Reading Response Journal B

Akhmad Farroby

112010072

Using Habermas to Evaluate Two

Approaches to Negotiated Assessment

READING RESPONSE JOURNAL B

          I have chosen the article about negotiated assessment as second reading response journal. I think the article is interesting to me because the content inside that useful for the student and the teacher development when they study together, discuss the lesson, something like that. After I read and see discussion so far about Habermas’s Theory tells that learning and teaching have been strongly influenced by phenomenographic and psychological theories. Specifically, the discussion of the article focus on students’ experience of learning through a categorization of qualitatively different ‘approaches to learning’ and have emphasized the need to encourage ‘deep learning’ by treating students as participators in the learning process. I think that purposed to the student encourage when they gain learning from their tutor or teacher in learning process.
           The article said that the extent to which two courses, both aimed at staff in higher education, succeed in meeting the ideals of adult education as outlined by writers deriving their outlook from Habermas and his theory of communicative action. In particular, the paper will examine the rationale for two different processes of negotiated assessment, how they operate in practice and what staff and students think about the processes. It means that teaching learning activity between the teacher and the student can do communicative action in order to learning process to be better. The other purpose is in order to between the student and the teacher can be closer in learning process and make the student feel comfort with the situation. 
           The article explain that negotiated assessment provide requirement that need to make the student be succeed in their achievement. The teacher or tutor should give their best experience based on subject, department, and good commitment in professional context. There are several philosophers that agree theory of Habermas, because his theory has strong effect that make communication between the student and the teacher be cohesive and it can make action oriented to reaching understanding and action oriented to success.
            I agree with the statement because it is profitable to the student to reach their achievement. I argued that the statement of Habermas about A communicatively achieved agreement has a rational basis; it cannot be imposed by either party, whether instrumentally through intervention in the situation directly or strategically through influencing the decisions of opponents. In my mind, it can negative effect to the student that has low competence. For example, when several students are do teaching learning activity, if there is a student cannot understand about the lesson, perhaps the student afraid to ask to their teacher about the lesson that they aren’t clear. It makes miscommunication to their teacher and the student acquire disadvantage.  In this article, the course said that our working model of the future professional is of a reflective practitioner working increasingly with reflective clients and engaged in dialogue with a critical community of professional peers. Our working hypothesis is that this model is best achieved through critical reflection on and critical analysis of one’s own professional experience and current practice, in order to formulate proposals for improved practice, the outcomes of which serve for further reflection and analysis in a continuing cycle of learning. So, the working system suggests that the tutor gain reflective practitioner in order to them can improve their performance when they teach the student. Besides that, about the working hypothesis ask to the teacher or tutor gain critical reflection that them aware their mistake when they are learning and access the student, they also consider and determine the appropriate grade based on each student ability. Finally, I think the article negotiated assessment has some benefit when the teacher gives the appropriate assessment and see justify in assess every student.

Reading Response Journal A

Akhmad Farroby

112010072

“READING RESPONSE JOURNAL A”

            Mostly the article contain about standard in language testing. I choose the topic because inside those articles discuss language testing in The United States and The United Kingdom. Both of the country has the different ways in give the technical standard of EFL testing, especially in U.S. The article mentions that specifically concern about testing English as a foreign language. According to one of an expert (Alderson), declare that “Standard” only particularly in United States not United Kingdom. I agree with the statement of an expert, because I think that in U.K maybe the program is informal and the program just use as guide test developers. While the article report that the situation is in U.S distinguish between Black and White students. In my mind, I argue about the case, because actually the different skin color can cause controversy and it can be negative effect. The program should consider the necessity of each student for Black and White student also make them feel comfort when they are give the standard system in language testing. I think U.S should not to distinguish both of black and white when they practice to learn language testing.

The system should identify the situation in order to the situation better and make the student has share learning goal.  In the Abermarle Paper versus Moody (1975) a test was declared invalid for a particular purpose because it was not designed to the standards laid down by American Educational Research Association (AERA) in the APA Guidelines.  I think if the test invalid The American Educational Research Association (AERA) do the right decision because invalid test give student disadvantage and make the student confused to do the test.

 The largest EFL/ESL testing organization in the United Kingdom, commits itself to certain standards. These are provided fewer than 4 headings: developing examinations, interpreting, examination results, striving for fairness, and informing examination takers. I agree with the strategies because it can make the student aware their mistake and them also developing their ability about language testing. The situation leaves British examination boards open to litigation. Although the history of litigation in the U.K. over the use and interpretation of test scores is not as great as that in the U.S., the precedents which do exist are important. The U.K. legal framework for the use of tests in the U.K. has come about indirectly via anti-discrimination legislation introduced by the European Community via the European Community Council Directive 761207 on Equal Treatment. Indeed, the quality about score that made in the U.K is better than U.S, because the U.K considers the grade and gives to fairly as a proof that the achievement of the student has been fulfill the requirement. I think it is the good article because it provides much information that support developing our knowledge about language testing or assessment from The United States and The United Kingdom.

The information is clear but the language is high level. Sometimes, when I read the article, there are so many statements from the expert. I conclude that the United Kingdom has authority based on give the high score fairly and not distinguish between (Black and White the student) so the country has high justice in consider the skin color. A number of successful legal challenges to test results which cannot be justified would do much to force examination boards to rapidly improve their products and their performance. I mean, the purpose is good, because it can make the student increase their academic performance so they realize the mistake that they make and can correct it after they get the improvement.

Annotated text