PRINCIPLES OF

LANGUAGE
ASSESSMENT
 ACTIVATE

•Assessment is a vital part

in teaching and learning
process.
 ANALYZE

•Assessment in education
provide concrete evidences
that a students has learned and
experienced a certain process.
1. VALIDITY
2. AUTHENTICITY
3. RELIABLITY
4. PRACTICALITY
5. WASH BACK
 VALIDITY
“Measuring what should be measured”

o Content – related evidence

o Criterion – related evidence
o Construct - related evidence
o Consequential – related evidence
o Face validity
CONTENT – RELATED EVIDENCE
 If a test samples the subject matter about which
conclusion are to be drawn.
 If a test requires the test – taker to perform the
behavior that is being measured
CRITERION – RELATED EVIDENCE
• Is used to demonstrate the
accuracy of a measure or
procedure by comparing it with
another measure or procedure
which as been demonstrated to be
valid.
CONTRUCT – RELATED EVIDENCE
•How well performance on the
assessment can be interpreted as
meaningful measure of some
characteristics or quality
CONSEQUENTIAL – RELATED
EVIDENCE
• How well use of assessment
results accomplishes intended
purposes and avoids unintended
effect.
 FACE VALIDITY
• It refers to the degree to which a test look right, and
appears to measure the knowledge or ability it
claims to measure, based n the subjective judgement
of the examinees who take it, the administrative
personnel who decide on its use, and other
psychometrically unsophisticated observes
( Mousavi in brown, 2004)
 AUTHENTICITY
• The language as natural as possible
• Items contextualized rather than isolated.
• Topics meaningful (relevant, interesting) for the learner.
• Some thematic organization to items is provided such as
through a story line or episode.
• Task represent, or closely approximate, real-world task.
 RELIABILITY
 Consistency of assessment results ( Linn & - Gronlund)
FACTORS THAT MAY INFLUENCE
RELIABILITY OF A TEST
Students – related reliability
Rater reliability (continue)
Test administration reliability
Test reliability
 PRACTICALLY
 Not expensive
Within appropriate time constraint
Relatively easy to administer
A scoring /evaluation procedure that is specific
and time – efficient
 WASHBACK
The effect of testing on teaching and learning
(Hughes in brown, 2004)
Generally refers to the effects tests have on
instruction in terms of how students prepare for test
(Brown, 2004)
III: ABSTRACT AND APPLY
 ASSESSING CONCEPTS ABOUT
PRINT
 Learners need to acquire and master basic concepts of
printed and literature in order to achieve mature reading and
writing behaviors.
Book and print knowledge ( concepts of print) - defined as
knowing and being acquainted with books and how print
works.
Print skills - refer to the ability of readers to efficiently
translate printed symbols into spoken language or meaning.
 ASSESSING ALPHABET
KNOWLEDGE( Letter Sounds and Letter Names)

- Learner`s understanding
that letters represent sound.
ASSESSING PHONEMIC AWARENESS

•Is a subset of phonological

awareness in which listeners are
able to hear, identify, and
manipulate phonemes , the smallest
units of sound units of sound that
can differentiate.
 ASSESSING DECODING
SKILLS
 Isthe ability to read words by
translating written symbols into the
sound of spoken language ( Mother
Tongue, Filipino and English).

Pseudo words – used for this test so that

we can really isolate decoding skills of
our learners.
ASSESSING WORD RECOGNITION

The ability of learners to

read words by sight with
automatic and not resort to
blending.
ASSESSING COMPREHENSION OF
NARRATIVE TEXTS
• Differ very much from informational text of
the elements.
• Narration is a retelling of a story , and in
general, a story is a sequence event.
ASSESSING INTERESTS
•Language learning must be
contextualized not just in local
settings where learners can see an
immediate application of the
language skills they are acquiring
from class.
 ANECDOTAL RECORDS

• Anecdotal records are descriptions of students

actions written as they occur or soon afterwards.

• The goals is to briefly transcribe what the student

says or does and the context in which the
behavior takes place.
 PORTFOLIO ASSESSMENT

•Portfolio assessment is an
assessment form where students and
teachers collaborate in collecting
samples of student-learning
progress.
 OBSERVATION

•Student observation are done

informally while monitoring
classroom work and
participation.
LANGUANGE
ASSESSMENT
STRATEGIES
 ACTIVATE
“ The schools and the most of our learning stops
at knowing and we need to move that and
broaden it to the doing and the reflecting” – Bob
Lenz.
 ANALYZE

•Assessment in education must have a

‘’variety’’.This signifies the need to
utilize different types of evidence to
prove a student’s development.
FIVE STEPS IN PROVIDING INSTRUCTIONS AND IN
SCORING DIFFERENT ASSESSMENT IN EDUCATION

• PURPOSE
• CONTENT AND PROCEDURES
• CRITERIA
• MONITORING
• EVALUATION
 ABSTRACT AND APPLY

• Assessment in education must reflect reality

and have an accurate measure of a student’s
knowledge,skills,and values(Lewin &
Shoemaker,2011).
CLASSROOM ASSESSMENT MAY BE
CLASSIFIED INTO FOUR;
• SELECTED-RESPONSE ASSESSMENT
• ESSAY ASSESSMENT
• PERFORMANCE ASSESSMENT
• PERSONAL COMMUNICATION
ASSESSMENT(STIGGINS,1997)
 ASSESSMENT
• Test 1:IDENTICATION
1.This is used to demonstrate the accuracy of a measure or procedure.
2.This refers to the degree to which a test look right and appears to
measure.
3.This is refers to the ability of readers to efficiently translate printed
symbols.
4.This used for this test so that we can really isolate decoding skills of
our learners.
5.A language learning must be contextualized not just in local settings.
TEST 2:ENUMERATION (6-10)

• ENUMERATE THE FIRST FIVE STEPS OF

PROVIDING INSTRUCTION AND SCORING.
NOTE!IT SHOULD BE IN ORDER!