Summary of reference book.

  Summary of reference book. 

 

Reference: Brown. H douglas. 2004. LANGUAGE ASSESMENT  principles and classroom practices. Pearson education.

      This book was explaining and showing how to asses and design a test in second language classroom. This purpose of this book is to designed and offer a comprehensive survey of essential principles and tools for second language assessment. This book can make readers apply those principles to practical classroom context easily. Table of content of this book, as follow:

Ø  Testing, Assessing and Teaching

Ø  Principles of Language Assessment

Ø  Designing Classroom Language Tests

Ø  Standardized Testing

Ø  Standards-Based Assessment

Ø  Assessing Listening

Ø  Assessing Speaking

Ø  Assessing Reading

Ø  Assessing Writing

Ø  Beyond Tests: Alternatives in Assessment

Ø  Grading and Student Evaluation

And the presenter will explain more about content on point 9, the content was about assessing writing, why did the presenter choose these point? Because on point 9 there is a theory about writing skill which can support on the presenter’s thesis. In point we can now about:

Ø  Genres of written language

o   Academic writing, such as: paper, essay, theses, dissertation

o   Job related writing, such as: emails, announcements, advertisement

o   Personal writing, such as: diary, greeting card.

Ø  Types of writing performance

o   Imitative: the learner must attain skills in the fundamental, basic task of writing letter, words, punctuation, etc. in this types learners are trying to master the mechanics of writing.

o   Intensive (controlled):  in this types, learners are trying to producing appropriate vocabulary within a context, collocation and idioms.

o   Responsive: in this types, learners perform discourse level, connecting sentences into a paragraph.

o   Extensive: in this types, learners focus on organizing and developing ideas logically, using details to support or illustrate ideas.

Ø  Micro and Macro skills of writing: Micro skills apply more appropriately to imitative and intensive types of writing task and Macro skills apply more appropriately to responsive and extensive writing.

Ø  Designing assessment tasks: imitative,  intensive, responsive, extensive.