The Language Assessment Process: "A Multiplism" perpective

The Language Assessment Process: "A Multiplism" perpective

1. Assessment is: A process trhough which judments about a learner's skills and knowledge are made (Backman 1990)

   • USED FOR
     • Administrative:
       • General Assessment
       • PLacement
       • Certification and promotion
     • Instructional
       • Diagnosis
       • Evidence of Progress
       • Feedback
       • Evaluating Curriculum
     • Research
       • Research experimentation
       • Knowledge about language learning
       • Knowledge about language use
   • The language assessment process
     • Setting a purpose
       • Defining language knowledge to be assessed
         • Selecting suitable assessment procedures
           • Assessment instruments are design
             • Administeting the assessment tool
               • Determining the quality of the language answers produced
                 • Assessing the quality of the procedures
                   • Interpreting the results
                     • Reporting the results

2. Multiplism Concept in assessment

   • Language assessment instrument
     • Represents the topics it aims to assess
     • What it looks like
     • Fairness and Ethicality
     • Feedback (on-going)
     • Suitability
   • 3 Questions need to be considered
     • 1. What is the purpose for conducting this assessment procedure.?
     • 2. How is the language knowledge to be asessed defined?
     • 3. What instrument or asessment procedures will be chosen to elicit the required language knowledge

3. Teaching Approaches, Language Knowledge and Testing Method

   • Language knowledge perceptions on shapping language tests
     • Discrete-point teaching era
       • Tests: Knowledge of isolated Items
         • Closed Test items format
     • Communicative language teaching
       • Language use for real purposes focusing on the linguistic, sociolinguistic, discourse and strategic competeneces
         • Testing procedures were expected to simulate functional and relevant language use.
     • Performance Teaching
       • Addi to the CLT the interaction
         • Testing intruments suited for particular situations and audiences
     • Hence both productive and receptive abilities ought to be assessed as well as the ability to integrate these in a way that characterizes authentic language.
       • Language assessment tools
         • * Projects * Putting on a play * creating a restaurant menu * simulating real life situations * reporting an event * creating a game or vieo clip * writting for various purposes
           • There for sts will be engage in self assessment as well as peer assessment
             • Assessment is viewed as an on-going process

4. As it works in portfolio

   • Each piece of work in the portfolio allows the language teacher to elicit different languages samples and to gain added knowledge about different facets of the learners language ability
     • MULTIPLISM
       • Formative
       • Summative
       • Proficiency
       • The Multiple Approach
         • Setting the purpose for assessment
         • Defining the language knowledge
         • Determingin the assessment instrument
         • 1. Multiple Purposes of assessment
         • Multiple Assessment procedures
           • (Norris 2000) *Who uses the test * what information should the test provide *Why and what purpose is the test being use * What consequence should the test have
         • Multiple Methods of assessment
           • Portfolios * Homework* Self-assessment Oral debates * Tests * Dramatic performances * Projects * Role plays Simulations * Learning logs * Interviews * Peer-/Group-assessment *Check lists * Diaries Observations *Presentations Dialogue *journals * Rubrics
         • Multiplism in designing items and tasks
         • Multiple ways of administering
           • • one-to-one administration • paper and pencil format • audio-taped tests • visual stimuli and questions • computer-administered assessment • in-classroom vs. take-home • on site assessment (at the workplace) • formal and informal administration
         • MUltiple criteria for determingin language quality
           • total score standards, benchmarks, competencies, can-dos, bandscales diagnostic criteria holistic rating scales analytic rating scales rubrics guidelines
         • Multiple Criteria for determingin the quality of assessment procedures
           • Reliability
             • Inter Reliability
             • Intra Reliability
           • Vaidity
             • Content Validity
             • Concurrent Validity
             • Predictive Validity
             • Construct Validity
               • Consequence of test
             • Face Validity