
A. How much
C. How often
B. How many
D. How long
Error recognition
1. I’m worried that you’ll be angry to me.
A
B
C
D
2. Sun / is shining / brightly today,/ isn’t it?
A
B
C
D
Rearrangement
1. You can imagine how ....
A. warm is it today
B. today it is warm
2. You can imagine how ....
C. is it warm today
D. warm it is today
A. it
B. today
C. warm
D. is
3. Not only ......................
/the examination/very difficult/unfair/was/but/it/was/also
Completion
This book belongs ... my sister.
Transformation
1. I was able to leave the office early yesterday.
It was possible ....
2. ‘When will you visit London?’ Mr. Brian asked me.
Mr. Brian asked me ....
Broken sentence
Take / drugs and stimulants / keep awake / while revise examination / often be very harmful. / It be far
better / lead / balanced life / and get enough sleep / every night.
Pairing and matching
Going to see a film tonight?
Don’t you find war films too violent?
I can’t stand war films, can you?
A. Actually, I like them.
B. Yes, I probably will.
C. Not really. I like them.
Contextualised
A 72-year-old Samoan who (1) ... no English at all spent thirteen days (2) ... on buses in the San
Francisco area after he had become separated (3) ... his family, police said.
(4) ... said that Faaitua Logo, (5) ... moved to the United States two years ago, left his son and daughterin-law (6) ... a few minutes in a market in San Jose (7) ... something at a nearby stall. When he tried to
return to them, he could not remember where they (8) ... for him.
1. A. speaks
2. A. ride
3. A. with
4. A. He
5. A. which
6. A. in
7. A. to buy
8. A. waited
B. is speaking
B. riding
B. from
B. They
B. that
B. for
B. for buying
B. wait
C. has spoken
C. to ride
C. by
C. One
C. who
C. since
C. bought
C. were waiting
D. was speaking
D. was riding
D. off
D. It
D. what
D. at
D. buying
D. have waited
Researchers (1) to convince that a drug they
(2) to test can improve the memory and that it
(3) to be the forerunner of other drugs which
eventually (4) to improve mental ability.
(1) ...............
(2) ...............
(3) ...............
(4) ...............
Students who were given the drug for a
fortnight did considerably (1. well) in tests than
others. The tests included the (2. memorise) of
lists of words as well as of (3. inform) from two
massages transmitted at the same time.
(1) .............
(2) .............
(3) .............
Items to consider:
1a. Old Mr. Jones enjoys ... the children playing.
A. looking for
B. looking at
C. looking on
D. looking to
1b. Mr. Jones enjoys ... the children playing in front of him.
A. looking for
B. looking at
C. looking on
D. looking to
2a. ... sun is shining today.
A. The
B. A
C. Some
D. -2b. ... Sun is shining today.
2c. ... sun is shining today.
2d. Is ... sun shining today?
3a. As soon as possible the next day I sent my story ... the editor ... the magazine ... which my best work
usually appeared.
3b. As soon as possible the next day I sent my story (1) ... the editor (2) ... the magazine (3) ... which my
best work usually appeared.
(1) A. to
B. by
C. with
D. at
(2) A. with B. of
C. in
D. for
(3) A. at
B. about
C. in
D. by
4a. John can sing better than you.
You cannot sing ....
4b. You cannot sing as well as John.
John can sing ....
VOCABULARY
Multiple Choice
1. A person who receives and pays out money in a bank.
A. broker
B. account
C. creditor
D. cashier
2. Advocate
A. advise
B. contradict
C. support
D. damage
3. It’s rained continuously for two whole days.
A. without stopping
B. heavily C. regularly
4. A. bat
B. butterfly
C. bird
D. dragonfly
D. at odd moments
5. I saw a nasty ... between two cars this morning.
A. danger B. happening C. accident
D. damage
6. Budi : Tell me what time the doctor’s (1) ... opens.
Ana : It’s open now. The (2) ... will help you.
Budi : Excuse me. I just want to collect a (3) ....
Ana : Is it for some (4) ... for a headache?
Budi : No. It’s for some cough (5) ....
Ana : Here it is. This should soon (6) ... your bad cough.
(1) A. office B. surgery
C. hospital
D. ward
(2) A. porter B. hostess
C. waitress
D. receptionist
(3) A. cure
B. recipe
C. direction D. prescription
(4) A. liquid B. medicine C. solution
D. prevention
(5) A. drink B. mixture
C. wash
D. compound
(6) A. cure
B. treat
C. refresh
D. prevent
Associated words
1. Put a circle around the odd word.
son
father
boy
brother
2. Write down the particular subject connected by these words.
theatre
ward
sister
bed
Matching
1. lying
lorry
road
talk
knocked
policeman
injured
broken
Poor Tom was (1) down by a (2) last week when he was crossing the (3). He was quite badly (4) and
he had to go into hospital for a few days. His left leg was (5) and both his arms were cut. While he
was (6) in bed in the hospital, a (7) came to (8) to him.
2. A. completely
B. angrily C. politely
D. carefully
E. quickly
F. busily
‘Write (1) ...’ the teacher shouted (2) ..., but don’t waste time. You must get used to working (3) ....’
