EVALUATION, ASESSEMENT

AND TESTING IN TEACHING

 EVALUATION
• It relates with the process of obtaining, analyzing and
interpreting the information to determine the extent to
which students achieve the instructional objective.
• It involves all the factors that influence the learning
process, such as: syllabus objectives, course design,
materials, methodology, teacher performance and
assessment.
• It is concerned with making JUDGMENTS on the
worth or value of a performance, and also answer the
question “how good, adequate, or desirable”
 materials
methods

achievement
 quanti
●
test
tative
scores
quali
tative
Evaluative
Information different
methods
Comment,opinions

Quessionaire, interview, classroom

observation, study of documents, test,
rating
 ASESSEMENT
• It is a method of measuring and evaluating the
nature of the learner (what they have learned
and how they have learned)
• It involves measuring the performance of the
students and the progress that they are making.
• It is the process of gathering and organizing
data about the students’ achievement.
 TESTING
• It is an instrument or systematic procedures for
measuring sample of behavior by posing a set
of questions in a uniform manner in education.
• It is designed to measure any quality, ability,
skill or knowledge.
• Testing can be used to measure what people
already know.
• There is right or wrong answer.
 Is assesement “the same” with
testing?????????????
• No
• Assessment is a more encompassing term than
testing.
• It is the process of gathering, interpreting, and
sometimes recording and using information
about students' responses to an educational
task in order to provide the next learning step.
 Cont-
• Assessment is primarily concerned with
providing teachers and/or students with
feedback information.
• In language teaching, it is a local or global
procedure though which one can appraise one
or more aspects of language proficiency.
• Assessment is transparent when clear
assessment criteria have been predetermined.
ASSESSEMENT
 Types of Assessement
• Formative assessment.
• Summative assessment.
• Self-assessment.
• Peer assessment.
 Types of assessement
Formative
• It refers to observations which allow
one to determine the degree to
which students know or are able to
perform a given task.
• It involves all those activities
(assigned by teachers and performed
by students) which provide
information used as feedback so that
teaching may meet students’ needs.
• It can also include teacher
assessment, feedback and feed-
forward.
Summative
• It is usually carried out at the
conclusion of a unit or units of
instruction, activity or plan, in
order to assess acquired
knowledge and skills at that
particular point in certain
time.
• It usually serves the purpose
of giving a grade or making a
judgment about the students’
achievements in the course.
 Types of assessement
Self-assessment
• Students engage in a systematic
review of their progress and
achievement, usually for the
purpose of improvement.
• It may involve comparison with
an exemplar, success criteria, or
other criteria.
• It may also involve critiquing
one's own work or a description
of the achievement obtained.
Peer assessment
• It occurs when students judge
one another's work on the
basis of reference criteria by
using a range of strategies.
• The peer assessment process
needs to be taught and
students need to be supported
by opportunities to practice it
regularly in a supportive and
safe (classroom) environment.
 summative
to assess how much has
is used at the end of a term, a or a year been achieved by
individuals or groups
 Does assessment include testing?

• Yes, it does.
• Testing is a particular kind of assessment which
focuses on eliciting a specific sample of
performance. The implication of this is that in
designing a test we construct specific tasks that
will elicit performance from which we can
make the inferences we want to make about the
characteristics of students, groups or
individuals.
TESTING
 Purposes of testing
• To measure language proficiency.
• To discover how successful students have been in
achieving the objectives of the course of study.
• To diagnose students’ strengths and weaknesses
to identify what they know and what they do not
know.
• To assess placement of students by identifying the
stage of part of a teaching programme most
appropriate to their ability.
 Test types

Classifiying the test by the purpose, by the focus,

and by the manner
 1. Classifiying the test by purpose

a. Placement
b. Diagnostic
c. Aptitude
d. Progress
e. Achievement
f. Proficiency test
 1a. Placement test

• It measures the students’ general knowledge of

the language.
• It also tests the students’ previous language-
learning experience in order to separate them
into different levels of language proficiency,
so that they can be arranged in groups or
language classes of the appropriate level.
 1b. Diagnostic test
This is used to identify students’ language
problems, weaknesses or deficiencies with the
purpose of obtaining information of which
language areas require further teaching in
order to plan future teaching priorities.
 1c. Aptitude test
• It can be used to predict how good language
learners students are likely to become. These
are given before the start of a language course.
 1d. Progress test
• It is very similar to achievement tests, in as
much that they assess how much of what has
been taught has been learnt, but they look back
to a shorter period e.g. a teaching unit, a
chapter of a textbook and they intend to
measure the progress that the students are
making.
 1e. Achievement test
• It is used to look back over a longer period of
time to check how much of the language
syllabus has been acquired by the students,
whether they have achieved the course
objectives or not.
 1f. Proficiency Test
It is designed to measure the test takers’ ability
in a language, their present level of mastery
regardless of any previous training
Classifiying the test by the focus
 Two types of test by focus
• Integrative
• Discrete
– Integrative tests, which include activities
that assess skills and knowledge in an
integrated manner (e.g., reading and writing,
listening and speaking). Less attention is
paid to specific lexicogrammatical points.
– Discrete point tests, which contain items
that ideally reveal the candidate's ability to
handle one level of language and one
element of receptive or productive skills
Classifiying the test by the manner
 Two classifications by manner
1. Scored (objective vs subjective)
2. Criterion reference vs norm referenced
 Scored
Objective tests Subjective tests
They are scored by comparing They require scoring by
student responses with an opinion or personal judgment
established set of correct so the human element is very
responses on an answer key. important. Examples include
Ideal for computer scanning, essay tests, comprehension
does not require particular questions, interviews.
training or knowledge of the
examined area. Use of multiple
choice questions, T/F, and
matching
 Referenced Test
Criterion referenced tests
They measure mastery of well
defined instructional objectives
specific to a particular course.
Their purpose is to measure
how much learning has
occurred. Student achievement
is measured with respect to the
degree of learning/mastery of
pre-specified content.
Norm referenced tests
They measure global language
abilities and student scores are
interpreted relative to all other
students who take the exam.
Acceptable standards of
achievement are developed after the
test has been administered. A
student’s achievement is therefore
interpreted with reference to the
achievement of other students or
groups of students, rather than to an
agreed criterion.
Backwash Effects
 Beneficial washback
a. it made teachers and learners do ‘good’ things they would
not otherwise do: for example:
b. prepare lessons more thoroughly, do their homework, take
the subject being tested more seriously, and so on. And
indeed, teachers are often said to use tests to get their
students to do things they would not otherwise do: to pay
attention to the lesson, to prepare more thoroughly, to
learn by heart, and so on.
c. then any test, good or bad, can be said to be having
beneficial washback if it increases such activity or
motivation.
Negative effects of washback
• The most obvious such effect is anxiety in the learner.
It will brought some consequence on poor
performance by the pupils.
e. g
any learner who is obliged to do something under
pressure will perform abnormally and may therefore
experience anxiety.
• Thus pressure
It will produce anxiety which will influence those
performances.