Professional Documents
Culture Documents
of language assessment
CONTENT
Methodological techniques
Comments, appraisal,
feedback, observations, etc
TESTS
Quantifying the observed performance Evaluation: results of the test used for
decision-making
Explicit specifications for scoring => Conveying the meanings of those scores
more objective is evaluation
Example: a teacher’ evaluation of student’s
progress in her class
• Evaluation: yes
(evaluating student’s learning)
• Test: No
(No test involved)
• Measurement: No
(No number assigned)
• Evaluation without measurement
Activity 2:
• https://
www.youtube.com/watch?v=bTGnJnuVNt8
At school
Formative Tests
– Oral test
– Quizzes (15 minutes, 30 minutes….)
Summative
Formative
Different types of tests
Assessment Assessment
of as
learning learning
Assessment FOR learning
AFL is more commonly known as formative & diagnostic
assessments. Assessment FOR learning is the use of a task or
an activity for the purpose of determining student progress
during a unit or block of instruction. Teachers are now
afforded the chance to adjust classroom instruction based
upon the needs of the students. Similarly, students are
provided valuable feedback on their own learning.
1. Reliability
2. Validity
3. Practicality
4. Authenticity
5. Washback
is consistent in its conditions across two or more administrations
gives clear directions for scoring/evaluation
has uniform rubrics for scoring/ evaluation
lends itself to consistent application of those rubrics by the
scorer
contains items/ tasks that are unambiguous to the test-taker
Student-related reliability:
illness, fatigue, anxiety, physical
and psychological factors
Rater reliability:
consistent scores of
different scorers
Test administration
reliability: conditions of
the test administration