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Introduction 

The major purpose of this project is to plan and execute the development of a thorough evaluation tool for determining the level of linguistic competence possessed by students of English as a Second Language (ESL). The reading and listening comprehension skills of adult ESL students of varied degrees of competency will be evaluated via the use of a test designed to assess those students' abilities. By developing this evaluation, they want to give an accurate and reliable method of identifying the abilities of ESL students as well as the areas in which they are deficient. The evaluation will aid in the process of creating learning exercises to stretch the participants' linguistic abilities beyond their present performance levels and offer them helpful feedback for progress. In the end, the objective of this task is to promote efficient language acquisition and to enhance the educational experience for ESL students who are studying in a variety of different settings.

Learning context for the test: 

Learners: Adult ESL (English as a Second Language) students who demonstrate varied degrees of English language competency are the learners who will be evaluated for this test. Learner A is a person of the same name who is 22 years old and has an intermediate level of English proficiency (De Wilde, Brysbaert & Eyckmans, 2020). They have had some experience with the language, but they are looking to improve their abilities, particularly to use it in job interviews and day-to-day communication. Learner B, on the other hand, is an adult English language student of thirty years of age who has an advanced degree of English competence. They have prior experience teaching English to students of other languages, and at the moment they are concentrating on improving their academic writing and presenting abilities. Both of these students are determined to enhance their language skills, but their particular objectives and current levels of competence are quite different from one another.

Institutional: An adult education program that is being provided by a language institution is the setting for the evaluation that is taking place. The goals of the institution center on the successful facilitation of language acquisition for adult students (Jamrus & Razali, 2019). This involves encouraging the development of practical language abilities for use in academic and professional communication settings. Throughout the class, the educational organization anticipates that students will exhibit growth in their level of linguistic competence.

Curriculum context: 

The ESL program's curriculum lays a lot of emphasis on improving students' language abilities in the areas of reading and listening comprehension. The main objective is to provide students with the tools they need to comprehend and analyze spoken English and complicated texts (Ali & Razali, 2019). This emphasis is influenced by several variables, including the learners' communicative demands and the best practices in language teaching. The Common European Framework of Reference (CEFR), which provides a framework for defining language levels, is one of the global criteria for English language competence that the curriculum attempts to be by. Another worldwide criterion for English language competency is the Common European Framework of Reference (CEFR) (Mahoney, et al., 2021). The curriculum is flexible enough to meet the needs of learners of varying abilities. In this way, everyone may make progress at their own pace. It is expected that after Learner A achieves the intermediate level, they will be able to comprehend increasingly complex forms of English both verbally and written. They already have a solid grasp of fundamental grammatical principles and vocabulary and are working to build on that.

Learner B, who is more advanced, has had more exposure to language instruction. They have good pronunciation, grammar, and vocabulary (Taslim, et al., 2019). Their comprehension skills are intended to be further improved by the curriculum, particularly for academic and professional objectives. Learner B is required to participate in increasingly difficult written and spoken content, such as academic papers, speeches, and business conversations.

The program uses a variety of resources, such as genuine texts and audio files, to make sure that students are exposed to a variety of dialects and real-world language. To guarantee that the assessment correctly reflects the learning goals and satisfies the requirements required for each proficiency level, the curriculum must be in line with the worldwide standards for language competency. 

Type of test and purpose: 

Type of Test and Goal: The test that will be given in this situation is a thorough evaluation of reading and listening comprehension. Due to its compatibility with the main goals of the curriculum and the linguistic requirements that ESL learners are likely to face in real-world situations, this sort of exam is particularly suitable for them in this situation (Paul, 2022). Effective communication in academic and professional contexts depends on having strong reading and listening comprehension abilities. They are also regarded as important micro-skills that support language competence. The exam measures students' comprehension and interpretation of spoken and written English to gauge their proficiency in these critical skills.

Focus on Key Microskills: 

Identification of the Main Idea: This skill entails being able to identify the main idea or message in a written or spoken conversation. It is essential for swiftly understanding a communication's main points, which is very helpful in academic and professional settings.

Detail Comprehension: Grasp specifics in written or spoken information is crucial for gaining a thorough grasp. The material includes precise details, facts, or instances that the learners must identify (Barus, Simanjuntak & Resmayasari, 2021). This ability guarantees that students can comprehend the complexity of information in scholarly papers or formal conversations.

