master exposition topic assessment!.pptx

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1. Assessment and Suggested Solutions Presented by: Elainy Fernandez , Francisco Antonio Pichardo , Christian Mendez, and Lidenny Rodriguez

2. What is Language Assessment? Language assessment involves collecting information and making judgments about a learner's knowledge and ability to use a language. Assessment vs. Testing: Assessment is broader, including both quantitative tools (tests) and qualitative methods (observations, journals). Testing is designed to measure specific knowledge or skills at a particular point in time.

3. Purposes of Language Assessment Assessment practices vary according to the purpose for which assessment information is required. Broadfoot (1987) identi fi es a number of broad purposes for educational assessment: Assessment for curriculum (providing diagnostic information and motivating learners) Assessment for communication (informing certi fi cation and selection) Assessment for accountability ( publicly demonstrating achievement of outcomes)

4. Proficiency vs. Achievement Assessment Proficiency Assessment: Measures general ability, often for selection decisions. Achievement Assessment: Focuses on what has been learned in a specific program, usually for grading .

5. High-Stakes vs. Low-Stakes Testing High-Stakes: Significant impact on test-takers (e.g., university entry), requires rigorous development. Low-Stakes: Less impact, less stringent requirements.

6. Fundamental Issues in Language Assessment Complexity: Language assessment is not just about writing questions and scoring; it's about ensuring scores reflect the linguistic abilities that you want to evaluate, such as listening comprehension, speaking, reading and writing. Key Components: To get an effective language assessment, it is essential to pay attention to Test methods, examinee performance, scoring, and validation.

7. Construct Definition What is a Construct? A construct is the main idea or concept that a test is designed to measure. For example, if a test is meant to measure reading comprehension, then "reading comprehension" is the construct. Types of Constructs: Ability Constructs: Focus on underlying traits, not tied to specific contexts. Performance Constructs: Aim to directly infer real-world language performance. Example : An exam that evaluates " competence in job interviews in English" would be measuring a performance construct . The goal would be to see how an examinee applies their knowledge of the English language in a specific , practical situation , such as a job interview.

8. Specific vs. General Constructs Specific Purpose Constructs: Is designed for particular contexts. A Medical English test is an example General Purpose Constructs: this assesses language without specific contextual references. A general English vocabulary test would be an example of a general-purpose construct

9. Test Methods Definition: Systematic procedures for collecting information and making judgments. These are the fundamental elements that we have to take into account when designing or applying a test method Test setting: The place or situation where the test happens. Input: The information or materials that go into the test. Output: The results or answers that come out of the test. Rubrics: Guidelines or rules for judging the results. Impact on performance: How all these parts affect how well someone or something does on the test.

10. Validation in Language Assessment Validity: This means we need to make sure that the test truly measures what it's supposed to measure, and that we can trust the results Modern View: : Instead of just thinking on numbers or statistics to prove that a test is valid, we now think of validation as a process where we collect different kinds of evidence (like how the test is designed, how it's used, and how well it measures the language skills) to build a strong case that the test is reliable and

11. Assessment In short, I think that Language assessment is a complex, multifaceted process involving careful consideration of constructs, test methods, and validation. And the goal is to ensure fairness and accuracy in evaluating language abilities

12. WHAT DO YOU THINK IS THE ROLE OF ASSESSMENT

13. The relationships between assessment and teaching is multifaceted IT WILL DEPEND ON THE CONTEXT AND PURPOSE OF THE EVALUATION

14. There is an increase interest in social an political influence on assessment. Most professional language testers, under the influence of Messick’s (1989) argument that validation should trace the social consequences of a test, and embraced the idea that tests should be designed and used so as to have a positive impact on teaching and learning .

15. The validity of a test The validity of a text is confirmed when it targets the skills the students need in real life so that way reach a positive washback. On other hand, these authors conclude that an exam on its own cannot reinforce an approach to teaching if the educational system has not adequately prepared its teachers for research into the introduction of a new task-based examination. That could be possible if there is a genuine change in how teachers teach and how textbooks are designed so traditional pattern should be avoided.

16. Formative assessment Teacher-conducted assessments have an important role to play in determining learners’ achievement. As a result, we have seen the widespread adoption of ‘alternative’ assessment methods which directly reflect learning activities and which are carried out by practitioners in the context in which learning takes. Novel approaches to assessment such as learning-oriented assessment (LOA) or dynamic assessment (DA) all building on ideas of formative assessment, have been suggested and are receiving increased attention today.

17. Informal observation assessment Informal observation of learners’ language use is one of the most widely used methods of assessment in language classrooms , on the basis of the information that they build up through observing Assessment their students’ behavior, experienced teachers’ estimates of student ability are frequently highly correlated with more formal test results. Used to inform classroom decision making in orther to move to another teaching unit.

18. Self assessment and peer assessment The process of self-assessment involves learners making judgements of their language ability and/or their achievement of learning goals and objectives. which aim to encourage the active participation of the learner in each stage of the teaching or learning process. peer-assessment. In which the student evaluate each other. The results from any test type must follow teacher feedbacks based in the common European framework of reference.

19. Portfolios as instrument of evaluation The ‘showcase’ portfolio which represents a collection of student’s best or favourite work. Documentation portfolio may include observations, checklists , anecdotal records, interviews, classroom tests and performance assessments. Evaluation portfolio which is used as public evidence of learners achievement is more standardized than either the showcase or documentation portfolio because of the need for comparability.