DESIGNING LEARNING ORIENTED ASSESSMENTS Gad Lim
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DESIGNING
LEARNING ORIENTED
ASSESSMENTS
Gad Lim
classroom
assessment
large scale
assessment
Classroom Large Scale
Assessment needs to include
many items x
A nod can count as assessment
evidence x
In the space provided, write a
single verb that could be used in
place of the one in italics.
1. Researchers have come up with a number of models to describe the
effect of certain cola drinks on
dental enamel erosion.
____________________
2. Problems with the new data
management software showed up soon after it was launched.
_____________________
Complete the second sentence so
that it has a similar meaning to the
first sentence, using the word
given. Do not change the word
given. You must use between three
and six words, including the word
given.
1. My brother now earns far less
than he did when he was younger.
NEARLY
My brother __________________
much now as he did when he was
younger.
Classroom Large Scale
A score
A few scores
A checklist
Detailed evaluative comments
Peer feedback
formative
assessment
summative
assessment
Question:
Can a summative test serve
a formative purpose?
formative
assessment
summative
assessment
classroom
assessment
large scale
assessment
learning
Is classroom assessment
always learning oriented?
• find obscure information to make test hard
•nobody did readings, so give a quiz
•extra points for going to game
• test most people will pass
• test most people will fail
Some Classroom Assessment Practices
After a day at school, which of the statements
below are you more likely to think of?
Question:
• Today what I taught was…
• Today what my student learned was…
Observation
Interpretation
Record
Feedback
Performance
Can large scale assessment
be learning oriented?
Observation
Interpretation
Record
Feedback
Performance
C2
C1
B2
B1
A2
A1
C2
C1
B2
B1
A2
A1
Can large scale assessment be
(even more) learning oriented?
Observation
Interpretation
Record
Feedback
Performance
TEST TAKER
CHARACTERISTICS
CONTEXT VALIDITYCOGNITIVE
VALIDITY
RESPONSE
SCORING VALIDITY
SCORE/GRADE
CRITERION-
RELATED VALIDITY
CONSEQUENTIAL
VALIDITY
Observation
Interpretation
Record
Feedback
Performance
Classroom Large Scale
A score
A few scores
A checklist
Detailed evaluative comments
Peer feedback
Score CEFR Feedback
5 C1 You can…
4 B2 You can…
3 B1 You can…
2 A2 You can…
1 A1 You can…
Criteria
1
2
..
..
..
17
18
Criteria Learner 1 Learner 2
1 + +
2 - +
.. + -
.. + -
.. - +
17 - +
18 + -
Observation
Interpretation
Record
Feedback
Performance
CriteriaSubskill
1
Subskill
2
Subskill
3
Subskill
4
Subskill
5
1
2
..
..
..
49
50
CriteriaSubskill
1
Subskill
2
Subskill
3
Subskill
4
Subskill
5
1 x x
2 x x x
.. x x x
.. x x x
.. x x x
49 x x
50 x x
Vocabulary Syntax Detail Global Inference
C1
B2
B1
A2
Reading
Legend0.61-0.80 0.81-1.000.00-0.20 0.21-0.40 0.41-0.60
Conclusion
Observation
Interpretation
Record
Feedback
Performance
Thank you!
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