EL106 - Chapter 1 PDF
EL106 - Chapter 1 PDF
EL106 - Chapter 1 PDF
MODULE STUDIES
Objectives:
INTRODUCTION:
This Chapter explores how principles of language assessment can and should be
applied to formal test, but with the ultimate recognition that these principles also apply
to assessments of all kinds. Principles will be used to evaluate an existing, previously
published, or created test.
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TEACHING AND ASSESSMENT OF LITERATURE
MODULE STUDIES
A. KEY CONCEPT
It is essential at the begin of these modules to define terms related to language
assessment often confused with one another because in some books they are used
interchangeably.
Evaluation and assessment explained
5. Evaluation is the culminating act of interpreting the information gathered for the
purpose of making decisions or judgements about students’ learning and needs,
often at reporting time. It forms as part of assessment.
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TEACHING AND ASSESSMENT OF LITERATURE
MODULE STUDIES
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5. Assessment and evaluation should help students. They should provide positive
feedback and encourage students to participate actively in their own
assessment in order to foster lifelong learning and enable them to transfer
knowledge and abilities to their life experiences.
7. Assessment and evaluation should use a variety of techniques and tools. The
teacher collects assessment information about students’ language
development and their growth in speaking, listening, writing, and reading
knowledge and abilities. The data gathered during assessment becomes the
basis for an evaluation. Comparing assessment information to curriculum
objectives allows the teacher to make a decision or judgement regarding the
progress of a student’s learning.
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C. PURPOSES OF ASSESSMENT
1. Assessment for learning
Assessment for learning focuses on the gap between
where a learner is in his/her learning, and where he/she
needs to be – the desired goal. This can be achieved
through processes such as sharing criteria with
learners, effective questioning and feedback.
Black and Willian define assessment for learning as
all those activities undertaken by teachers and/or by
their students, which provide information to be used as
feedback to modify the teaching and learning activities in
which they are engaged.
Learners learn best when…
They understand clearly what they are trying to learn, and what is
expected of them.
They are given feedback about the quality of their work and what they
can do to make it better.
They are given advice about how to go about making
improvements.
They are fully involved in deciding what
needs to be done next, and who can give them
help if they need it.
2. Assessment as learning
Assessment as learning is about
reflecting on the evidence of learning. This
is part of the cycle of assessment where pupils
and staff set learning goals, share learning
intentions and success criteria, and evaluate their
learning through dialogue and self and peer
assessment.
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TEACHING AND ASSESSMENT OF LITERATURE
MODULE STUDIES
It also helps them to take more responsibility for their learning and participate
more in process of learning.
3. Assessment of learning
Assessment of learning involves working with the range
of available evidence that enables staff and the
wider assessment community to check on
students’ progress and using this information in
the number of ways.
Assessment of learning provides an arena for
the management and planning of assessment, and
for teachers to work collaboratively with the
evidence. It connects assessment with curriculum.
Judgements about students learning need to be
dependable. This means that:
They are valid (based on sound criteria)
They are reliable (accuracy and assessment practice).
They are comparable (they stand up when compared to judgements
in other departments of schools).
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TEACHING AND ASSESSMENT OF LITERATURE
MODULE STUDIES
1. In teaching
a. Tests are used in teaching as a means of ensure effective teaching to
improve teaching quality, to obtain feedback on student learning place
on a course.
b. Test can have a backwash effect,
which means that they may result in
changes of instructional programs or
teaching practices to reflect the test
contents because language teachers
want their students to do well on high
stakes for many different reasons.
2. In research
Language tests have a potentially
important role in virtually all research,
both basic and applied, that is related to the nature of language proficiency,
language processing, language acquisition, language attrition, and
language teaching.
References:
Language and Literature Assessment –A comprehensive Guide /pages 1-5
Authors: Mildred B. Go, Ph.D., Ofelia T. Pocesion, Ph.D.
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