Assessment

 Language - a system of arbitrary vocal symbols developed by a social

group to cooperate with one another
 Four Major skills
 Listening
 Speaking
 Reading
 Writing
 Viewing (Additional)
 Purposes of assessment
 Assessment for learning
 Learners learn best when:
 They understand clearly what they are trying to learn
 They are given feedback
 There are given advice
 They are fully involve
 Assessment as learning
 Learners become more aware of
 What they learn
 How they learn
 What helps them learn
 Assessment of learning
 Judgments about student’s learning needs to be dependable
 They are valid
 They are reliable
 They are comparable
 Functions of language tests
 In learning
 In teaching
 In research

 Four approaches to language testing

 The Traditional Approach / Essay-Translation Approach
 The Structuralist Approach/Discrete-Point Approach
 Subdivided into parts
 Hard job for teachers (Multiple Choice)
 Integrative Approach
 Considerations in the student’s need
 Communicative Approach
 How language was used for communication
 Test tecnhiques
 Formal
 True/False
 Multiple Choice
 Gap-Filling and completion
 Matching
 Dictation
 Transformation
 Rewriting
 Translation
  Essay
 Informal
 Monologue
 Recitation
 Observation
 Portfolio
 Peer Assessment
 Self-assessment
 Phases of Evaluation
 Preparation phase
 Teacher’s decision
 Assessment phase
 Teachers select the appropriate tools and techniques
 Evaluate phase
 Interpreting the data
 Reflection phase
 Teacher’s evaluation to himself/herself
 Stages of test construction
 Planning
 Knowing the purpose
 Writing SPECIFICATIONS
 Pre-test questions
 Preparing examination papers
 Criteria of a good test
 A good test must possess a very high validity
 Content validity
 Face validity
 Criterion-related validity
 Concurrent validity
 Productive validity
 Construct validity
 Convergent and divergent validity
 It must have a high reliability
 Reliability - refers to the degree of consistency with which it
measures what it intends to measure
 Test-retest method
 Split-half method
 Parallel form method
 It must pick out the good students from the poor
 It must be very comprehensive
 It must be easy to use. There must be economy of time and effort.
 Objectivity - a test is said to be objective if it is free frompersonal
biases in interpreting its scope as well as in scoping the
responses.
 Comprehensiveness - a test should cover the whole syllabic and
anticipated objectives
 Practicality
 Length
 Time
 Low cost
  Easy to administer
 Easy to come
 Differentiates between candidates
 Interpretability
 Test can be properly interpreted and is a major basis in
making sound educational decisions
 Pearson R
N(Exy) - (Ex)(Ey)
R = SQ [nEx2 -(Ex)2][nEy2-(Ey)2]

 Spearman Brown
2r
Roe= 1+ r

 Quantitative analysis
 A technique that seeks to uderstand behavior by using mathematical
and stylistical modeling, measurement, and research.
 Criteria
 Relevance
 Representativity
 Authenticity
 Balance
 Validity
 Reliability
 Factors that influence validity
 Appropriateness of the test items
 Directions
 Reading vocabulary and sentence structure
 Difficulty of test items
 Construction of test items
 Length of test
 Arrangement of the items
 Patterns of answers
 Variables influence test variability
 Specificity
 Differentiation
 Difficulty
 Length
 Time
 Item construction
 Possible lessons for the inconsistency of an individual’s score in a test
 Scorer’s inconsistency
 Limited sampling behavior
 Changes in the individual himself
 Factors affecting reliability
 Objectivity
 Difficulty of the test
 Length of the test
 Adequacy
 Testing condition
  Admin procedure
 Imprtance
 Purpose
 Getting started
 Common statistical formulas
 Descriptive statistics
 N
 Mean
 Standard deviation
 Correlation
 Indicates the strength and direction of linear relationship
 Item reliability
 Indicates the discrimantory potential of a test item