challenges in language assessment

7/28/2019 Challenges in Language Assessment

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ABSTRACT

Challenges in Language Assessment : Are We Ready?by

*Assoc. Prof. Dr Ratnawati Mohd. Asraf

and

Jaya Pushani Ponnudurai

Paper presented at the International Conference on Developments in the Pedagogy of

International Languages: A Gateway for Practioners sponsored byInstitute Perguruan

Bahasa-Bahasa Antarabangsa (IPBA) Kuala Lumpur

June 4 at Hotel De Palma, Kuala Lumpur

Educational accountability is increasingly demanded at all levels of society considering

the important decisions made about test-takers and the power it wields over ones future

(Shohamy, E. 2001). Reforms in assessment and examinations announced in the 9th

Malaysian Plan (The Star December 25, 2005) where new subjects to meet the demands

of a changing globalised world will be introduced inevitably raises concerns about

teachers preparedness to cope with the change. The shift away from examinations

implies active involvement of teachers at both school and state level. Teachers who until

now have been merely administering tests prepared at the state level or using exercises

from commercially prepared workbooks will now find themselves in the position ofhaving to develop tools and procedures for monitoring, recording, and assessing learners'

progress and achievement in the classroom on a more systematic and formal basis(Brindley, 1997). It is therefore crucial that all involved in test design have assessment

literacy(Fullan,1999). Frequent interactions with teachers in the process of conducting

courses on language assessment and evaluation appear to underline this concern. Thispaper will outline what constitutes teachers assessment literacy (Fullan, 1999) and make

suggestions on how teachers can be trained to become more confident as assessors.

*Assoc. Prof. Dr Ratnawati Mohd. Asraf is a lecturer with INSTED,

International Islamic University Malaysia.


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ITRODUCTIO

Student assessment is an integral part of a teachers role and

Good teaching and good testing go together.

(Cunningham,G.K.,1998:3)

Teaching and assessment are interwoven and cannot be considered as separate entities

because assessment is an ongoing process. If examinations were traditionally used to

report students achievement and to sort them into categories, today there is a change

today the focus is to assess for the purpose of educating and to improve learning rather

than to only report grades. However, if this change is to succeed, we need to look at the

change agents who are critical to the success of this proposed change in the educational

assessment of Malaysia. These change agents are our teachers who need all the supportthey can get because any change requires careful planning and ongoing management(Fullan and Stiegelbauer, 1991 as cited in Brindley, 1997) and it is reported that teachers

are finding themselves in the position of having to develop tools and procedures for

monitoring, recording, and assessing learners' progress and achievement in the classroom

on a more systematic and formal basis

Examinations in Malaysia enjoy a status of confidentiality. Therefore one tends to

rely on public sources of information such as the local newspaper to report related

policies and issues before it becomes an official document. So the headlines Education

Shift Towards Quality: Ministry working out blueprint to set new standards and criteria

for students(New Straits Times, September 16 2006) followed by a Dewan Rakyatreporting (New Straits Times, March 28 2007) that an Evaluation minus exam was

soon to be introduced as part of the National Blueprint albeit it would first be

implemented in the 300 schools in the cluster of excellence; nevertheless raised concerns

about teachers state of preparedness in addressing this innovation in assessment.

THE MALAYSIA SCEARIO - CURRET PRACTICE

In recent years Malaysia appears to have moved away from the traditional one-off

examination to include assessment procedures that are on-going and more formative innature. Changes can be seen at both system and classroom level. The School-Based Oral

Assessment is a case in point. In Malaysia, English language is examined in aStandardised test at the end of 6 years, 9 years and 11 years. These tests are part of the

Public Examinations namely UPSR (Ujian Pencapaian Sekolah Rendah) at the end of 6

years of schooling, PMR (Penilaian Menengah Rendah) at the end of 9 years of schoolingand SPM (Sijil Pelajaran Malaysia) at the end of 11 years of schooling.

