Learning_activity1_ANDRADE_PAZMIÑO_GLADYS_MARIA

TOPIC 1

1. Assessment Terminology Gladys Andrade Pedagogía de los Idiomas Nacionales y Extranjeros

2. Assessment: A broad process of evaluating students' development through various actions like asking questions, judging performance, and providing feedback. Testing: A specific type of assessment method that measures students' abilities and knowledge in a structured manner, using tools like multiple-choice questions or writing prompts. Measurement: The process of quantifying achievement using quantitative (numerical scores) or qualitative (descriptive feedback) descriptions. Evaluation: Interpreting the results of assessments to make decisions about learners' future, often distinguishing between passing or failing based on performance. Formal Assessment: Structured evaluation methods with clear criteria, such as tests and quizzes, aimed at objectively measuring performance. Terminology

3. Types and purpose of assessment Achievement Tests: Measure students' abilities within a specific lesson, unit, or program. Administered at the end, they help diagnose students' needs and inform program decisions. Can be formative (for feedback) or summative (end-of-term evaluation). Diagnostic Tests: Administered at the beginning of a program to identify which skills need development. Unlike achievement tests, they determine what content students need to focus on, similar to placement tests. Placement Tests: Determine the appropriate level for students within a program. They include a range of questions to gauge students' starting points and highlight language areas needing emphasis. They assess both productive and receptive skills. Proficiency Tests: Evaluate overall language competence rather than specific skills. Examples include TOEFL and the CEFR levels (A1-C2), which are standardized measures of language proficiency. Aptitude Tests: Measure the ability to learn a language, predicting potential success in language courses. Examples include the Modern Language Aptitude Test (MLAT) and the Pimsleur Language Aptitude Battery (PLAB). These tests also help identify learning styles and potential language learning disabilities.

4. VALIDITY 01 Definition of Validity and Its Significance: Validity in the context of language assessment refers to the degree to which an assessment instrument measures what it is intended to measure. It is a critical aspect of ensuring the accuracy and relevance of language proficiency assessments. The significance of validity lies in its ability to provide assurance that the assessment is indeed measuring the specific language skills or constructs it claims to evaluate. A valid language assessment aligns closely with the intended learning outcomes or language abilities, thus increasing the credibility and usefulness of the assessment results. Definition Significance

5. Reliability 02 Reliability in language assessment refers to the consistency and stability of assessment results over multiple testing sessions or when scored by different evaluators. It is a crucial aspect that ensures the dependability of the assessment, indicating that the scores obtained are not merely due to chance or random fluctuations. The role of reliability is to provide confidence in the consistency of measurement. In the context of language assessment, a reliable instrument produces similar results when administered under consistent conditions. This consistency is essential for making meaningful comparisons of language proficiency over time or between different individuals.

6. PRACTICALITY 03 Refers to the feasibility and efficiency of the assessment process. It encompasses various factors that make the evaluation practical for both administrators and test-takers. A streamlined and user-friendly language assessment scenario : A clear and intuitive interface for test-takers. Efficient administration procedures. Accessible resources for both administrators and participants.

7. Authenticity 04 Authenticity in language assessment refers to the degree to which assessment tasks and materials reflect real-world language use. An authentic assessment aims to replicate the language situations individuals encounter in their daily lives, making the evaluation contextually relevant and meaningful. Authenticity in language assessment aligns the evaluation process with real-world language use, providing a more meaningful and comprehensive measure of individuals' language proficiency. The inclusion of authentic scenarios enhances the relevance of assessments, motivating learners and better preparing them for diverse linguistic challenges outside the classroom.

8. WASHBACK 05 Washback effect, also known as backwash, refers to the impact that an assessment has on teaching and learning. It describes how the content and format of an assessment can influence instructional practices, shaping the way teachers teach and learners learn. Positive and Negative Washback Scenarios: Positive Washback Scenario: Assessment: A performance-based language assessment emphasizing real-world communication skills. Impact on Teaching: Teachers incorporate communicative activities, group discussions, and practical language tasks in their lessons. Impact on Learning: Learners focus on developing practical language skills, engaging in meaningful conversations, and applying language knowledge in real-life contexts. Negative Washback Scenario: Assessment: A multiple-choice test emphasizing rote memorization of vocabulary and grammar rules. Impact on Teaching: Teachers prioritize drill-and-practice exercises, focusing on isolated language components to prepare students for the test. Impact on Learning: Learners may develop a surface-level understanding of language rules but struggle to apply them in authentic communication.

9. REFERENCES: Brown, H. D., & Abeywickrama , P. (2010). Language Assessment: Principles and Classroom Practices. Pearson. Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford University Press. Hughes, A. (2003). Testing for Language Teachers. Cambridge University Press. Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115–129.