LANGUAGE LEARNING ASSESSMENT

FINAL TEST
Name : Yashinta Sisda Ayu S.
Class and student ID : D/220221611133
Please read and analyse the following situations, then give your best answers to the questions
provided.
1. Supposing that you are an English teacher at an excellent senior high school in a big city.
Most of the students can speak English as the daily communications and interactions very
well. However, you need to find some students who have good potential for being public
speakers in the future. What assessment can you give to the students? Why? What
assessing activity can you plan to the students to support their potential for being public
speakers in the future?
2. Supposing that you are an English teacher at one of the junior high schools in the village.
You have a big plan to prepare some students to be the contestants of the speech contests
held in one of the universities in the city next semester. You expect that they can win the
competition after you train them with certain strategies you have. To support it, what
assessment do you need to give to select some potential students to join and win the
competition? Why? What assessing activity can you do to support the assessment you
choose?
3. Supposing that you are an English teacher at one of the senior high schools in the city. The
class you teach may contain about some students who are lazy or unwilling to learn
English. What assessment can you give to them to recognize the main problems faced by
them? Why? In what way does the assessment you give work to get the right information
about their problems in learning English?
4. Supposing that you are teaching the students from nursery department or health faculty in
this semester. Now if you want to assess their speaking skill to support their future jobs as
the nurse, what assessment can you give to them? Why? Illustrate how the assessing
activity based on the assessment you decide works for measuring their speaking skill.
5. Supposing that you are an English teacher at a senior high school in the city. You are
holding the cooperative learning strategy through making some groups in doing one
assignment you give in this semester. Unfortunately, you find some problems about each
student’s contribution for working together in each group. Some students are found to be
active and the others are passive. To make sure about it, what assessment can you make
and give to the students? What can be the contents of the assessment like you need to
give? Why?

Answer
1) As a teacher, I plan to use an aptitude test. Since I already know that students can use
English effectively for daily communication and interactions, I believe the next step is
to determine each individual’s skill level or propensity to succeed in the speaking test.
Using an aptitude test assumes that individuals have different levels of speaking
ability. The reason I chose an aptitude test is that it allows me to assess students'
 fluency, grammar, pronunciation, vocabulary, and comprehension. The test is very
beneficial because it helps me identify students' strengths and weaknesses in
speaking. I will also incorporate specific criteria by implementing a scoring rubric to
provide a systematic and unbiased methodology for assessing students' speaking
skills. For the assessment activity, I plan to give students a topic and ask them to
create a video explaining their opinions and suggestions.
2) If I were an English teacher at a junior high school in a village, I would focus on
preparing students for the speech contest by first selecting potential contestants
through a screening assessments are used to identify students. The assessment would
measure the key components required for success in speech contests: fluency,
pronunciation, grammar, vocabulary, confidence, and the ability to engage an
audience. To select the most promising students, I would use a performance-based
assessment such as a mock speech presentation. Students would be asked to deliver a
short speech on a given topic or one of their choice. This activity would allow me to
evaluate their public speaking skills in a realistic setting. Using performance
assessment is ideal for preparing students for a speech contest because it evaluates
their skills in a practical, real-world context.
3) If I were an English teacher facing a class with some students who are lazy or
unwilling to learn English, I would use a combination of diagnostic assessment and
informal assessments to identify the root causes of their disengagement. I would use
diagnostic assessment because it identifies students' current knowledge, skills, and
challenges. It helps uncover specific learning gaps (e.g., grammar, vocabulary,
speaking confidence) or non-academic barriers (e.g., lack of interest, motivation
issues). Additionally, I would consider students’ perceptions to diagnose which areas
of English are difficult for [Link] the activity, I would give students an initial
survey or questionnaire about their perceptions of learning English, as well as a skill-
based diagnostic test covering reading, writing, listening, and speaking to evaluate
their proficiency.

4) If I were teaching students from a nursery or health faculty and wanted to assess their
speaking skills to support their future jobs as nurses, I would focus on a performance
assessment by giving them activity like role-play. This type of assessment directly
reflects the communication skills needed in healthcare settings, such as interacting
with patients, families, and other medical staff. Because nurses frequently
communicate with patients, colleagues, and families in various situations, so role-
playing these scenarios allows students to practice the language and interactions they
will face in their careers. Also, it emphasizes not only speaking fluency and
vocabulary but also listening, empathy, clarity, and the ability to convey information
in a professional manner.

How the Assessment Works:

1. Role-Play Scenarios:

Prepare real-life healthcare scenarios, such as:

 Greeting a patient and explaining a medical procedure.

 Explaining medication instructions to a patient or family member.
  Asking about symptoms or conducting a patient interview.
 Giving instructions for post-care or explaining the next steps in
treatment.

2. Task Instructions:

Students are given a scenario where they act as the nurse, and another student
or teacher can take on the role of a patient or [Link] must respond to
the situation in real-time, showcasing their ability to communicate effectively,
professionally, and empathetically.

3. Rubric for Assessment:

o Clarity of Speech: Is the student able to speak clearly and be understood?
o Tone and Empathy: Does the student show an appropriate tone and empathy
in their responses?
o Professional Language: Does the student use the correct medical terminology
and maintain professionalism?
o Completeness of Response: Does the student provide a complete, helpful
answer or explanation?
o Engagement: Is the student able to maintain a two-way conversation,
listening to the "patient" and responding appropriately?

4. Feedback:
o After the role-play, I would provide feedback on both strengths and areas of
improvement. This helps them refine their communication skills and prepares
them for future interactions in a healthcare setting.

5) To ensure each student's contribution in a cooperative learning group, I would use a

self-assessment combined with peer assessment. This combination provides a
comprehensive view of each student's involvement and contribution while
maintaining fairness and accountability within the [Link] the self assessment this
allows each student to reflect on their own contributions to the group task and identify
their strengths and areas for improvement. It encourages responsibility and helps
students evaluate their own participation and efforts. It also gives them a chance to
understand how they can contribute more effectively in future group tasks. And as for
the peer assessment this can involves students evaluating each other’s contributions to
the group project. Also, peer assessment fosters accountability within the group, as
students recognize that their actions are being observed and evaluated by their
classmates. It also helps to pinpoint those who may be disengaged or not participating
adequately.

Contents of the Assessment:

 Self-Assessment

1. Contributions to the Group:

 “How did you contribute to your group’s assignment?” (e.g., research,
writing, presentation, etc.)

“Did you complete the tasks assigned to you on time?”

2. Teamwork and Collaboration:

“How well did you communicate with your group members?”

“Did you actively participate in group discussions and decision-

making?”

3. Reflection:

“What challenges did you face in working with your group? How did
you overcome them?”

“What will you do differently next time to improve your contribution

to the group?”

 Peer Assessment

1. Group Member Evaluation:

“Rate each of your group members on the following (scale 1-5,

where 1 is poor and 5 is excellent):

a) Contribution to the task

b) Cooperation and teamwork
c) Communication and willingness to help
d) Meeting deadlines and responsibilities”