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Norm-Referenced and Criterion-Referenced tests
Formative and summative assessment
It is a METHOD of measure a student's performance, anility or knowledge in a specific area.
Testing
Informal and formal assessment
Classification
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It is a PROCESS that encompasses a wide range of methodological techninques to appraise the student's performance.
Assessment
ASSESSMENT
AND
TESTING
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ASSESSMENTANDTESTING

Assessment

It is a PROCESS that encompasses a wide range of methodological techninques to appraise the student's performance.

+ info

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Lorem ipsum dolor sit amet Consectetur adipiscing elit, sed magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo.

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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.

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