These three major public exams at key points of schooling are set by the central

examining body - the Malaysian Examinations Syndicate. Besides these, there are known

to be monthly tests and trial examinations before major examinations. However, these

tests come with a variety of names Ujian Diagnostic (Diagnostic Test), UjianPengesanan (Diagnostic / Progress test?), Pre-Test and Post-test, Ujian Bulanan (Monthly


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Test), Peperiksaan Pertengahan Tahun, Tahun Lima (Year 5 Mid-Year Examination). So

whats in a name; one might ask. This is because the name of a test holds several answers

to questions on the realibility and validity of a test which directly affects the decisions

teachers and stakeholders make about the test-taker. These questions are:

Why assess? How are students assessed? What is assessed? When are students assessed? Who assesses them? Who designs the test? How are marks used? (Falchikov, N., 2005)

.

CHAGES AD PROPOSED CHAGES

Developments in assessment have created new perspectives regarding teacher

assessment. For example, when portfolio was introduced in the Childrens Contemporary

Literature classroom in Year 4 primary, teachers must become familiar with new methods

of assessment and testing. This is because the Portfolio calls for keen observation and for

a comparison between the perceptions teacher and student of a students achievement(Brindley, 1994) Language teachers need to be equipped with new sets of competencies

which contain new features; one of them being diagnostic competence i.e. the ability to

interpret students growth in language learning and to skillfully deal with assessmentmaterial (Edelenbos, P. and Kubanek-German, A., 2004).

The School-Based Oral Assessment would have posed another challenge to theever-increasing challenges teachers face. Teachers would have had to administer new

procedures, use new instruments and interpret new criteria. The Malaysian Smart School

has a broad curriculum that considers the different capabilities and needs of all studentsand an on-going assessment that supports good instruction. The assessment should also

take into consideration differing abilities, styles, and paces of learning. (Ministry of

Education Malaysia, 2006). While teachers were given training on pedagogical concepts,there is little evidence of equipping teachers with the know-how of on-going assessment

design that caters to Smart Schools

The Ministry of Education, Malaysia announced that it was coming up with a

blueprint to set new standards with new assessment procedures and criteria to reflect a

seismic shift in the next five years (New Straits Times, September 16, 2006). The newsystems is supposed to focus on skills and general ability and character

building(ibid). We see the positive trend in the direction that assessment is going; that is,

striking a balance between assessment that promotes learning as well as a test of the

academia that measures knowledge. He also reminded that this did not signal the end of

all public examinations and probably shares Spolskys suggestion to introduce a


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multilevel system that combines testing and assessment (as cited in Hancock, C. 1994).

Again there are echoes of concerns as there continues to be relatively little emphasis on

assessment in the preparation of, or professional development of, teachers and

administrators (Stiggins as cited in McMillan, 2000).

At a presentation by an officer from the Malaysian Examinations Syndicate in

March 2008, it was stated that the Syndicate was responding to a demand for change in

assessment practices because there appears to be a mismatch between curriculum content

and assessment practices. One of the demands is to empower the school and teachers to

assess their own students. It has also been observed that assessment of learning(summative assessment) carried out by and at the school level has not been taken into

account in the determination of grades, that school assessment has not been monitored

and received little professional support and guidance from the Malaysian Examinations

Syndicate and that there are big disparities of assessment practices between and among

schools. Considering that most teachers would have only received knowledge ofassessment in their basic first degree or professional qualification which preceded theirteaching experience, would it be fair to assume that they are equipped and ready in their

roles and responsibilities as assessors over time?From being raters of pencil and paper

tests to using varieties of measurement tools to gather more data about their own students

so that they may understand them better their innate abilities, their strengths,weaknesses, talents, attitudes, interest and personalities is a big leap into unknown

territory.

FROM EXAMIATIOS TO ASSESSMET

Up to the present, teachers have been more familiar with tests which in simple

terms is a method of measuring a persons ability knowledge or performance in a given

domain. In the language domain, tests can take the form of a set of techniques,

procedures, or items that requires performance on the part of the test-taker (Brown, D.H.,2004: 3). It is explicit and it is structured. Assessment on the other hand is an on-going

process that encompasses a much wider domain (Ibid. 4). Students contribution during

group-work or how they challenge themselves to answer a difficult question maybe

subconsciously be assessed by their teacher. Various stages of a piece of written work

may be assessed by the self, teacher and even other students.

