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Assessment Concepts
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Assessment Concepts


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Concepts of language assessment

Concepts of language assessment

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  • 1. Assessment types and activities
  • 2. Word association • Assessment • a process in which you make a judgment about a person or situation, or the judgment you make • Evaluation • a judgment about how good, useful, or successful something is
  • 3. Assessment word association • Types of assessment • Types of tasks used in assessment • Vocabulary associated with assessment
  • 4. Types of assessment • Continuous assessment • Formal /Informal assessment • Portfolio assessment • Subjective/Objective assessment • Placement test • Diagnostic test • Achievement test • Proficiency test • Progress test • Formative/summative assessment
  • 5. Types of tasks used in assessment • Multiple choice • Gap-fill tasks • Matching tasks • Sentence transformation • Sentence completion • Cloze tasks • Open comprehension questions etc
  • 6. Vocabulary associated with assessment • Finding out about learning • Progress Performance • Marking • Grades Examinations • Feedback • Accuracy • Evaluation • Fluency • Reliability • Test items • Validity • Criteria
  • 7. Why assess ?
  • 8. Why assess? • to provide feedback to learners on their progress (e.g. what they have done well and what they need to improve) • to provide feedback to learners on their achievement (ie how much they have learned at a particular point in time) • to get information about learners' ability to understand or use target language structures or с vocabulary help teachers know how to help their learners • to get information about learners' skills development • to find out whether learners like or dislike specific classroom activities (you could collect this information by asking and by observing) • For diagnostic purposes: to use information about learners' strengths and weaknesses to provide information which can feed in to planning • to let learners know what standards they need to reach • to see whether learning objectives are being achieved • to provide records for schools • to provide information to parents
  • 9. Testing and assessment
  • 10. Testing and assessment • What different kinds of tests have you taken? • What were the reasons for taking these tests?
  • 11. Types of tests
  • 12. Types of tests • Achievement test - measure what learners have learnt on a language course - usually given at the end of the course • Diagnostic test - identify learners' strengths and weaknesses. Helps teachers to make decisions on what needs to be taught • Objective test - scored according to 'right' or 'wrong' answers, i.e., non-judgmental on part of examiners • Placement test - used before the beginning of courses, to determine learners' language levels' and based on this information 'place' them in the classes most appropriate for them • Oral test - measures learners' speaking abilities • Proficiency test - measures language ability and based on what is needed for a particular purpose, e.g., English for secretaries, English for car mechanics etc • Progress test - measure learners' progress during a language course • Subjective test - compared to objective tests, the examiner judges learners' answers • Summative test - end of year/end of course test measuring learners' overall achievement of course objectives
  • 13. Assessment types and definitions
  • 14. Assessment task types: what can you assess?
  • 15. Which assessment activity?
  • 16. Formal vs informal assessment
  • 17. Formal vs informal assessment • Likely to be formal • Standardized • Certificates • Objective • Likely to be informal • Self-assessment informal • Subjective informal • Could be both • Score usually formal, but may be used in informal assessment depending on the task type • Projects usually associated with informal, but learners in some countries can be formally assessed on project work • Portfolio same case as for projects • Report usually associated with formai assessment, but reports can sometimes accompany informal assessments • Grade formal associations but may also be given by some teachers in informal assessment
  • 18. Why use informal and formal assessment activities?
  • 19. Reflection