Assessment, Evaluation and Testing

Assessment, Evaluation and Testing

1. Monitoring and Assessment

   • It's the process of documenting knowledge, skills, attitudes and beliefs, usually in measurable terms. The goal of assessment is to make improvements, as opposed to simply being judged. In an educational context, assessment is the process of describing, collecting, recording, scoring, and interpreting information about learning.
   • must take account of the environment in which the course will be used, the needs of the learners, and principles of teaching and learning
   • Types
     • Placement assessment
     • Observation of learning
     • Short-term achievement assessment
     • Diagnostic assessment
     • Achievement assessment
     • Proficiency assessment

2. Evaluation

   • it's the process of making judgments based on criteria and evidence.
   • Steps
     • 1. Who the evaluation is for and what kind of information they need.
     • 2. What the results of the evaluation will be used for – to improve the course, to decide whether to keep or get rid of the course.
     • 3. Decide if the evaluation is necessary or if the needed information is already available.
     • 5. Decide what kinds of information will be gathered.
     • 8. Decide how to present the findings
     • 9. Decide if a follow-up evaluation is planned to check the implementation of the findings.
     • 7. Decide how to gather the information and who will be involved in the gathering of information.
     • 4. how much time and money are available to do the evaluation.
     • 6. Try to gain the support of the people involved in the evaluation
   • Type
     • Formative
     • Summative
   • Purpose / Audience
     • large-scale
     • teacher-led
     • management-led
   • Gathering Information
     • Interviews
     • Self-report scales
     • Observation and checklists

3. Testing

   • it's used to examine someone's knowledge of something to determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has been reached.
   • Categories
     • Proficiency
     • Placement
     • Diagnostics
     • Achievement
   • Families of tests
     • Norm-referenced
       • measures a student's performance according to a particular standard or criterion which has been agreed upon
     • Criterion-referenced
       • measures a student's performance according to a particular standard or criterion which has been agreed upon
   • Language tests can be:
     • Adopted
     • Developed
     • Adapted