Language Assessment Class Department of English Education

1. A R R A N G E D B Y :
E N E N G S Y AMS I A H
K I N K I N S U S A N S I
N U R V I A P A H L AWA N I T A
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L A N G U A G E A S S E S S M E N T
A L T E R N A T I V E A S S E S S M E N T S :
P O R T F O L I O S , J O U R N A L S ,
I N T E R V I EWS

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I N T R O D U C T I O N
T O A L T E R N A T I V E A S S E S S M E N T S
• Al terna t i ve a s ses sment s a re a s ses sment s out of
convent ional as s es sment that gi ve more choi ces ,
cons ider a t ion and f reedom for tea cher s in
judging thei r s tudent s prof i c ienc y.
• Student s ’ prof i c ienc y a re a s ses sed more f lexibl y,
dynami c a l l y, and rea l i s t i c a l l y be c ause s tudent s
per form wha t tea cher s a s k di rec t l y, and a s ses sed
at tha t moment therefore i t i s more ef fec t i ve .
• I t works wel l in lea rner - c entered c l a s s rooms as
a c t i v i t ies wi th l anguage tha t focus on
communi c a t ion for meaningful purposes .

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K I N D S O F
A L T E R N A T I V E A S S E S S M E N T S
• The lists of alternative assessments including journals, logs,
videotapes and audiotapes, checklists, self-valuation, teacher
observations, checklists, portfolios, conferences, diaries,
self-assessment and peer-assessment.
• This is like an active exam; based on performance test. Based
on performance means it depends on how students
demonstrate their ability, perform a meaningful task and
receive feedback by a qualified person.
• The structure and scoring are also different from traditional
test where students can evaluate themselves and their peers
using reflective method on both linguistic development and
learning processes.

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P R O A N D C O N T R A
• Alternative assessments are not quite universally acceptable
for its reliability and validity of the results.
• Some scholars argue that these assessments are too general
and not fulfill the standard and criteria established by
governing body or educational experts.
• Others issues relate to alternative assessments developed
such as the design decisions, logistics, and interpretation.
• Pro opinion states that alternative assessment are needed
to support traditional standardized assessments since they
are not complete and not enough to judge students
language proficiency.

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P O R T F O L I O S
• A collection of students school work
collected over a specific period of the
school year that shows student growth and
development.
• Useful for special needs child who can not accomplish
difficult tasks.
• A working portfolio for examples: homework
assignments, journal entries, in-class writing
assignments, professional articles.

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T H E A D V ANT A G E S
O F P O R T F O L I O S
• Like photographers collect their work time to time,
teachers encourage students to collect theirs as
compile of efforts, skills, achievements and their
contribution in class activities.
Por t fol io have some advantages such as:
1. Strengthening students’ learning
2. Enhancing the teacher’s role
3. Improving testing process

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JOURNALS
“ As a literary form, the journal falls roughly between the diary and the
log: it consists of regular, though not necessarily daily, entries by which
the writer focuses and reflects upon a given theme, or a series of events
and experiences.” Hedlund et al. (1989, p. 108)
• Journals are writing practices which focus on the
expression of a student's opinions, viewpoints, experiences,
and creative imaginings.
• The topics of journals would be determined by the teacher.
For example teacher asks to write about students’ favorite
subject at school. Or what do you want to be when you
grow up? Choose and describe at least three jobs that you
think you would enjoy and so forth.

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T H E A D V A N T A G E S O F J O U R N A L S
T h e a d v a n t a g e s o f j o u r n a l s :
• Students will be actively engaged to the learning process and
course materials. If students actively engage to their study,
they will learn more, remember, enjoy it, and appreciate more
what they have learned rather than students who passively
receive what teacher has taught.
• To increase students’ interests, empower students to be more
responsible to their own learning and more reflective in their
study.
• Encourage students to be more speak up what is on their
mind. Teacher should give build-up feedbacks on students’
writings for their the betterment.

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INT ERV I EWS
• Interview is a kind of conference, interaction between
teacher and student but it is more specific.
• A teacher will interview students for assessment purpose
so it is not about students conducting interview of other to
gain information.
T h e g o a l s o f t h e i n t e r v i e w a r e f o r :
• Assess the student’s oral production
• Ascertain a student’s needs before designing a course or
curriculum
• Seek to discover a student’s learning styles and preferences
• Ask a student to assess his or her own performance, and
• Requests an evaluation of a course

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CONC LUSION
Alternative assessment is a type of assessment out of
conventional assessment. Even though it is non-standardized
assessment but it is more authentic, realistic and directly
reveal the proficiency of students.
A standardized test is usually not measure deeply of
students proficiency. From the combination of traditional
and alternative assessment, teachers have more accurate
judgment to measure students proficiency. Teacher also will
gain more experience and make a betterment in educational
life.

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