Inferencing: Drawing logical inferences or making informed assumptions based on the information provided is known as inferencing. Understanding latent meanings and drawing connections within written or spoken conversations depend on this ability.

Analysis of Tone and Intention: Effective interpretation requires the capacity to ascertain the tone, mood, or intention behind a written or spoken message. It aids students in understanding the subtleties of language usage, which is crucial for interactions in the workplace and at school.

Justification for micro-skills Focus: 

These particular micro-skills were chosen because they are necessary foundational elements for effective communication. In academic and professional settings, students must immediately comprehend the main idea, take in-depth information, draw conclusions, and understand the subtleties of language usage. The exam guarantees that students have the competency necessary for successful communication by measuring these micro-skills by the curriculum's learning goals. Additionally, these micro-skills apply to learners at different competence levels, from intermediate to advanced, and have been recognized in studies as essential to language comprehension (Karakoc, 2019). As a result, the exam is a valid indicator of students' proficiency in these micro-skills and offers useful diagnostic data for individualized education.

Test description: 

Macro-skill 1: The form of the test and the micro-skills that it will measure

Three texts and a series of questions accompany each reading comprehension question on the exam. The test's makeup consists of the following:

Text Selection: The reading comprehension section's texts were selected based on how well they matched the curriculum's goals and the micro-skills being tested. The texts range in difficulty from fairly difficult to advanced. The micro-skills of major concept identification, understanding of details, inference, and tone analysis are measured for each text. Successful reading comprehension in academic and professional situations depends on these micro-skills.

Types of Questions: Each passage has a set of questions that are intended to test a certain set of micro-skills (Hidayati, 2019). For instance, whereas short response questions assess inferencing and the capacity to offer information to support answers, multiple-choice questions assess key concept identification and detail understanding.

Macro-skill 2: The form of the test and the micro-skills that it will measure

The test's listening comprehension component consists of sets of questions followed by audio samples of native speakers addressing different themes. The test's makeup consists of the following:

Material Selection:   The audio samples for the listening comprehension portion were chosen to reflect the variety of accents and real-world language use. Such as major concept identification, detail comprehension, inferencing, and tone analysis were selected because they are aligned with the micro-skills being evaluated (Thu, Quan & Cang, 2023). Learners are better prepared for the language difficulties they could run across in academic or professional settings by listening to a variety of accents and themes.

Question Types: The questions that go with each audio clip test certain micro-skills including picking out the key points, noticing the minutiae, drawing conclusions, and figuring out the tone and aim. Effectively measuring these micro-skills requires the use of multiple-choice and short-response questions.

Test design, administration and scoring: 

Item kinds: The exam has a variety of item kinds, including short answer and multiple-choice questions. Short-answer questions examine inference and the capacity to supply information to support responses, while multiple-choice questions test major concept identification and detail understanding (Yaneva, et al., 2021). These item selections are in line with the micro-skills that will be assessed, guaranteeing thorough coverage of reading and listening comprehension skills.

Exam Administration: The exam will be given in a controlled classroom environment, with students being given the relevant materials, including printed reading passages and listening comprehension audio devices. Learners will get vocal instructions, and each part will have a set time restriction.

Scoring: A preset rubric will be used to score each item. Short answer questions will be graded on accuracy and understanding while multiple-choice questions will be graded for the right answers. The scoring procedure will be guided by clear success criteria for each question type, guaranteeing the accuracy and consistency of the evaluation.

Rationale: 

Rationale for Assessment for Learning Approach

I. Introduction

English as a Second Language (ESL)/English as a Foreign Language (EFL) education depends heavily on assessment to shape learning experiences and results. The assessment for learning method, which emphasizes utilizing assessment as a dynamic tool to inform and enhance learning, is a fundamental paradigm in this situation. The assessment principles outlined by Brown and Abeywickrama provide a reliable foundation for creating efficient tests. The evaluation aims to develop learners' linguistic skills in addition to evaluating them. The development of the assessment tasks is guided by the principles of authenticity, construct validity, interactions, and formative feedback, which guarantees that they are in line with curriculum objectives, reflect real-world language use, encourage interaction between students and instructors, and offer prompt feedback for skill improvement (Ajjawi, et al., 2020). This justification explains how these ideas influence the layout of the ESL/EFL reading and listening comprehension test, promoting a more thorough and all-encompassing language learning process for the students.

