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Testing, assessing, teaching

1. Testing
A test, in simple terms, is a method of measuring a person’s ability;
knowledge, or performance in a given domain. Let’s look at the components of
this definition. A test is first a method. It is an instrument- a set of techniques,
procedures, or items that requires performance on the part of test-taker.
( require desempeño por parte del tomador de la prueba.) Second, a test must
measure. Some tests measure general ability, while others determine a general
ability level; a quiz on recognizing correct use of definite articles measure
specific knowledge.
Next, a test measures an individual’s ability; knowledge, or performance.
Testers need to understand who the test-takers are. What their previous
experience and background? Is the test appropriately matched to their
abilities? How should test-takers interpret their scores? Finally, a test measures
in given domain. In the case of proficiency test, even though the actual
performance on the test involves only a sampling of skills, that domain is
overall proficiency in a language-general competence in all skill of a language.
A well-constructed test is an instrument that provides an accurate measure of
the test-takers’ ability within a particular domain.

2. Assessment and teaching
Assessment: It is an outgoing process, the teacher subconsciously makes an
assessment of the student performance while he/she answers a question, offers
a comment, tries to speak or produce something new during the class.
What is the assessment?: Assessment is a process of gathering and
documenting information about the achievement, skills, abilities, and
personality variables of an individual

Assessment is popular and sometimes misunderstood term in current
educational practice. You might be to think of testing and assessing as
synonymous terms, but they are not. Tests are prepared administrative
procedures that occur at identifiable times in a curriculum when
learners muster all their faculties to offer peak performance, knowing
that their responses are being measured and evaluated.
Assessment, on the other hand, is an ongoing process that encompasses a
much wider domain. Whenever a student responds to a question, offers a
comment, or tries out a new word or structure, the teacher subconsciously
makes an assessment of the student’s performance.
At the same time, during these practice activities, teachers are indeed
observing students’ performance and making various evaluations of each

(2) teaching phase (inter-active). and process feedback from the coach to improve in their learning process. Here it is interacting between teacher and students. semester program. It also provides observation in students’ performance. OBSERVATION=TEACHER INSTRUCTION. because it is the best described as an action to determine the importance. and provide evidence of accountability to those who pay our way. . Who involves in teaching activities? Answer: teacher. teaching planning program. in order that they are able to get and to understand the lessons. Why is assessment important? Answer: Assessment is important. What is the difference between test and assessment? Answer: the differences between test and assessment are. What is teaching? teaching is a transferred process about the lessons like the knowledge. all these observations feed into the way the teacher provides instruction to each student. to someone or some people. materials What sequences in teaching activities? Answer: the sequences in teaching activities are: (1) Before teaching activities phase (pre-active) arrange annual curriculum program. group student or student as individual: (3) post-active teaching : evaluating the students’ work. or value of. • while "assessment" is often used to describe a broader process of collecting information. re-evaluating teaching learning process that has directed. takes risks. think. inform prospective students and their parents. students. size. student to student. It is essential not only to guide he development of individual students but also to monitor and continuously improve the quality of programs.learner: How did the performance compare to previous performance? Which aspects of the performance were better than others? Is the learner performing up to an expected potential? How does the performance compare to that of others in the same learning community? In the ideal classroom. TEACHING: Teaching: It provides the opportunities for learners to listen. make a planning for next meeting. • "test" is usually used to describe a systematic procedure for obtaining a sample of student behavior. set goals. 12.

Good work!. unplanned comments and responses. it means that there are exercises or procedures designed to be focused on Ss achievements in terms of skills and knowledge. along with coaching and other impromptu feedback to the students. E. suggestion for strategy. it is systematic. along with coaching and other impromptu feedback to the students. On the other hand.g. formal assessments are exercises or procedures specifically designed to tap into a storehouse of skills and knowledge.  Informal Assessment starts with incidental. Is a formal assessment always a test? ALL TESTS ARE FORMAL ASSESSMENTS NOT ALL FORMAL ASSESSMENTS ARE TESTS 4. They are systematic. and teaching is to distinguish between informal and formal assessment. The key to such formation is the delivery (by the teacher) and internalization (by the students) of appropriate feedback on performance. assessment. Most our classroom assessment is formative assessment: evaluating students in the process of “forming” their competencies and skills with the goal of helping them to continue that growth process. A good deal of teacher’s informal assessment is embedded in classroom tasks designed to elicit performance without recording results and making fixed judgment about a student’s competence. it deals with the function. evaluating students in the process of ‘forming’ their competencies and skills with the goal of helping them to continue the growth process CHARACTERISTICS: . responding to draft of an essay.  INFORMAL ASSESSMENT: - It is designed to elicit performance without recording results and making a fixed judgments about a student’s competence. starting with incidental. Formative and summative assessment Another useful distinction to bear in mind is the function of assessment: how is the procedure to be used? Two functions are commonly identified in the literature formative and summative assessment. Informal assessment can take a number of forms.Informal and formal assessment One way to begin untangling the lexical conundrum created by distinguishing among tests. etc. showing how to modify a better note-taking to better remember of the lecture contents. advice of how to better pronounce a word. - Example: At the end of continuum are marginal comments on paper. unplanned comments and responses. with an eye toward the future continuation (or formation) of learning. planned sampling techniques constructed to give teacher and students an appraisal of students’ achievement. Nice job!.