Assessment includes a balance of formal normative tests, formal assessments,

informal classroom work samples, performances, and observations and student self-

assessment. Many different purposes and audiences are listed certification, reporting to

school boards, states, evaluate programme effectiveness, monitor students learning,

adjust teaching strategies, engage students in self evaluation , understand studentsstrengths and need each of these purposes and audiences may require different kinds of

assessment and different types of information. One type of assessment cannot meet the

needs of all audiences.


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Formal normative tests or norm-reference assessment help teachers and

administrators know how students are performing compared to other students across the

nation or state. Informal classroom work samples and performances help teachers and

students evaluate the application of skills to everyday learning, observations. Studentself-assessment helps students become selfdirected learners. the very purpose ofassessment shared by other experts and researchers, that is the ministry would like to

introduce an assessment system that stimulates efforts to improve learning

(Brindley,1997, National Centre for Educational Statistics, 1997, Carnegie Forum on

Education and the Economy, 1986; McMillan, James H., 2000; Black, P. and Wiliam,

D.1998; Interstate New Teacher Assessment and Support Consortium,1992, Banks,2005).

The case of assessments being formal or informal relates to how much planning

and structure goes into it. Informal assessments consist of finding out the developmental

level of students and are based on a variety of unofficial activities, for example, informalobservations and oral diagnostic questions. Formal assessments on the other hand arepreplanned, structured and developed for evaluative purposes. They are generally used to

make judgements and as a basis for assigning grades (Harris,1994). Harris (Ibid.:26,

Hanna, G.S and Dettmer, P.A, 2004, Banks, S.R., 2005) all remind teachers that although

testing takes time, it should be seen as part of the teaching/learning process rather thansomething divorced from it. Swihart, P.A. (2007) in her Ph D dissertation on Life

Histories of outstanding English Teachers noted how these teachers despite being caughtin the era of summative evaluation always used alternative means to evaluate

students knowledge of the four English skills to direct [their] teaching(p.130), that the

purpose (of assessment) wasnt to punish or fail the students but to test and make a

diagnosis, for them [students] to grow(pp135-136); to monitor their learning,identify areas that needed improvement, give them constructive feedback, and planlessons to met their needs and expectations before undertaking summative assessments.

A good teacher is continuously assessing students, whether those assessments are

incidental or intended.

Assessment procedures can also be categorized based on the instructional

purpose. For example, formative assessments are planned assessments that act as guideand give direction to both teacher and students. Summative assessments are a type of

formal assessment used to measure student outcomes at the end of the instructionalprogramme or course. They can be used to award certification or to make decisions of the

level the student has attained. Teachers in Malaysia are familiar with the more traditionaltype of grading standard, i.e. norm-referenced which is based on how well students do in

comparison to each other. Norm-reference assessments are also sometimes calledgrading on the curve because the assignment of grades is based on certain reference

points on the normal curve (Banks, 2005:31). At the same time there are instances when

criterion-referenced assessment is used to report a performance standard. One such

example would be the School-based Oral Assessment currently being used in Secondary

schools.Assessments can also be categorized by degree of authenticity, whether it is

performance or traditional. In recent years, with renewed interest in learning theories and


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efforts to be fair to students and for a more holistic profile of students ability;

alternatives to traditional assessment procedures have been proposed to include more

realistic tools of measurements. Among them are portfolios, exhibitions and simulations.

Performance-based assessments often measure skills that involve some type ofobservable activity for example, project work. Portfolios are an accumulated record of astudents performances and exhibitions tend to be more summative because it usually

indicates the mastery of a subject area (Banks, 2005).