II. Principles of Assessment: Brown and Abeywickrama

A. Authenticity

Authenticity in assessment refers to the degree to which assessment activities resemble real-world language use. Authenticity is important in ensuring that students get accurate feedback. Authenticity is of the utmost importance in the field of English as a Second Language (ESL) and English as a Foreign Language (EFL) instruction since it has a direct bearing on the capacity of students to use their language abilities in real-world situations (Ahmad & Millar, 2020). Reading and listening comprehension exercises have been meticulously designed to reflect how language is used in real life. This allows students to interact with written and spoken materials that they could come across in a variety of academic and professional contexts. The selected reading passages and hearing resources offer a wide variety of dialects, literary styles, and subject matters, thereby simulating the complexity and variety of language used in real-life situations (Hestiana & Anita, 2022). Learners are assessed not only on their linguistic competence but also on their capacity to traverse the complexities of language in the context in which it is used. This is made possible by the use of realistic contexts.

B. Construct Validity

The degree to which an evaluation properly assesses the desired learning outcomes or constructs is referred to as the construct validity of the evaluation. In the context of English as a Second Language (ESL) and English as a Foreign Language (EFL), assessment tasks must connect closely with the curricular goals to guarantee that what is being assessed corresponds to what students are expected to accomplish. The reading and listening comprehension activities included in this test have been carefully crafted to ensure that they are in line with the fundamental goals of the curriculum. For instance, it is required of students to comprehend the major points, specifics, and conclusions included in difficult texts as well as spoken English. As a result, the activities that make up the assessment are organized so as to measure these particular facets. While short answer questions ask learners to draw inferences and offer particular information in support of their claims, multiple choice questions focus on the primary concepts and specifics of the topic at hand (Mogea, 2022). Because of this connection with the curricular goals, it is guaranteed that the assessment will properly measure the targeted components, giving a legitimate evaluation of the learners' language competency.

C. Interactions

Interactions are essential to the process of learning because they provide students the opportunity to interact with language, get feedback, and improve their linguistic abilities. This evaluation is intended to encourage engagement in a variety of different ways. Learners are required to participate in interactions with the reading and hearing materials throughout the assessment. They are required to have an active engagement with the textual and aural sources to absorb, infer, and evaluate the information. In addition, the provision of formative feedback fosters interaction between students and teachers, which is beneficial to the overall learning experience. Learners are given comments on their performance, highlighting both areas where they excelled and those in which they may need some work (Salm, Chopra & Golab, 2023). This feedback loop encourages learners and teachers to engage in a dynamic conversation with one another, which ultimately leads to the improvement of students' language skills. When interactions are included in the assessment, it acts as more than simply a tool for evaluation; rather, it transforms into a living component of the teaching and learning process, which improves the quality of education as a whole.

D. Formative Feedback

In the scenario of formative assessment, feedback is required for the evaluation of learning processes. It highlights that evaluation should not be a one-time event but rather a continuous process that continually informs and enhances learning at all times. Formative feedback is included at many levels throughout the reading and listening comprehension evaluation. To begin, students get instant feedback on their performance for each topic, which enables them to evaluate their level of comprehension and pinpoint areas in which they excel and those in which they need improvement. Learners are given the ability to make immediate modifications to the tactics they use for understanding when they get feedback in a timely manner. Second, teachers are provided with an aggregated picture of the students' performance, which directs them on how best to modify their instructional strategies in order to solve the most often encountered challenges. In this way, the assessment functions as a helpful tool for both students and teachers, allowing focused interventions and improvements at various points during the learning process.

III. Integration of Principles in Assessment Design

A. Authenticity

There are three passages in the reading comprehension part with varied degrees of difficulty. These excerpts are taken from academic publications, news stories, and professional communication materials. These texts were taken from real sources to reflect the kind of information students could encounter in formal or informal settings. The listening comprehension portion includes audio samples of native English speakers chatting about various subjects, simulating the usage of spoken English in everyday situations (Kostikova, et al., 2021). To mimic the many types of communication that occur in daily life, the materials were selected that span a variety of genres, such as explanatory, persuasive, and narrative. Students interact with academic debates, news reports, interviews, and everyday conversations to experience a variety of language usage.

The listening comprehension resources offer a range of accents and dialects to make sure that students are exposed to the variety of the English language. This simulates the realities of dealing with many accents and dialects in international communication, preparing students for interactions in the real world. The evaluation activities are purposefully designed to provide a range of complexity, mirroring the development from basic to more complicated language usage. This is similar to how language abilities often develop in real life, beginning with fundamental understanding and moving on to more complex interpretation.

