TYPES OF LANGUAGE ASSESSMENT

Kinds of
Assessment & Types of Assessment Tools Kind of tests
Evaluation
1. Diagnostic 1. Observation 1. Proficiency
Assessment 2. Anecdotal Records Tests
and 3. Checklists 2. Achievement
Evaluation 4. Rating Scales and Tests
2. Formative Rubrics 3. Diagnostic
Assessment 5. Portfolios Tests
and 6. Speaking and Listening 4. Placement
Evaluation 7. Interviews/Conferences Test
3. Summative 8. Projects and
Assessment Presentations
and 9. Quizzes, Tests, and
Evaluation Examinations
 A. KINDS OF
ASSESSMENT
AND EVALUATION
1. DIAGNOSTIC ASSESSMENT AND EVALUATION
Purposes/Uses Tools
• Determine student’s knowledge and Writing Strategies
skills Questionnaire &
• Determine the learning needs, Reading Interest/
motivational, and interest levels of the Attitude Inventory
students
• Determine where to begin the
instruction and what concepts or skills
to emphasize
• Provide information in selecting
relevant learning objectives and in
designing appropriate learning
experiences
2. FORMATIVE ASSESSMENT AND EVALUATION

Purposes/Uses Technique Instruments

• Focus on the processes and Peer Checklists,

products of learning Assessment learning logs,
• Provide information which interviews, or
instructional decisions and conferences
adaptations can be used
• Give directions for the student’s
future learning
• Allow the students to focus on
what they are trying to achieve
• Develop their thinking skills
• Help them to become reflective
learners
 3. SUMMATIVE ASSESSMENT AND
EVALUATION
Purposes/Uses
• Determine students’ knowledge, skills,
abilities, and attitudes that have
been developed over a given period
of time
• Summarize students’ progress
• Report the progress to the students,
parents/guardians, & teachers
B. TYPES OF
ASSESSMENT
TOOLS
1. Observation
- Occurs during student’s daily
reading, writing, listening, and
speaking experiences
- Can be recorded as an
anecdotal notes, checklist, or
rating scales
2. Anecdotal Records
- Notes written by the teacher regarding student
language behavior or learning

-Document and describe significant daily events, and

relevant aspects of student activity and progress
Checklist
- List of specific criteria that teachers focus on at a
particular time/process
- Completed while students are engaged in specific
activities or processes
- Used to record whether students have acquired
specific knowledge, skills, processes, abilities, &
attitudes
- Ascertain the success of instruction
- Find out whether the students where students need
assistance or further instruction
4. RATING SCALES AND
RUBRICS
- Record the extent to which specific
criteria have been achieved by the
student or are present in the student’s
work
- Record the quality of the student’s
performance at a given time or within a
given process
- Include criteria that describe each level of
the rating scale and are used to
determine student progress
5. PORTFOLIOS
-are collections of relevant work that reflect
students’ individual efforts development, and
progress over a designated period of time

-provide students, teachers, parents, and

administrators with broad picture of each
student’s growth over time
6. SPEAKING AND LISTENING
-Oral presentations and incidental observations
provide opportunities to gather information about
students’ listening and speaking ability.
-Checklists, rating scales, and anecdotal notes
can provide information about the students’ oral
progress.
-Rubric which includes performance criteria can
be useful in setting a mark for each student.
-It is important that students know from the
beginning how they will be assessed and
evaluated.
7. INTERVIEWS/CONFERENCES

-productive means of assessing individual

achievement and needs
-help teachers discover students’
perceptions of their own processes and
products of learning
-can be developed to meet the needs of
specific students and fit the curriculum
object
8. PROJECTS AND PRESENTATIONS
-Criteria should be developed and/or
discussed with students at the outset of
activities such as written reports, visual
presentations, oral presentations, or projects
which combine more than one aspect of
language use and understanding.

- Use checklists, rating scales, and anecdotal

notes in gathering data as the student
engaged in language activities.
9. QUIZZES, TESTS, &
EXAMINATIONS
-Used for assessing students’ knowledge
of content or assess processes, skills,
and attitudes
-Represent student’s achievement as
accurately as possible
-Formula for test items should be varied
 C. KINDS OF LANGUAGE TESTS
Kind of test Functions/Uses
Proficiency -designed to measure people’s ability in a language
Tests -’proficient’ means having sufficient command of
the language for a particular purpose
Achievement -establish how successful individual students, groups
Tests of students, or the courses themselves have been in
achieving the objectives
-Its two kinds are final achievement tests and
progress achievement tests
Diagnostic Tests -used to identify learner’s strengths and weakness
-determine what learning still needs to take place

Placement -provide information that will help to place students

Tests at the stage in the part of the teaching program
most appropriate to their abilities
 RECAPITULATION
Kinds of
Assessment & Types of Assessment Tools Kind of tests
Evaluation
1. Diagnostic 1. Observation 1. Proficiency
Assessment 2. Anecdotal Records Tests
and 3. Checklists 2. Achievement
Evaluation 4. Rating Scales and Tests
2. Formative Rubrics 3. Diagnostic
Assessment 5. Portfolios Tests
and 6. Speaking and Listening 4. Placement
Evaluation 7. Interviews/Conferences Test
3. Summative 8. Projects and
Assessment Presentations
and 9. Quizzes, Tests, and
Evaluation Examinations
1. Final achievement tests
-administered at the end of a course
of study

2. Progress achievement tests

-intended to measure the progress
that students are making