Sin título

OVERVIEW OF LANGUAGE

TESTING AND

ASSESSMENT

Evaluation

Assessment

Uses the terms as

Looking learning factores

Involves

syllabus objectives

course design

materials

methodology

teacher performance

assessment.

Such as

Involves

measure the progress and achievement of the student

For

diagnose Student's problems

provide them with useful feedback.

any means of checking what students can do with language

Wingard 81:171

its nature

When?

Who?

What?

How?

Why?

Informal Assessment

collecting information

students' performance

According to Harris

it is the way

continuous assessment

sometimes referred to as

as it is done

like a term or an academic year

speaking

writing

reading

listening

Well

having difficulties

systematic observation

of every day performance

Link informal assessment

self-

assessment

realistic criteria to evaluate

what it is going to be evaluated

with formal assessment tests

and with self-assessment

Self-assessment

Dickinson (1987) resumes

the use of self-assessment in language teaching

complement to self-instruction

as

initial assessment

to place students

For diagnosis of their problems

assessment of their progress.

to build

autonomous and self-directed language learners

is an important educational objective in itself.

to alleviate the assessment burden on a teacher

for students following a self-

access course.

Final assessment

About students' expectations and needs, their problems and worries

can provide useful information

how they feel about their own progress

their reactions to the materials and methods being used, what they think about the course in general.

much more direct and efficient way

student reflect on his/her learning in order to improve it.

there are some problems

where marks have great intrinsic value and there is competition.

It can not wotk

Emphasis must be on performance and progress for self-assessment to really work

The time required

Cheating is related to the importance of the results

Formal Assessment

Examinations

Some authors often called

often external

administered to many students under standardised conditions

assess a broad range of language

to assess learning

backward-looking or forward-looking

marked objectively or through standardised subjective marking schemes

administered at the end of a course

Other autors

mention

type of language test commonly administered in class by the teacher, in order to assess learning.

Type of hybrid

not as formal, as the exams of languages ​​carefully designed by external bodies

not as informal as the observation of the teacher's pogram in the classroom

often but not always

during a course, continuously

one class

purposes internal to the class or institution

narrow range of language

assessed either objectively or subjectively

administered under relatively informal conditions

are done in order to assist teaching

often backward-looking (of a course or part of a course).

Formative & summative assessment

According to Scriven (1967: 43)

Aim to assist learning (Formative)

which aims to assess learning (summative)

Evaluation form to measure the effectiveness of learning during the course and help after

Feedback from the assessment can be used by both the teacher and the learner to improve the course.

to assess learning, and pass some judgement on the learners current performance.

might result as

Pass or Fail, some qualification or certificate, or access to a course or to employment.