PRINCIPLES OF LANGUAGE ASSESSMENT (EVALUATION AND ASSESSMENT)

Information related to the way a teacher should evaluate students' general performance. Teachers typically use tests to assess whether or not their students are learning. Traditional techniques of measurement have influenced several aspects of countries' educational systems.

1. PRINCIPLES OF LANGUAGE
ASSESSMENT
ASSESSMENT AND EVALUATION

2. ASSESSMENT TERMINOLOGY

Teachers typically use tests to assess whether or not their students are learning.
Traditional techniques of measurement have influenced several aspects of countries'
educational systems.
ASSESSMENT
TESTS
Assessment is a process used by
teachers to evaluate students'
development, involving questions, ideas,
interactions, and information.
It is a subconscious tool used to measure
responses, actions, performance, and
behavior, valuing students' growth and
development.
Provide information about students'
performance in certain area.
Test as a method The test must measure
Tests measure students' progress
in general abilities or specific skills,
such as multi skill proficiency tests,
which analyze progress on specific
knowledge parts.
Requires appropriate techniques and
procedures, and requiring clear structure
and explicit methods like multiple-choice
questions, writing prompts, and oral
production activities.

3. MEASUREMENT AND EVALUATION
MEASUREMENT EVALUATION
Measurement quantifies individual achievements
using quantitative and qualitative descriptions.

●Quantitative assigns numbers to observable
phenomena. Helps teachers understand
student progress and objectively compares
scores or ranges.

●Qualitative provides descriptive data through
written or spoken feedback. Provide
explanations for students' performance during
tests, generating vague interpretations

Evaluation refers to the crucial assessment results
that guide decisions about a learner's future.

●Teachers interpret test results, giving value to
them, which can indicate good or bad
outcomes, such as a student's score on a
language course.

4. FORMAL AND INFORMAL ASSESSMENT
INFORMAL ASSESSMENT
measures students' progress
without grading criteria,
identifying difficulties and
challenges through
observations, surveys, or oral
presentations, enhancing
confidence and focusing on
students' needs.
FORMAL ASSESSMENT
objectively evaluates learners'
performance, providing
teachers with clear
information on their learning
progress. Examples include
tests, quizzes, and
questionnaires, but portfolios
and journals can also be used
to align with learning
objectives.cc
FORMATIVE AND SUMMATIVE
ASSESSMENT
FORMATIVE ASSESSMENT helps
teachers identify strengths and
weaknesses, enables students to
manage self-regulatory skills, and
monitors progress. It includes
tutor-led, peer, and self-assessment
methods, including in-class
discussions, quizzes, surveys, and
homework assignments.
SUMMATIVE ASSESSMENT evaluates a
student's learning, knowledge,
proficiency, or success after a unit,
course, or program. It provides a grade
or score, but feedback can guide future
efforts. Unlike formative assessment,
summative includes complete chapters,
potentially causing demotivation.
Teachers should explain the rationale
and engage students in formative tasks
for better results.

5. TYPES AND PURPOSES OF ASSESSMENT
ACHIEVEMENT
TEST
DIAGONAL
TEST
PLACEMENT
TEST
PROFICIENCY
TEST
APTITUDE
TEST
Teachers use
achievement tests
to measure
students' abilities
within a lesson,
unit, or program.
These tests aid in
diagnosing
students, assessing
objectives, and
aiding
administrators in
making decisions on
the program, either
formative or
summative.
A diagnostic test is
a tool used to
identify and
develop skills in a
language course,
providing a clear
understanding of
the content to be
covered. It's
different from an
achievement test,
which is
administered at
the end of the
course.
A placement test is
used to determine
a learner's level in
a program or
curriculum,
assessing
productive and
receptive skills.
Standardized
proficiency tests
are used by
institutions for
advantages like
price, scoring
system, and
reporting results.
Proficiency tests
assess students'
overall competence,
focusing on various
sections and
providing
administrators with
single or sub-scores.
They adhere to the
CEFR standard,
which has six
widely accepted
levels.

An aptitude test
measures a person's
language learning
ability, particularly
a foreign or second
language, to predict
course success.
Standardized tests
like the Modern
Language Aptitude
Test (MLAT) and
Pimsleur Language
Aptitude Battery
(PLAB) help identify
language learning
disabilities and
provide insights
into students'
strengths and
weaknesses.

6. PRINCIPLES OF LANGUAGE ASSESSMENT
WASHBACK 05
●The washback effect occurs when a test significantly
influences a professor's teaching practices, allowing students
to prepare for exams and receive feedback before the exam,
thereby promoting language improvement and enhancing
preparation.

RELIABILITY 04
●Reliability refers to the consistency of test results, ensuring
that the same test results are consistently obtained from the
same students on different dates.
VALIDITY 03
● Content-related validity.- the measurement of all important sections
of the subject or content.
● Criterion-related validity.- It is the relationship between a measure and
a standard (an external criterion).
● Construct-related validity.- Construct validity determines if a test
assesses what it is supposed to.
AUTHENTICITY 02
●Authentic evaluations, as defined by Grant Wiggins (1998),
are realistic assignments that replicate real-world situations,
such as problem-solving exercises, which require extensive
planning and assessment by teachers.
PRACTICALITY 01

●It does not surpass the budget limits
●It is taken within the given time
●It has clear instructions
● It used human and material resources appropriately