Types of language assessment

Types of Language Assessment

Prepared and Presented by:

Antonette D. Hanopol

Francis S. Calubayan

BSE- English 3-A

Kinds of Assessment

and Evaluation

Diagnostic

Formative

Summative

Diagnostic Formative Summative

OCCURRENCE Occurs at the

beginning of the

school year and

before each unit of

study.

Occurs within

the instruction.

Occurs at the

end of the

instruction.

FOCUS/

IMPORATANCE

To determine

students’ knowledge

and skills, their

learning needs, and

their motivational

and interest level

Focus on the

processes and

products of

learning.

To determine

knowledge, skills,

abilities, and

attitudes that

have developed

over a given

period of time; to

summarize

students

progress; and to

report this

progress to

students, parents

and teachers

Types of assessment

tools

Assessment data can be collected and

recorded by both the teacher and

students in a variety ways.

Whatever method of data collection is used, teachers

should:

• meet with students

regularly to discuss their

progress

• adjust rating criteria as

learners change progress.

Types of assessment tools


Guidelines for use include the following:

a. Record the observation and the circumstance in

which the learning experience occurs.

b. Make the task of daily note taking manageable by

focusing on clearly defined objectives or purposes,

and by identifying only few students to observe

during designated period of time.

c. Record data on the loose leaf sheets.

d. Write the notes on recipe cards and then file these

alphabetically.


e. Use adhesive note papers that can be attached to

the student’s pages or recipe card files.

f. Design structured forms for collection of specific

data.

g. Use a combination of the above suggestions.



a. Determine the observation criteria from curriculum,

unit, and lesson objectives.

b. Review specific criteria with students before

beginning the observation.

c. Involve students in developing some or all of the

criteria whenever it will be beneficial to do so.

d. Choose criteria that are easily observed to prevent

vagueness and increase objectivity.

e. Use jargon-free language to describe criteria.

f. Make the observation manageable.


g. Have students construct and use checklists for peer

and self-assessments.

h. Summarize checklists data regularly.

i. Use or adapt existing checklists from other sources.

j. Use yes-no checklist to identify whether the specific

action has been completed or if the particular

quality is present,

k. Use daily checklists to note the frequency of the

action observed or recorded.

l. Construct all checklists with space for recording

anecdotal notes and comments.



a. Determine specific assessment criteria from

curriculum objectives, components of particular

activity, or student needs.

b. Discuss re develop the specific criteria with students

before beginning the assessment.

c. Choose criteria that are easily observed in order

prevent vagueness and increase objectivity.

d. Select criteria that students have had the

opportunity to practice.


e. Use jargon-free language to describe criteria.

f. take the observation manageable.

g. Use or adapt rating scales and rubrics from other

sources.

h. Use numbered continuums to measure the degree

to which students are successful at accomplishing a

skill or activity.

i. Use rubrics when the observation calls for the holistic

rating scale.

•



a. Brainstorm with students to discover what they

already know about portfolios.

b. Share samples of portfolios to students.

c. Provide students with an overview of portfolio

assessment prior to beginning their collections.

d. Collaborate with students to set up guidelines for

the content of portfolios and establish evaluation

criteria for their portfolio collections.


e. Consider the following:

• What is the purpose of the portfolio?

• Who will be the audience/s of the portfolio?

• What will be included in the portfolio?

• What are the criteria for selecting a piece of work

for inclusion? When should those selections be

made?

• Who will determine what items are included in the

portfolio?


• When should items be added or removed?

• How should the content be organized and

documented? Where will the portfolios be stored?

• What will be the criteria for evaluation of the

portfolio?

• What form will feedback to the students take?

• How will the portfolio be assessed?


f. Assemble examples of work that represent a wide

range of students’ developing abilities, knowledge,

and attitudes including samples of work from their

speaking, listening, reading, writing, representing,

and viewing experiences.

g. Date all items for effective organization and

reference.

h. Inform parents about the use and purposes of

portfolios?


i. Consider the following inclusion:

• criteria for content selection

• table of contents or captioned labels that briefly

outline or identify the contents

• samples of a variety of responses from reader

response journals

• sample reading logs

• samples of student writing

• evidence of students self-reflection

• audiotapes and videotapes of student work

• photographs

• collaborative projects

• computer disks


• Formats for portfolio assembly should be easily

organized, stored and accessed. Some possibilities

include the following:

• Keep the file folders in classroom filing cabinet

drawers, cupboards, or boxes.

• Use three-ring binders for ease o adding and

removing items as students’ progress.

• Store scrapbooks in boxes or crates.






a. Construct test items to accommodate the different

ways that students learn and demonstrate what

they have learned or do.

b. Ensure that test items measure curriculum

objectives accurately and fairly.

c. Use variety of test formats

d. State test items clearly and precisely.

e. Construct test items that allow students to

demonstrate and apply what they have learned.

f. Provide opportunities to build necessary scaffolds.

g. Use oral assessment when written response are not

feasible.


h. Use performance test items when students are

required to demonstrate competence directly.

i. Construct open- ended response items when it is

appropriate for students to respond in personal

ways.

j. Ask short answer questions when students are

required to supply a specific answer to a specific

question.

Language Assessment/

Testing

Assessment is perhaps one of the least understood

areas of language teaching and

learning

Students see test as a threat to their competence, because they are afraid that they will not perform well..

In a survey of EFL teachers and students

in Israeli public schools, Shohamy (1985) found a

Variety of misuses of Test.

Variety of misuses of Tests.

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Tests were used as punishment – e.g., because no one did

the homework. Shohamy (1985)

Test were administered instead of teachers’ giving

instruction Shohamy (1985)

The test were the only measure for grading. Shohamy (1985)

Test did not reflect what was taught.

Shohamy (1985)

The test were returned with a lack of

corrections and explanations.

Shohamy (1985)

The test reflected only one testing

method. Shohamy (1985)

There was a lack of confidence in their

own test. Shohamy (1985)

Students were not adequately trained to

take the test. Shohamy (1985)

There was a substantial delay in returning the test.

Shohamy (1985)

A more constructive view of language

testing exist.

When will a more constructive view of language testing exist ?

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testing is seen as an opportunity for interaction

between teacher and student.

Shohamy (1985)

Constructive view of language testing exist when,

student are judged on the basis of the knowledge

they have. Shohamy (1985)


the test are intended to help students improve their

skills. Shohamy (1985)


the criteria for success on the test are clear to

students. Shohamy (1985)


Students receive a grade for their performance on a

set of tests representing different testing methods.

Shohamy (1985)


The test takers are trained on how to take test–

especially those involving unfamiliar formats. Shohamy (1985)


test are returned promptly. Shohamy (1985)


The results are discussed. Shohamy (1985)


LANGUAGE

TEST

Proficiency Test

Achievement Test

Diagnostic Test

Placement Test

•Final

•Progress

LANGUAGE

TEST

Proficiency Test

Achievement Test

Diagnostic Test

Placement Test

•Final

•Progress

LANGUAGE

TEST

Proficiency Test

Achievement Test

Diagnostic Tests

Placement Test

•Final

•Progress

LANGUAGE

TEST

Proficiency Test

Achievement Test

Diagnostic Test

Placement Tests

•Final

•Progress

END!

For Listening

Types of language assessment

Education