‘Please, sir,’ a student said (4) ..., ‘I’ve finished.’
‘No, you haven’t,’ answered the teacher. ‘You haven’t (5) ... finished until you’ve ruled a line at the
end.’
Completion
1. Snakes are one of the (1) d-m-n--t groups of (2) r-pt----; there are at least 2,000 different (3) sp-c--s of
snakes (4) sc-t----d over a wide area of the earth.
2. Anti : What’s the (1) today?
Yuli: It’s the seventh.
Anti: At what (2) does the concert start?
Yuli: Seven o’clock. Just a moment. I made a
note of it in my (3).
(1) ..............
(2) ..............
(3) ..............
READING
Matching
1. now
bow/not/now/how/mow
2. sheep
shop/shape/sleep/heap/sheep
3. Tom is not going to your school.
A. Tom is not going to your pool.
B. Tom is going to your school.
C. Tom is not going to your school.
D. Tom is not coming to your school.
4. The boy runs after the girl.
5. coil /kɔil/ vt, vi wind or twist into a continuous circular or spiral shape; curl round and round: The snake
~ed round the branch.
n (C) 1 something coiled; a single turn of something coiled: the thick ~s of a python. 2 length of wire
wound in a spiral to conduct electric current.
funnel /'fʌnl/ n (C) 1 tube or pipe wide at the top and narrowing at the bottom, for pouring liquids or
powders through small openings. 2 outlet for smoke of a steamer, railway engine, etc.
vt, vi (-ll, US -l-) (cause to) move (as if) through a funnel.
lattice /'lætis/ n (C) framework of crossed laths or metal strips as a screen, fence or door, or for
climbing plants to grow over: a ~ window.
A. .........
B. .........
C. .........
True-False
1. The room is likely to be a library.
2. The men are leaving the desk.
3. The ladies are looking at the men.
4. The room is a no-smoking area.
T
T
T
T
F
F
F
F
5. The sun rises in the west.
6. Fish can’t fly, but birds can.
T F
T F
7. Eye-gazing and eye-avoidance have meanings and patterns of profound significance. Gazing at others’
eyes generally signals a request for information and perhaps affection, but embarrassment can result
from too long a mutual gaze. In fact, in intimate situations, there seems to be an equilibrium involving
proximity, eye contact, intimacy of topic, and smiling. If one component is changed, the others tend to
change in the opposite direction.
a. Looking at someone else’s eyes or looking away from them means a person is thinking very deeply.
(T F)
b. We generally look at another person’s eyes when we want information or a sign of affection from that
person. (T F)
c. If two people look too long at each other’s eyes, they will usually become embarrassed. (T F)
Multiple choice (The examples here have short texts)
1. The eyes are wonderful teachers - even musicians, who deal with sound, learn as much as by (doing,
playing, watching, practising) as by listening.
2. John is not as tall as Sally but he’s a little taller than Rick.
A. Sally is taller than John and Rick
B. John is not as tall as Rick.
C. Sally is taller than John but not as tall as Rick.
D. Rick is taller than John and Sally.
Completion
NEWTON THEATRE
FORTHCOMING ATTRACTIONS
Monday, 8 January for 2 weeks
MY FAT FRIEND
Charles Lawrence’s popular comedy
1. The Shanghai Festival Ballet will
perform on ... evenings.
2. ... will be the most amusing play.
3. If you like dancing, you should see
....
Wednesday, 24 January to
Saturday, 27 January
Shanghai Festival Ballet
presents
SWAN LAKE
Rearrangement
A. “Well,” said the farmer, scratching his chin, “I’ll tell you what we do.”
B. The man went back to his car with a puzzled look on his face and said to his wife, “I think he must be
crazy.”
C. “We eat what we can and what we can’t eat we can.”
D. A curious tourist, after passing a huge field of carrots alongside the road, stopped and asked the farmer
what he did with his large crop.
E. “He said they ate what they could and what they couldn’t they could.”
Cloze
Once upon a time a farmer had three sons. He was very rich and had many fields but his sons were lazy.
When the farmer was dying, he called his three sons to him. “I have left you ... which will make you ...,”
he told them. “But ... must dig in all ... fields to find the ... where the treasure is ....
WRITING
Rewriting (Punctuation)
1. lend me your pen please peter asked
2. i took my pen out ani’s pocket
Filling boxes (Punctuation)
1.
What do you want,
I asked Henry
2. John
who is speaking is my friend
Multiple choice (Punctuation)
A. Tom asked me if I was going to the meeting?
B. Tom asked me, if I was going to the meeting.
C. Tom asked me, if I was going to the meeting?
D. Tom asked me if I was going to the meeting.
Multiple choice (Spelling)
1. A. thief B. belief
C. seize
2. A. sitting B. writting C. setting
D. decieve
D. getting
Completion (Spelling)
1. o u ing
= happening, taking place
2. She is swimming in the s m g pool.
Error-recognition (Spelling)
1. I want / to drink / a cup / of coffe.
A
B
C
D
2. It is / a very bed story / I have / ever heard.
A
B
C
D
Dictation (Spelling)
Dictated: pen
I use a pen to write a letter.
pen
Sentence combining (Pre-writing)
1. He likes ice cream ... he won’t eat any.
2. Some people came late. They will not get good seats.
Sentence expansion (Pre-writing)
1. The ... man hurried ... to the ... boy.
2. The man ... will visit us ....
Sentence reduction (Pre-writing)
1. He told us about a man who had a wooden leg. (with)
2. This man, who is hungry, needs some food. (one word)
(Timed) copying (Pre-writing)
Changing a passage (Guided writing)
I was 9 when my parents moved here. My sister ...... (I = Anis)
Building from a paragraph outline (Guided writing)
I / buy / new white swimsuit / I forget / bring / wallet .......
