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All Journal LET: Linguistics, Literature and English Teaching Journal IJoLE: International Journal of Language Education JEES: Journal of English Educational Study Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Elsya : Journal of English Language Studies Interference: Journal of Language, Literature, and Linguistics International Journal of Social Science Jurnal Abdimas Prakasa Dakara
Natalina Asi, Natalina
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Elsya : Journal of English Language Studies

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Reconstructing Language Tests: A Comparative Study for Improved Assessment Ikrimah, Ikrimah; Asi, Natalina
Elsya : Journal of English Language Studies Vol. 6 No. 1 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i1.18430

Abstract

In the realm of educational systems, language testing plays a vital role in assessing a learner's language abilities. Ensuring the reliability and validity of such tests is crucial to provide an accurate gauge of proficiency and depth of learners' knowledge. However, modifications are necessary for testing methods to cope with the ever-evolving landscape of teaching methodologies while maintaining their effectiveness. This study employs a comparative analysis approach between an original and a reconstructed English language test, following the guidelines of the 'Kurikulum Merdeka' for 11th-grade students. Utilising Bloom's Taxonomy as a framework, both the original and reconstructed tests are evaluated with respect to cognitive complexity and coverage of various cognitive skills. The implemented modifications in the test demonstrated a significant enhancement in the overall effectiveness and alignment with broader cognitive skills. Two key modifications, expanding the multiple-choice answers from four to five and realigning questions to span various cognitive levels as per Bloom's Taxonomy, were found to be effective in increasing the complexity and scope of the test. This, in turn, led to a more comprehensive engagement of students in the test. The study concludes that the reconstructed test format, when compared to the original, offers a more effective overall assessment structure. Its more challenging nature stimulates critical thinking, deep understanding, and creativity among learners, thereby promoting improved language assessment and a better understanding of teaching-learning processes. It underscores the necessity of periodic improvements and modifications in test designs, ultimately contributing towards more precise and effective language testing.
Co-Authors Afdalia, Tiara Agustine, Sherli Akhmad Fauzan Altalarik, Agel Binti, Jeremy Audra Yoal Putra Fauzi, Iwan Ikrimah Ikrimah, Ikrimah Maria Arina Luardini Muliani, Septha Norahmi, Maida Nugraha, Richard Ferry Nugraha, Richard Fery Pratama, Yogi Atma Vanesa, Naftali