Objectives

Identify the Kinds of Assessment

Identify the Kinds of Evaluation
Their occurrences in the curriculum
ACTIVITY
“What is the best way
to learn a language and how do
you assess if it is effective?”
(15 minutes only.)
NOTES from the NET
The Internet provides thousands
of samples but I funneled to in the most common;

There are no specifics in the internet about

LANGUAGE testing BUT I made some
samples that fit the mold.
1. Diagnostic Assessment (as Pre-
Assessment)
One way to think about it: Assesses a
student’s strengths, weaknesses,
knowledge, and skills prior to
instruction.
Another way to think about it:
A baseline to work from
2. Formative Assessment
One way to think about it: Assesses a
student’s performance during instruction,
and usually occurs regularly throughout
the instruction process.
Another way to think about it:
Like a doctor’s “check-up” to provide data
to revise instruction
3. Summative Assessment

One way to think about it: Measures

a student’s achievement at the end
of instruction.
Another way to think about it:

It’s macabre, but if formative assessment

is the check-up, you might think of
summative assessment as the autopsy.
What happened? Now that it’s all over,
what went right and what went wrong?
4. Norm-Referenced Assessment
One way to think about it:
Compares a student’s performance
against other students (a national
group or other “norm”)
Another way to think about it:
Group or “Demographic”
assessment
5. Criterion-Referenced
Assessment
One way to think about it:
Measures a student’s performance
against a goal, specific objective, or
standard.
Another way to think about it:
a bar to measure all students
against
6. Interim/Benchmark Assessment
One way to think about it: Evaluates student
performance at periodic intervals, frequently
at the end of a grading period. Can predict
student performance on end-of-the-year
summative assessments.
Another way to think about it:
Bar graph growth through a year
1. Formative evaluation ensures that
a program or program activity is feasible,
appropriate, and acceptable before it is
fully implemented. It is usually conducted
when a new program or activity is being
developed or when an existing one is being
adapted or modified.
Another way to think about it:
 it’s a method for judging the worth
of a program while the program
activities are forming (in progress).
2. Process/implementation
evaluation determines whether
program activities have been
implemented as intended.
3. Outcome/effectiveness
evaluation measures program effects
in the target population by assessing
the progress in the outcomes or
outcome objectives that the program
is to achieve.
4. Impact evaluation
assesses program effectiveness in
achieving its ultimate goals.
Another way to think about it:
WHAT ARE THE CHANGES?