Page 49 - BUKU SYNOPSIS

3. Language Learning Assessment (LLA)

a. The Nature of LLA

It is essential to examine various definitions of assessment in order to

comprehend the underlying theories that govern assessment practices in an

academic setting. According to Taras (2005), assessment is a process of

making informed judgments based on predetermined goals, resulting

in comparative or numerical ratings. On the other hand, Mardapi (2017)

describes assessment as a collection of strategies and tools used to gather

information on a student's progress in learning. Similarly, Brown and

Abeywickrama (2018) define “assessment as an ongoing process that

encompasses a wide range of methodological techniques to appraising

students’ performances (p.3)”. Cheng and Fox (2017) define assessment as

the collaborative efforts between educators and learners to acquire student

learning progress data. Driven by the definitions above, the researcher

defines assessment as a systematic and continuous process carried out by

teachers and students to collect information about the student's

achievements or performances using quantitative and qualitative

descriptions for making decisions based on specific criteria.

The assessment goal in the context of LLA is to gather evidence of

language learners' knowledge, skill, or ability to utilize language (Green,

2014; Hyland, 2003). It assesses learners' language competency in their

first (L1) or second (L2) language. As a result, teachers must provide

opportunities for their students to experiment and test the theories they have

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