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1. TO UNDERSTAND WHY WE ASSESS.
2. DISTINGUISH BETWEEN ASSESSMENT, TESTING,
AND TEACHING.
The action or process.
are prepared administrative procedures that occur at
identifiable times in a curriculum.
When tested, learners know that their performance is
being measured and evaluated.
When tested, learners muster (meet) all their faculties to
offer peak performance.
Tests are a subset of assessment. They are only
one among many procedures and tasks that
teachers can ultimately use to assess students.

Tests are usually time-constrained (usually

spanning a class period or at most several hours)
and draw on a limited sample of behavior.
The audience will use LIVEBOARD to draw how students
feel when they hear the word “TEST”
Link: https://app.liveboard.online/public/S69JQcXJT

98% of the reactions were ________________

2% of the reactions were: ________________
Why?
Explain: What can we do to change these reactions?
Learning can occur despite of teaching and/or testing, despite
any kind of formal evaluation

The outcomes of teaching can be assessed without any form of

testing

Testing may be used to measure what people already know

Diagnostic test: It seeks to identify those areas in which a
student needs further help. These tests can be general, and show,
for example, whether a student needs help with one of the four
language skills; or they can be more specific, seeking to identify
weaknesses in a student’s use of grammar.

Progress test: It is used at various stages throughout a

language course to determine learners’ progress up to that point
and to see what they have learned.
Proficiency test: It is used to measure learners’ general
linguistic knowledge, abilities, or skills without reference to any
specific course.

Achievement test: It is commonly given at the end of the course.

It is generally based on the course syllabus or the course
textbook.
There are some basic considerations when constructing a test.
These considerations are called: PRINCIPLES OF LANGUAGE
ASSESSMENT. They include:

PRACTICALITY
RELIABILITY
VALIDITY
AUTHENTICITY.
PRACTICALITY:
An effective test is practical.
It is not excessively expensive.
It is easy to administer.
It stays within appropriate time constraint.
It has a scoring/evaluation procedure that is specific and time
efficient.
AUTHENTICITY: Authenticity can be presented by
Using a natural language
Contextualizing the test item
Giving meaningful (relevant, interesting) topics for the learners.
Providing thematic organization to the item (e.g., through
storyline or episode)
Giving test which represent or closely approximate real-world
task.
Validity. It refers to the degree to which a particular test
and/or assessment truly measures what is intended to be
measured

Content validity. A test is said to have content validity if the

items or tasks of which it is made up constitute a representative
sample of items or tasks for the area of knowledge or ability to
be tested (often related to a syllabus or a course).
Construct validity. A test is said to have construct validity
if the scores that a candidate gets on this relate in the same
way to another test or form of assessment for the same
aspect of knowledge.

Empirical validity. A measure of the validity of a test

arrived at by comparing the test with one or more criterion
measures.
Face validity. The extent to which a test appeals to candidates
or to those choosing it on behalf of the candidates because it is
considered to be an acceptable measure of the ability they wish
to measure. It is sometimes referred to as a ‘test appeal’.

Predictive validity. A type of validity based on the degree to

which a test accurately predicts future performance. A
language aptitude test, for example, should have predictive
validity because the results of the test.
Reliability. It refers to the consistency of a test.
That is, if every time the test is administered it will have the
same result.
Besides, different raters will give comparable scores to the
same question.
They will also give the same grades on two different occasions
to the same question.
The internal consistency in a test; that is if there is a correlation
among the variables comprising the test.

The results when testing and re-testing; that is, if there is a

correlation between two (or more) administrations of the same
item, scale, or instrument for different times, locations, or
populations when the two administrations do not differ in other
relevant variables
 Inter-rater reliability refers to the level of agreement
between two or more evaluators/ judges/ raters on a
particular instrument at a particular time. They are to apply
their marks in a manner that is predictable and replicable.
Therefore, note that inter-rater reliability is a property of the
testing situation, and not of the instrument itself.
The learners want to know how well they are doing and
want the 'piece of paper for professional and educational
purposes

The teachers want to know how the learners are progressing

The parents want to make sure that they’re getting their

money’s worth
The educational authorities and others who have some
interest in the learners’ progress or their proficiency
levels

The potential employers who rely heavily on what tests

tell them about candidates' skill or competency levels.
The participants will analyze different tests and their results
qualitatively to determine:

PRACTICALITY YES / NO / WHY?

RELIABILITY YES / NO / WHY?
VALIDITY YES / NO / WHY?
AUTHENTICITY YES / NO / WHY?
WASHBACK YES / NO / WHY?
Assessment is an ongoing process that encompasses a much
wider domain.
A good teacher never ceases to assess students, whether those
assessments are incidental or intended.
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.
Assessment includes testing.

Assessment is more extended and it includes a lot

more components.
It is usually defined as the impact of assessment on teaching
and learning.

The backwash effect is positive if the assessment results in

favorable changes in learning and teaching strategies.

It is negative if the changes are undesired and discourage

students from adopting a deep approach to learning.