The principle feature about carrying out assessment is that there should be

more than one. The article on Literacy and Numeracy: Towards More Effective

Teaching Practice in Curriculum Update, Issue 47 August 2001, Ministry of

Education, Wellington, New Zealand mentions that teachers should employ a range of

high-quality assessment tools and procedures At classroom level, these tools should

be teacher devised or obtained from central bodies but the tasks or assessmentprocedure should be the type that support informal and continuous teacher, peer, and

self assessment based on observation, questioning, and feedback; and those that

improve learning. They may include a variety of formal and informal assessment

techniques e.g. observation, portfolios of student work, teacher-made tests,

performance tasks, projects, student self-assessments, peer assessment, and

standardized tests (Interstate New Teacher Assessment and Support Consortium1992). The assessment tools used at the system level may be different because they are

meant to provide information for different purposes. At the national level, the

assessment programme will be designed to show what students know and can do and

to provide information about national achievement trends and comparative

information about students achievement in relation to other students.

The selection and types of assessment procedures should be relevant to

the purpose of the assessment as well as how the information is to be used. Generally,

assessment in the classroom is diagnostic in nature. Teachers use the information

obtained to address specific weaknesses with appropriate measures, establish how well

students are learning by monitoring their progress against learning objectives asspecified in the Curriculum Specifications as well as make decisions about the next

learning steps, and to develop partnerships with parents when reporting to them about

their childs performance. At the school level, the significance of the information

assumes a broader aspect because not only does it aid in strategic planning and school

development, it also helps to improve the achievement of individual students besidesproviding a base for norm-referenced assessment. At the Systems level, it providesreliability; assuring the quality of education; providing certification for the

achievement.

The shift away from examinations would decentralize the role of the Malaysia

Examination Syndicate with implications for an active involvement of teachers at both

school and state level. It is possible that the weight would shift to teachers who may be

become more responsible for the design and conduct of assessment tasks. Teachers whountil now have been merely administering tests prepared at the state level or using


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exercises from commercially prepared workbooks will now find themselves in the

position of having to develop tools and procedures for monitoring, recording, and

assessing learners' progress and achievement in the classroom on a more systematic and

formal basis (Brindley, 1997). Teachers must have assessment literacy(Fullan,1999) tomove with this shift.

SETTIG STADARDS

Given the more informed era we find ourselves in, educational accountability is

being increasingly demanded at all levels of society considering the important decisionsmade about test-takers and the power it wields over ones future (Shohamy, E. 2001).

The Ministry of Education plans to evaluate school performance via monitoring by the

various government agencies such as the Schools Inspectorate, Schools Audit Division

and Schools Division (Plan Induk Pembagunan Pendidikan 2006-2010:124) to encourage

a culture of accountability. The same blueprint, Ibid.124 outlines steps to establishstandards and indicators for the countrys new direction in education. Schools areexpected to increase excellence via change management (Our translation). To this end,

some assumptions are made about teachers that they all have the knowledge and skills to

identify, select, design and administer tests and analyse data to inform teaching and

learning. To what extent is this assumption true?

Principle 8 in the Model Standards for Beginning Teacher Licensing, Assessmentand Development: A Resource for State Dialogue developed by Interstate New Teacher

Assessment and Support Consortium 1992 states:

The teacher understands and uses formal and informal

assessment strategies to evaluate and ensure the continuousintellectual, social and physical development of the learner.The teacher must know how to select, construct, and use

assessment strategies and instruments appropriate to the

learning outcomes being evaluated and to other diagnostic

purposes

The road to assessment literacy is a long journey. In Malaysia, teacher

institutions have taken the first step via formal teacher education courses where LanguageTesting and Language Assessment would have been a component in the Teacher

Education syllabus. But teachers qualify through many pathways and this componentmay not have received the desired degree of attention necessary to assessment literacy.

On the other hand, can this knowledge received so early in their career sustain themthrough the myriad changes that the curriculum, the syllabus and assessment procedures

have undergone. The American Federation of Teachers, the National Council on

Measurement in Education and the National Education Association (1990) established

standards for teacher competence in student assessment because the associations believed

that student assessment is an essential part of teaching and that good teaching cannotexist without good student assessment. We need to answer this question about standards

in Malaysia by referencing our journey against the standards set by them because we


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believe these standards are the minimum expected of any language teacher the world

over. These standards published in Educational Measurement: Issues and Practices

(1990) and cited in Cunningham, G.K., 1998; 3-5) are not copyrighted and the committee

that wrote this document actually encourages their widespread distribution. They are:

Teachers should be skilled in choosing assessment methods appropriatefor instructional decisions.

