Week 1: Understanding Testing and Assessment

LANGUAGE ASSESSMENTS IN SCHOOLS (BIP3093)

 Basic Concepts of Testing and Assessment

• Testing
• Assessment
• Evaluation
• Measurement
Defining Assessment
Activity 1.1
 Distinguishing related terms: Test, measurement and evaluation

Test
Next, how can we define the term “test”? A test is a formal, systematic procedure
of gathering information about students’ performance (Airasian 2005). In fact, it is
an objective and systematic procedure for measuring a sample of behaviour such
as a student’s oral, written and mathematical skills, overall achievement and
performance. How then, can testing be carried out? It can be carried out using
various tests such as paper and pencil tests, oral tests, portfolios and performance
tests.
• For testing, it is of utmost importance to obtain true and valid information.
Teachers using test should be able to determine the type of information needed
and the test or instrument must be set to provide the required information.
Therefore, you as a teacher must be clear of the purpose of testing in the
classroom and then ensure that the test used can actually fulfil the intended
purpose.
• Measurement
Let us now define the concept of measurement. According to Airasian (2005),
measurement is the process of quantifying or assigning a number to performance.
Thus, it is the objective and systematic methods of obtaining valid information
about our students’ characteristics and behaviour. This process involves the use of
numerical descriptions of performance. Measuring such behaviour such as
attitudes, interest or preferences can be done with specific instruments.
• However, when we measure, we generally use some standard instruments to
determine how big, tall, heavy, fast, or straight something actually is. Examples
of standard instruments are rulers, measuring tape, weighing scales,
thermometers, pressure gauges, etc. We measure to obtain information and the
information obtained may or may not be useful, depending on the accuracy of
the instruments we use, and our skill at using them.
• We measure how big a classroom is in terms of square feet, and we measure the
temperature of the room by using a thermometer or other instruments. In all of
these examples, we are not assessing anything; but we are simply collecting
information relative to some established rule or standard. For example, Mark
obtained 75 marks for the English test, Pat’s Intelligence Quotient (IQ) is 110 and
Azzly scored 16 correct items out of 20 in her Mathematics test while Kirk’s
score on the creative essay is 69 percent. In each of the examples given, a
numerical score is used to represent the student’s performance. This is what is
meant by measurement.
• Based on your experience, can you recall what your teachers used to measure
your performance in class?
• A search for literature shows that measurement can be carried out using the
following ways:
1. Paper-and-pencil test (e.g., monthly Mathematics, English Language tests
using paper and pencil)
2. Performance test (e.g., drama , sketch, play production)
3. Oral test (e.g., delivery of a speech on a specific topic)
4. Observation (e.g., using checklist and observe during science-based
experiments)
5. Interview (e.g., role play interviewing a make believe famous figure)
6. Questionnaire (e.g., using items in a questionnaire to measure language,
learning abilities, reading style, learning styles)
7. Rating scales (e.g., checklist used to assess personality  motivation level)
8. Projective techniques (e.g., psychology-based test  using cartoon, stimulus to
assess traits, personality, etc.)
9. Oral questioning (e.g., ask and answer questions based on a topic)
10. Written exercises (e.g., essay writing, short answers to questions, assignments)
• Activity 1.2
Having read about measurement and examples of measurement, try to
differentiate between tests and measurement. Give an example each for testing
and measurement. ____________________________________________________
____________________________________________________
____________________________________________________
• Evaluation
Once information is collected through the various methods as mentioned above,
teachers use it for various purposes such as making decisions or judgements on
students, teaching and learning process, and instruction. This leads to the term
evaluation which is defined as the process of judging the quality of a performance.
It is the process of collecting and interpreting information about aspects in the
curriculum such as students, teachers, instructional strategies and teaching-
learning materials, and it involves making judgements and decision-making on
quality of a particular aspect or an instructional activity. Let us now trace the
process of evaluation to understand the concept clearly.
• Firstly, information must be gathered before evaluation can be carried out.
Secondly, criteria must be set for the purpose of decision making, for example,
setting the passing mark at 50.
• This is because evaluation involves making a value judgement based on a
predetermined criterion.
• In simple terms, when we evaluate, what we are doing is engaging in some
process that is designed to provide information to help us make a judgement
about a given situation.
• In general, any evaluation process requires information about the situation in
question to be collected and finally a judgement and decision made on the
situation.
• An example to illustrate the meaning of evaluation is given below.
• Mawal obtained 43 marks for the English Language test.
• 1. If the passing mark is 40 (predetermined criterion), then Mawal obtained a
pass (value judgement)
• 2. If the passing mark is 50 (predetermined criterion), Mawal failed the
English Language test (value judgement)
• From the above examples, it can be seen that decisions made will depend
on the predetermined criteria.
• Thus, evaluation enables teachers to make meaningful interpretation of
information obtained and the decisions made will determine the kind of
follow-up activities such as enrichment or remedial activities to be carried
out for the students concerned.
• Yet another confusing term that needs explanation is evaluation.
• Is evaluation the same as testing?
• Evaluation does not necessarily entail testing; rather, evaluation is involved
when the results of a test (or other assessment procedure) are used for decision
making (bachman, 1990, pp. 22-23).
• Evaluation involves the interpretation of information.
• Simply recording numbers or making check marks on a chart does not
constitute evaluation.
• You evaluate when you ‘value’ the results in such way that the worth of the
performance is conveyed to the test-taker, usually with some reference to the
consequences – good or bad – of the performance.
• Test scores are an example of measurement, and conveying the “meaning” of
those scores is evaluation.
• If a student achieves a score of 75 percent (measurement) on a final classroom
examination, he or she may be told that the score resulted in a failure
(evaluation) to pass the course.
• Evaluation can take place without measurement, as in, for example, a teacher’s
appraisal of a student’s correct oral response with words like ‘excellent insight,
Fernando!’.
• Activity 1.3 Based on your readings, state some of the keywords that are
characteristic of evaluation and compare the term “evaluation” with
“measurement”.
____________________________________________________
____________________________________________________
____________________________________________________
• Activity 1.4 Think and then write one situation where teachers need to make
judgements and decisions besides students’ performance.
____________________________________________________
____________________________________________________
____________________________________________________
• Self-test 1.1
1. Define the meaning of the following terms:
a. Test
b. Measurement
c. Evaluation

2. Differentiate between measurement and evaluation.