B. Construct Validity

Reflecting the curriculum's emphasis on main concept comprehension, the multiple-choice questions in the reading comprehension portion test students' ability to identify the major ideas of the texts. A key element of academic and professional reading comprehension, multiple-choice questions also test students' ability to identify particular features in the texts. The short answer questions in both parts test students' use of inference. Making connections, deciphering implied meanings, and drawing inferences are abilities that are necessary for both academic and professional language usage.

The assessment assignments test students' ability to recognize the tone and purpose of the passages, which helps them communicate well in a variety of settings. The tasks are carefully created to correspond with the learning goals of the curriculum, ensuring that what is evaluated is in line with what students are expected to do. The evaluation offers a reliable picture of how proficient learners are in these specific areas.

C. Interactions

Learners interact with the reading passages and audio resources in a meaningful way. Reading, listening, understanding, and answering questions are some of the ways that they engage with the material. This interaction simulates how students might interact with written and spoken language in the actual world. Interaction between students and instructors occurs directly via the distribution of formative feedback (Vattøy & Gamlem, 2020). Students get quick feedback on their performance, allowing them to modify their approaches and comprehension. Through the feedback process, instructors interact with students, recognizing common problems and adjusting education in the future to meet particular needs. The content for the assessment is carefully chosen and curated by the instructor to make sure it is highly relevant to the curriculum and the requirements of the students. The interaction between instructors and material enables the evaluation to be in line with curricular objectives and educational aims.

D. Formative Feedback

Quick Feedback Learners are provided with quick feedback for each task they complete. Learners are able to evaluate their level of comprehension, determine which parts of their knowledge are strong and which require work, and make improvements to their techniques for learning in real time thanks to the rapid feedback they get. The instructors are provided with a full picture of the learners' performance on the evaluation via the use of cumulative feedback (Malecka, Boud & Carless, 2022). This feedback helps teachers discover the most prevalent types of student struggle, which enables them to provide education that is more individualized and focused in following classes. The existence of formative feedback results in the creation of a dynamic feedback loop in which students, teachers, and material regularly interact with one another. This, in turn, leads to improvements in students' language skills over time.

IV. Conclusion

The ESL/EFL reading and listening comprehension assessment is a dynamic tool that is not only used to evaluate language competency but also actively enriches the learning experience. It is strongly anchored in the concepts of assessment for learning and stands as a dynamic instrument because of this. This assessment is a reflection of real-world language use because it is meticulously aligned with the principles of authenticity, construct validity, interactions, and formative feedback developed by Brown and Abeywickrama. Additionally, it accurately measures the objectives of the curriculum, encourages interaction between students and instructors, and offers timely guidance for improvement. By doing so, it produces an all-encompassing learning experience, therefore preparing ESL and EFL students for the intricate language requirements of academic and professional environments. This assessment highlights the essential role that well-designed tests play in driving language growth and developing a deeper knowledge of English language abilities. The significance that assessments play in driving language development and fostering a deeper understanding of English language skills is highlighted.

References: 

Ahmad, H., & Millar, R. M. (2020). Reviewing definitional ambiguities and significance of text authenticity in English language teaching. Humanities and Social Sciences Reviews. https://aura.abdn.ac.uk/bitstream/handle/2164/15246/2753_Main_Article_Text_9239_2_10_20200722.pdf?sequence=1

Ajjawi, R., Tai, J., Huu Nghia, T. L., Boud, D., Johnson, L., & Patrick, C. J. (2020). Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context. Assessment & Evaluation in Higher Education, 45(2), 304-316. https://www.tandfonline.com/doi/pdf/10.1080/02602938.2019.1639613

Ali, A. M., & Razali, A. B. (2019). A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners. English Language Teaching, 12(6), 94-111. https://files.eric.ed.gov/fulltext/EJ1215830.pdf

Barus, I. R. G., Simanjuntak, M. B., & Resmayasari, I. (2021). READING LITERACIES THROUGH EVIETA-BASED LEARNING MATERIAL: STUDENTS’ PERCEPTIONS (Study Case Taken from Vocational School–IPB University). Journal of Advanced English Studies, 4(1), 15-20. https://jaes.journal.unifa.ac.id/index.php/jes/article/download/98/54