Teachers should be skilled in developing assessment methods appropriatefor instructional decisions.

The teacher should be skilled in administering, scoring and interpretingthe results of both externally-produced and teacher-produced assessmentmethods.

Teachers should be skilled in using assessment results when makingdecisions about individual students, planning teaching, developing

curriculum, and school improvement.

Teachers should be skilled in developing valid pupil grading procedureswhich use pupil assessments.

Teachers should be skilled in communicating assessment results tostudents, parents, other lay audiences, and other educators.

Teachers should be skilled in recognizing unethical, illegal, and otherwiseinappropriate assessment methods and uses of assessment information.

WHAT TEACHERS EED TO KOW

Let us convince you by referring to the literature out there:

Teachers must have the theoretical knowledge of developing and usingassessment tools (Brindley,G. 1997, Interstate New Teacher Assessment and

Support Consortium 1992 ).

Teachers need to develop tools and procedures for monitoring, recording, andassessing learners' progress and achievement in the classroom on a more

systematic and formal basis (ibid).

McMillan,J.H. (2000) too advocates the need for teachers to know the "essential"assessment concepts, principles, techniques, and procedures.

Fullan (1999) expands on this qualification for teachers as assessors by definingassessment literacy as the capacity to examine student data and make sense of it;the ability to use the data to make effective changes in teaching and in schools;a commitment to engaging in external assessment discussions, that is, the active

seeking out of external standards against which to test performance, knowledge

about learners and learning; skills in devising assessment tasks; knowledge of

criteria and appropriate standards; skills in the analysis and use of assessment

information; expertise in giving appropriate, targeted feedback.

The Interstate New Teacher Assessment and Support Consortium (INTASC,1995) established 10 key principles it believes to be central tenets of effective


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teaching among them being knowledge on how to establish proper assessment

tools to measure student development.

Maxwell (2004:6) ends his report on school-based assessment in Queensland byciting that the most important factor critical to the success of this approach to

progressive assessment is the need for teachers to become skilled in conductingassessment programs and judging the quality of student performance against

defined assessment standards.

Doherty, Mangubhai, and Shearer (1996) as cited in Brindley (n.d.) in theirdiscussion on the introduction of a new national assessment in Australia claim

that although teachers had had a moderate level of assessment training; they

were not convinced that their training equipped them for their assessment dutiesas delineated in explicit curricula .

Brindley reports that Chapelle, C.A. and Jamieson, J. aptly refer to these areas which

teachers need to fully understand as thorny issues. They are indeed thorny because the

educational system in Malaysia has come a long way and testing methods haveundergone revolutionary changes. We now need to convince ourselves that teachers

knowledge of assessment and professional development have kept pace with these

changes.

THE JOUREY TO ASSESSMET LITERACY

One of the objectives in the Plan Induk Pembangunan Pendidikan 2006-2010 Rancangan

Malaysia Ke-9 (National Education Blueprint Ninth Malaysia Plan) is toMemartabatkan Profesion Keguruan (p.106). We translate this to mean to raise, the

status of the teaching profession or to enhance the professionalism in teaching. Teachers

are described

...as the most significant and costly resource in schools, teachers are central to

school improvement efforts. Improving the efficiency and equity of schooling

depends, in large measure, on ensuring that competent people want to work as

teachers, that their teaching is of high quality, and that all students have access to

high quality teaching. (Organization for Economic Co-operation andDevelopment (OECD), 2005 (as cited inPlan Induk Pembangunan

Pendidikan 2006-2010

If Malaysia plans to Memartabatkan Profesion Keguruan then we need ensure that

teachers, among other professional skills, attain the standards proposed to prepareteachers to correctly use assessment techniques in their teaching, and better function indecision-making roles. We suggest that all concerned the Ministry of Education and its

supporting agencies, State Education Departments, District Education Offices, School

