Chapter 1
Chapter 1
Chapter 1
I. Confusing terms
Test Measurement Assessment Evaluation
1. Test:
An instrument designed to measure a language ability, a performance, or
knowledge based on explicit procedures/ rules
2. Measurement
A process quantifying a S’s observed performance
Quantitative: using scores assigning numbers (rankings + letter grades)
Qualitative: written descriptions, oral feedback
3. Assessment
Appraising or estimating the level or magnitude of an attribute of a person
An ongoing process to observe or appraise Ss’ performance/abilities
Could be intended or incidental, with or without results
4. Evaluation
Using results of assessment instruments for decision-making (judgment included)
Interpretation of information/data
Formal Assessment
Exercises or procedures specifically designed to tap into storehouse of skills and
knowledge.
Summative assessment
Measuring or summarizing what a Ss has acquired
Occurring at the end of a unit of instruction
Focusing on how well a student has accomplished the objectives of units of
instruction
Often, not always, involves evaluation (decision-making)
EX: final exam, proficiency exams
Problems:
o Students: “Whew, I’m glad that’s over. Now I don’t need to
remember that stuff anymore.”
o Can you instill a more formative quality to what your students might
otherwise view as summative tests?
Giving feedback Making it more formative
o Can you offer an opportunity for students to convert tests into
“learning experiences”?
Comparision
4. Direct and Indirect Assessment
Direct Assessment
Asking test-takers to actually perform the target tasks
Should be used more
Indirect Assessment
MEASUREMENT
EVALUATION
o Is involved when the result of a test (or other assessment procedure) are used to
make decisions
o Involves the interpretation of information convey the worth of the performance
to the test-taker
EXAMPLE: Test scores are an example of measurement, and conveying the “meaning” of those score
is evaluation.
For optimal learning to take place, students in the classroom must have the freedom to experiment,
to try out their own hypotheses and language without feeling their overall competence í judged in
terms of those trials and errors.
Formal assessment:
FORMATIVE
Evaluating students in the process of “forming” their competencies and skills with the goal of
helping them to continue that growth process.
Focus the “ongoing” development of the learner’s language
Give comment, suggestion, call attention to an error, offer feedbacks improve learner’s
language ability
All informal assessments should be formative
SUMMATIVE
Aims to measure, or summarize what a student has grasped and typically occurs at the end
of a course or unit of instruction.
A summation of what a student has accomplished objectives, but it does not necessarily
point to future progress.
Often, not always, involves evaluation (decision making)
Ex: final exam, general proficiency exams
Problems:
o Students: “Whew, I’m glad that’s over. Now I don’t need to remember that stuff
anymore.”
o Can you instill a more formative quality to what your students might otherwise view
as summative tests?
o Can you offer an opportunity for students to convert tests into “learning
experiences”?
ACHIEVEMENT TESTS
DIAGNOSTIC TESTS
PLACEMENT TESTS
PROFICIENCY TESTS
APTITUDE TESTS