De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition, 23(1), 171-185. https://biblio.ugent.be/publication/8602592/file/8676700.pdf

Hestiana, M., & Anita, A. (2022). THE ROLE OF MOVIE SUBTITLES TO IMPROVE STUDENTS' VOCABULARY. Journal of English Language Teaching and Learning, 3(1), 46-53. http://jim.teknokrat.ac.id/index.php/english-language-teaching/article/download/1715/565

Hidayati, Y. (2019). THE EFFECT OF STORYTELLING TOWARDS STUDENTS SKILLS AT X GRADE STUDENTS OF MA NURUL HARAMAIN BOARDING SCHOOL. Journal of Languages and Language Teaching, 7(2), 132-143. http://e-journal.undikma.ac.id/index.php/jollt/article/download/1961/1400 

Jamrus, M. H. M., & Razali, A. B. (2019). Using self-assessment as a tool for English language learning. English Language Teaching, 12(11), 64-73. https://files.eric.ed.gov/fulltext/EJ1233021.pdf

Karakoc, A. I. (2019). Reading and Listening Comprehension Subskills: The Match between Theory, Coursebooks, and Language Proficiency Tests. Advances in Language and Literary Studies, 10(4), 166-185. https://journals.aiac.org.au/index.php/alls/article/viewFile/5737/4157

Kostikova, I., Chastnyk, O., Ptushka, A., Yazlovytska, O., & Dovzhenko, O. (2021). Digital technology implementation in students’ proficiency development for English listening. Amazonia Investiga, 10(48), 34-42. https://amazoniainvestiga.info/index.php/amazonia/article/download/1836/2241

Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., ... & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128. https://casel.s3.us-east-2.amazonaws.com/Design-Systemic-SEL.pdf

Malecka, B., Boud, D., & Carless, D. (2022). Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education, 27(7), 908-922. https://eprints.mdx.ac.uk/30595/1/Embedding%20feedback%20literacy%20within%20the%20curriculum_Accepted.pdf

Mogea, T. (2022). STUDENTS CRITICAL THINKING ABILITY IN ENGLISH TEACHING AND LEARNING. Jurnal Pendidikan dan Sastra Inggris, 2(3), 157-171. https://ejurnal.politeknikpratama.ac.id/index.php/JUPENSI/article/download/977/958

Paul, P. (2022). Communicative Language Teaching: Expectation vs Reality in the Bangladeshi Context. Journal of Research in Humanities and Social Science, 10(4), 64-69. https://www.researchgate.net/profile/Prodyut-Paul-2/publication/360826333_Communicative_Language_Teaching_Expectation_vs_Reality_in_the_Bangladeshi_Context/links/628d130c6773462154d50ad6/Communicative-Language-Teaching-Expectation-vs-Reality-in-the-Bangladeshi-Context.pdf

Salm, V., Chopra, S., & Golab, L. (2023). Student success in cooperative education: A comparison of remote and in-person workplace performance evaluations. International Journal of Work-Integrated Learning, 24(2), 169. https://www.ijwil.org/files/IJWIL_24_2_169_207.pdf

Taslim, T., Asrifan, A., Chen, Y., & Nurdania, N. R. (2019). Correlation Between Student&rsquo's Vocabulary Mastery And Speaking Skill. Journal of Advanced English Studies, 2(2), 65-76. https://jaes.journal.unifa.ac.id/index.php/jes/article/download/64/27

Thu, L. M., Quan, N. H., & Cang, N. T. (2023). EFL TEACHERS'PERCEPTIONS AND REPORTED TECHNIQUES IN TEACHING LISTENING INFERENCING SKILLS. European Journal of English Language Teaching, 8(1). https://oapub.org/edu/index.php/ejel/article/download/4681/7316

Vattøy, K. D., & Gamlem, S. M. (2020). Teacher-student interactions and feedback in English as a foreign language classrooms. Cambridge Journal of Education, 50(3), 371-389. https://www.tandfonline.com/doi/pdf/10.1080/0305764X.2019.1707512

Yaneva, V., Clauser, B. E., Morales, A., & Paniagua, M. (2021). Using eye‐tracking data as part of the validity argument for multiple‐choice questions: A demonstration. Journal of Educational Measurement, 58(4), 515-537.https://onlinelibrary.wiley.com/doi/pdf/10.1111/jedm.12304

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