Principals and Head Teachers, Subject Panel Heads and Parents study the following areas

to understand better how teachers are coping with current assessment practices before

new challenges are added to their portfolio of responsibilities. They need to be awarethat:


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Change takes time Assessment requires more time than traditional tests Assessment procedures are different from traditional tests Assessment require new knowledge, new skills, new materials Implementation needs careful planning and ongoing management Professional development should be more focused and on-going Institutional support must come from all levels Assessment literacy needs to be demonstrated at all levels Allocate more time for this component in the Teacher Education Curriculum Teaching Practice criteria can focus on language assessment Frequent Professional Dialogues enhance teacher knowledge Current Assessment Practices need to be reviewed

COCLUSIO

Teaching, learning, assessment and evaluation impact all of us in many ways. In schools,

assessment of student learning and classroom instruction serve many purposes including

placement of students and qualifying them for entry to other forms of learning. When

standards are involved and teachers shoulder the responsibility of making decisions, it is

important to look at the preparedness of this crucial agent who determines a students

future. We do not want to entertain questions on the validity and reliability of assessment

practices. We cannot put our teachers in the line of fire when decisions about students arequestioned. So let us pause to reflect on existing standards for teacher competence in

educational assessment. (Hanna and Dettmer (2004:4) and let us plan for the future of

language assessment. We cannot allow assessment literacy to be an afterthought.


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REFERECES

Alderson, J.C. (1986) Innovations in Language Testing, in Portal (ed) Innovations in

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Alderson, J & et.al. (1995). Language Test Construction and Evaluation. Cambridge:

Cambridge University Press.

Banks, S.R. (2005) Classroom Assessment: Issues and Practices. Boston: Pearson

Education, Inc.

Black,P.and Wiliam, D. Inside The Black Box Raising Standards Through ClassroomAssessment (1998)

Brindley,Geoff.(1997)Assessment and the Language Teacher: Trends and Transitions.

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Brown, HD. (2004)Language Assessment: Principles and Classroom Practices.New

York: Longman

Cunningham, G.K. (1998)Assessment in the Classroom. London:The Falmer Press:

Curriculum Update, Issue 47, August 2001

Discover Projects-Assessment (2004) Retrieved March 23, 2004.

Edelen P. and Kubanek-German, A.Teacher assessment: the concept of diagnostic

competence, Language Testing, vol 21. no . 3 (July 2004):259-283

Education Shift Towards Quality. (2006, September 16)ew Straits Times.p.1

Falcchikov, N. (2005)Improving Assessment Through Student Involvement. London and

New York:RoutledgeFalmer.

Fullan , Michael. (2001) The ew Meaning of Educational Change (third edition)

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Gronlund, N. E. (1985).Measurement and Evaluation in Teaching.London: Macmillan

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Hancock, Charles. R. (1994)Alternative Assessment and Second Language Study:

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Hanna, G. S. and Dettmer, P.A.(2004) Assessment for Effective Teaching. Boston:

Pearson Education, Inc.

Harris, M. and McCann, P.(1994) Handbooks for the English Classroom Assessment.Macmillan

Henning,Grant (1987) A guide to language testing. Cambridge: Newbury House

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Major Teaching Overhaul .(2006, July 14)ew Straits Times.p.1

Maxwell, G.S (2004)Progressive assessment for learning and certification: Some lessonsfrom school-based assessment in Queensland. Paper presented at the ThirdConference of the Association of Commonwealth Examination and Assessment

Boards, Redefining the Roles of Educational Assessment,March 2004, Nadi, FijiRetrieved May 19, 2008.

http://www.spbea.org.fj/aceab/GMaxwell.pdf

McMillan, James H. (2000). Fundamental assessment principles for teachers and schooladministrators. Practical Assessment, Research & Evaluation, 7(8). RetrievedMay 19, 2008. http://PAREonline.net/getvn.asp?v=7&n=8

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9th

Malaysia Plan: Good times ahead (2006, December 25) The Star

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