Writing a passage based on questions (Guided writing)
Arranging jumbled sentences (Guided writing)
Describing pictures (Guided writing)
Filling forms (Communicative writing)
Writing letters, advertisement, etc. (Communicative writing)
Writing styles (Free writing)
- Narrative
- Argument
- Description
- Comparison and Contrast
- Exposition
SPEAKING
Reading aloud
Conversational exchanges
1. Models: Mrs. Green lives in a flat. She doesn’t like living in a flat and would like to live in a small
house with a garden. (She wishes she lived in a small house with a garden.)
It’s raining heavily. Tom and Anna are waiting impatiently at home to set off on their picnic. (They
wish it would stop raining.)
a. Mr. Black has a small car but his neighbours all have large cars. He would like a large car, too.
b. Anna hasn’t learnt how to swim yet but most of her friends can swim.
c. Tom is waiting for Bill outside the cinema. The show is just about to start but Bill has not arrived
yet.
2. Make an appropriate response.
a. You are trying to get to the market. Ask someone the way.
b. Do you mind if I smoke?
c. What about a game of tennis?
3. Follow the prompts in brackets.
Receptionist : Can I help you?
You
: (You want to know if there is a single room available.)
Receptionist : Yes, we have some.
You
: (Ask the price.)
Receptionist : Thirty-four pounds fifty a night.
You
: (Ask if it includes breakfast.)
Using pictures
1. Spot the differences
2. Sequencing
3. Last summer Lucy spent a few days with her uncle and aunt in the country. When it was time for her to
return home, her uncle and aunt took her to the station. Lucy had made a lot of friends and she left sad
on leaving them. She got on the train and waved goodbye to them. ..... Now you continue to tell this
story.
Short talk & Role play
LISTENING
Phoneme discrimination
1. A. pin
2. A. sack
3. A. face
B. pen
B. sock
B. fist
C. pan
C. shark
C. fix
D. pain
D. shock
D. fish
1. A
2. A
3. A
4. pin - pin
A B C
C
C
C
D
D
D
3
2
1
B
B
B
D
5. sock - sock
A B C D
6. Circle the letters of the same sentences:
A. There’s a bend in the middle of the road.
B. There’s a bend in the middle of the road.
C. There’s a band in the middle of the road.
A
B
C
7. Choose the written word which corresponds to the spoken word.
a. Spoken: den
A. ten
B. den
C. Ben
b. Spoken: I’ll thread it for you.
A. threat B. dread C. thread
D. pen
D. tread
Stress and intonation
1. Spoken : I’ve just given THREE books to Bill.
Written : I’ve just given three books to Bill.
( ) ( ) ( ) (X) ( ) ( ) ( )
Statements and dialogue
1. Spoken : I wish you’d done it when I told you.
Written : A. I told you and you did it then.
B. I didn’t tell you but you did it then.
C. I told you but you didn’t do it then.
D. I didn’t tell you and you didn’t do it then.
2. Spoken : Why are you going home?
Written : A. At six o’clock.
C. To help my mother.
B. Yes, I am.
D. By bus.
Understanding talks & lectures, and Following instructions
Using visual materials
Spoken
X: Look! What’s that inside the square?
X: It’s a blue circle.
A.
B.
C.
Written
1. A B C
Spoken
1. The lorry’s on the left of the motorcyclist.
2. The car’s travelling in the same direction.
Written
1. T F
2. T F
Spoken
1. Dony can’t run as fast as Helga.
2. Tom wishes his sister could play tennis with him.
3. The switch is too high for Indri to reach.
4. The car’s going to crash into a tree.
Written
1. A B C
2. A B C
3. A B C
4. A B C
Strategi Peyusunan Soal:
1. Buat Daftar Indikator yang akan diteskan
2. Beri distribusi jumlah soal dengan tally secara proporsional
3. Cari bahan untuk soal
4. Buat satu soal, beri tanda indikator di belakangnya
5. Lingkari tally yang terkait sampai semua indikator tercakup
6. Sisa tally yang sukar dilengkapi diberikan ke indikator lainnya
Skimming
/ / /
Soal 1 (Sk)
Scanning
/ /
Soal 2 (Sc)
Detailed
/ / / / / /
Soal 3 (Ded)
Between
/ / / /
Soal 4 (Det)
Reference
/ / / /
Soal 5 (Sk)
Predicting
/ /
Soal 6 (Ref)
Deducing
/ /
dst.