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Types, purposes and principles of assessment and testing
María Angélica Barrios Zárate
Created on October 11, 2021
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Transcript
ASSESSMENTANDTESTING
Assessment
It is a PROCESS that encompasses a wide range of methodological techninques to appraise the student's performance.
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Classification
Informal and formal assessment
Informal assessment: it involves observing the students as they learn and evaluating them from the information gathered. Formal assessment: exercises or procedures specifically designed to tap into a storehouse of skills and knowledge.
Testing
It is a METHOD of measure a student's performance, anility or knowledge in a specific area.
Formative and summative assessment
Formative assessment: it is a process of gathering information of the student's learning process. Summative assessment: it aims to measure, or summarize, what a student has grasped and typically occurs at the end of a course.
Norm-Referenced and Criterion-Referenced tests
Norm-referencing is the placement of learners in rank order, their assessment and ranking in relation to their peers. Criterion-referencing is the assessment of the learner in terms of his/her ability in the subject, irrespective of the ability of his/her peers.
Principles of assessment and testing
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Their objective is to place a student into a particular level or section of a language curriculum or school.
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Their goal is to identify aspects of a language that a student needs to develop or that a course should include.
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Their purpose is to determine whether course objectives have been met.
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Achievement tests
Placement tests
Diagnostic tests
Proficiency tests
Types
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Their goal is to test global competence in a language.
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They measure capacity or general ability to learn a foreign language before taking a course and ultimate predicted success in that undertaking.
Aptitude tests
Practicality
Practicality
Practicality
Practicality
Logistical, administrative issues involved in making, giving, and scoring an assessment instrument.
Reliability
It refers to the quality of the instruments to be consistent and dependable.
Validity
What is assessed should be assessed --- "the extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment” (Gronlund, 1998, p. 226).
Authenticity
It describes the relationship between a test and the real world.
Washback
It refers to the effect of testing on teaching and learning.
Purposes
Measure learner's ability
Support learning
Certification, progress and transfer
Examine students' knowledge / performance to make decisions about progression
Accountability
Provide evidence that learning is promoted
References
Brown, D., & Abeywickrama, P. (2019). Chapter 2. Language Assessment: Principles and Classroom Practices (3rd ed.). Hoboken, NJ: Pearson Education. Council of Europe (2001). Chapter 9. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press. Shohamy, E. (2007). Language tests as language policy tools. Assessment in Education: Principles, Policy & Practice, 14(1), 117-130. doi: 10.1080/09695940701272948.Code, J. & Zap, N. (2017). Assessment in Immersive Virtual Environments: Cases for Learning, of Learning, and as Learning. Jl. of Interactive Learning Research (2017) 28(3), 235-248.Archer, E. (2017). The Assessment Purpose Triangle: Balancing the Purposes of Educational Assessment. Frontiers in Education.Green, A. (2014). Exploring language assessment and testing: language in action. New York: Routledge. Saragih, F. H. (2016). TESTING AND ASSESSMENT IN ENGLISH LANGUAGE INSTRUCTION. Bahasa Dan Seni.