The goal is to evaluate students learning at the end of an instructional unit. Money and efficiency are primary concerns in these tests. median (middle score).delivered by the teacher . They must have fixed. Examples: Draw a concept map in class. Typical of these tests are standardized tests like SAT or TOEFL. These tests are intended to be administered to large audiences. The purpose is to place test-takers along a mathematical continuum in rank order. a senior recital Norm-Referenced and Criterion-Referenced tests Another dichotomy that is important to clarify here and that aids in sorting out common terminology in assessment is the distinction between norm-referenced and criterion-referenced testing. usually . … Summative assessment: It evaluates SS at the end of the course and its aims is measure. a final project. or summarize. a paper. The purpose in such tests is to place test-takers along in the form of numerical score. what a student has grasped. are designed to give test-takers feedback. submit 0ne or two sentences identifying the main point. Aims to measure. each test-takers’ score is interpreted in relation to mean (average score). Low stakes: they have low or not point or value.informal The goal is to monitor students learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Low stakes examples: a midterm exam. but does not necessarily point the way to future progress. with results efficiently disseminated to test takers. In norm-referenced tests. Criterion-referenced test. on the other hand. and typically occurs at the end of a course or unit of instruction. predetermined responses in a format that can be scored quickly at minimum expense.eyed toward the future continuation .feedbacks are internalized by the students . standard deviation (extent of variance score).. A summation of what a students’ has learned implies looking back and taking stock of how well the student has accomplished objectives. and/or percentile rank. how well Ss have accomplished the objectives. or summarize what Ss have understood.

Here it is interacting between teacher and students. semester program. make a planning for next meeting. Classroom tests involving the students in only one class. 2. In a criterion-referenced test. teaching planning program. group student or student as individual: (3) post-active teaching : evaluating the students’ work.in the form of grades. the distribution of students’ score across a continuum may be of little concern as long as the instrument assesses appropriate objectives. (2) teaching phase (inter-active). QUESTIONS 1. What is the assessment? . and connected to a curriculum.  These kind of tests are designed to give test-takers feedback. on specific course or lesson objectives. to someone or some people. 4. Who involves in teaching activities? Answer: teacher. What experiences do you have in teaching? Answer: I have not experienced yet in teaching 5. What sequences in teaching activities? Answer: the sequences in teaching activities are: (1) Before teaching activities phase (pre-active) arrange annual curriculum program.  Teachers spend more time and effort but they show interest in giving useful feedback to the Ss. re-evaluating teaching learning process that has directed. in order that they are able to get and to understand the lessons. What is teaching? Answer: teaching is a transferred process about the lessons like the knowledge. materials 3. student to student. are typical of criterion-referenced testing. students.

• We Make an outline pros and cons of different test item types. etc. and typically occurs at the end of a course or unit of instruction. abilities. • Educational Technologies facilitates faculty assessment by supporting various tools to develop online or in-class tests. 7. . starting with incidental. What is mean by informal assessment and formal assessment? Answer: (1) informal assessment is exercises or procedures like a number of forms. How should we assess? Answer: • We analyze our learning situation by outlining goals and objectives. then determining the type of learning those outcomes represent (e. summarizing. size. skills..Answer: Assessment is a process of gathering and documenting information about the achievement. (2) formal assessment is exercises or procedures specifically designed to tap into a storehouse of skills and knowledge.g. Tips for writing effective multiple choice and true-false questions are also provided. along with coaching and other impromptu feedback to the students. synthesizing resources. analyzing data. 8. Why is assessment important? Answer: Assessment is important. because it is the best described as an action to determine the importance. • We diagnose the test such as item analysis can help us to revise and to develop better assessments. • We can differentiate between norm-referenced competitive tests and criterion-referenced mastery tests to help us in determining the most appropriate purpose for our assessment. what a student has grasped. and personality variables of an individual 6. or value of. memorizing concepts. unplanned comments and responses. and helps you select appropriate item types based on our desired learning outcomes. 9. (2) summative assessment is measuring. What are formative assessment and summative assessment? Answer: (1) formative assessment is evaluating students in the process of forming” their competences and skills with the goal of helping them to continue that growth process.).

What types of test do you know? Mention and give the examples! Answer: There are five types of a test. knowledge or performance in a given domain. What is a test? Answer: a method of measuring a person’s ability. 12. • Placement Tests usually include a sampling of the material to be covered in the various courses in a curriculum. 11. • Proficiency Tests are not limited to any one course curriculum. selection and gap-filling formats depending on the nature of a program and its need. . • while "assessment" is often used to describe a broader process of collecting information. Example: assessing comprehension and production.10. Example: the test of English as a foreign language (TOEFL) produced by the Educational Testing Service. consist of five different tasks. What should we do with the information from our assessment? Answer: we should be able to aware students about good or bad of their work. What is the difference between test and assessment? Answer: the differences between test and assessment are. what cause it and how to repair their lacks. • "test" is usually used to describe a systematic procedure for obtaining a sample of student behavior. or single skill in the language. open ended limited responses. at least: • Language Aptitude Test are designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. 13. rather it tests overall ability. Example: The modern language aptitude test. responding through written and oral performance.

the applicability depends on the purpose and content of the test. free response. What is your experience in taking a test? Answer: I have not experience yet in taking a test.might diagnose the phonological features of English that are difficult for learners and should therefore become part of curriculum • Achievement test are related directly to classroom lessons. they are: • Assessing clear. 14. what are they? Answer: there are some steps in preparing a test. There is no "best" format to use. There are some steps in preparing a test. For example. He gave us some tests that include multiple-choice. unambiguous objectives • Drawing up test specifications • Devising test tasks • Designing multiple-choice test items 15. performance or simulation and true or false. Example: the course focus in on academic reading and writing the structure of the course and its objectives may be implied from the sections of the test. But. I have seen my teacher gave my friends and I a test. units or even a total curriculum. a test on a complex psychomotor task would be better served by a performance or simulation item than a true/false item.• Diagnose Tests are designed to diagnose specified aspects of a language Example : A test in pronunciation . .