According to Thesaurus.

com, test, examination, evaluation, and assessment are synonyms; by

definition, these words can be used interchangeably. However, there are slight differences in
their common uses.

The Relationship among Testing, Assessing

and Teaching
Published on August 6, 2015

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Pei-Chun Chen
General English Proficiency Test Skills Trainer

Language assessment has played a significant role in recent educational settings worldwide.
Brown (2004) in his book, Language Assessment: Principles and Practices mentioned
assessment consists of two major testing concepts: testing and assessing. A test is a method
which measures a language learners ability, knowledge, or performance in a given domain
(Brown, 2004, p. 3). According to Browns explanation, testing is not only a method for test-
takers to qualify a test but also measures a test-takers performance in a setting instrument.
Compared to testing, assessing is to evaluate or appraise a learners level during an ongoing
learning process (as cited in Mousavi, 2009, p. 36). Assessing a learners ability with productive
performance not only lowers ones anxiety but also improves ones learning attitude. Besides,
Teaching is to assess a learners learning ability not only by applying a given field of study, but
also adapting pedagogical techniques along with amount of performance to a class. That is to
say, any language-skill related activities with teachers observation are part of assessment in
teachers teaching practice.

Regarding Browns (2004) introduction to language assessment, the relationship among testing,
assessing, and teaching through a diagram shows differences in language teaching practice.
Brown (2004) in his diagram shows that teaching overlaps assessment, measurement, and tests
in order to evaluate learners competence (Brown, 2004, p. 6). During ongoing processes, teacher
provides instructions along with assessment in order to evaluate how learners acquire and
produce what they have learned in the classrooms. Thus, assessment, measurement, tests are
interrelated to teaching.

Major Issues in Current Classrooms

Brown (2004) provided major issues in current TESOL field: Multiple Intelligences, traditional
and alternative assessment, and computer-based testing are discussed:

Firstly, Gardner (1993) mentioned multiple intelligences, which consist of linguistic (verbal),
musical, spatial, logical-mathematical, bodily-kinesthetic, interpersonal (understanding of
others), intrapersonal (understanding of self), and natural (using cues from nature). He adapted
these intelligences into teachers materials for practices and activities in the classrooms (as cited
in Diaz-Rico, 2004, p. 47). Robert Sternberg (1988; 1997, as cited in Brown 2004, p. 17) also
pointed out that creative thinking and manipulative strategies are part of intelligences. Likely,
Daniel Coleman (1995, as cited in Brown 2004, p. 17) provided the aspect of EQ (Emotional
Quotient) which is relevant to learners cognitive processing. Thus, new views on intelligences
are helpful for measure whole language skills, learning processes, and the ability in the
curriculum design along with well-organized instructions.

Secondly, Armstrong (1994) and Bailey (1998) pointed out viewpoints about traditional and
alternative assessment. Traditional assessment follows not only a standardized exams with norm-
referenced scores, timed, decontextualized tests, score-preferred feedback, summative, but also
promotes learners extrinsic motivation. On the other hand, alternative assessment is currently
favored with performance-based classrooms. In the classrooms, teachers can design more
authentic, more flexible, more subjective evaluation, more individualization, and more
interaction in the process of providing feedback (Brown, 2004, p. 18-19).

Thirdly, with higher technology, some computer-based testing such as TOEFL-CBT,TOEFL-

IBT, Computer Adaptive Tests, and etc. offer four integrated skills containing listening, reading,
speaking and writing sections together. Due to popular use of computer-assisted language
learning (CALL), it has been a trend to develop teaching and testing with creativity, interaction,
authenticity, and learning autonomy in the classrooms (Brown, 2004, p. 21).

Reference

/
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

: SMP Kartika XIV-1 Banda Aceh

aran : Bahasa Inggris
ester : VIII/ II
ok : Teks deskriptif pendek dan sederhana, tentang orang, binatang dan benda
aktu : 4 JP

A. Kompetensi Inti (KI)

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong
royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya
KI 3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan
kejadian tampak mata.
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai,
memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar,
dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator Pencapaian Kompetensi
1.1. Mensyukuri kesempatan dapat 1.1.1. Menunjukkan rasa syukur kepada Tuhan
mempelajari bahasa Inggris sebagai selama pembelajaran.
bahasa pengantar komunikasi
Internasional yang diwujudkan dalam
semangat belajar
2.3. Menunjukkan perilaku tanggung jawab, 2.3.1. Menunjukkan perilaku peduli dalam
peduli, kerjasama, dan cinta damai, pembelajaran
dalam melaksanakan komunikasi
fungsional
3.10. Menerapkan struktur teks dan unsur 3.10.1. Memberi nama benda
kebahasaan untuk melaksanakan fungsi3.10.2. Mengidentifikasikan sifat benda
sosial teks deskriptif dengan menyatakan
3.10.3. Mendeskripsikan benda
dan menanyakan tentang deskripsi orang,
3.10.4. Menyebutkan fungsi sosial teks deskriptif.
binatang, dan benda, pendek dan
sederhana, sesuai dengan konteks
penggunaan nya
4.11. Menangkap makna dalam teks deskriptif
4.11.1. Menemukan gambaran umum dari sebuah
lisan dan tulis, pendek dan sederhana. teks.
4.11.2. Menemukan informasi tertentu dari teks
sederhana
 4.11.3. Menemukan informasi rinci dari teks
sederhana
4.12. Menyusun teks deskriptif lisan dan tulis,
4.12.1. Melengkapi teks deskriptif sederhana
pendek dan sederhana, tentang orang, tentang benda
binatang, dan benda, dengan 4.12.2. Menyusun teks deskriptif sederhana
memperhatikan fungsi sosial, struktur
tentang benda
teks, dan unsur kebahasaan yang benar
dan sesuai konteks.