1. EVALUATION
What & How SS. Have learned
Tests/Quizzes
How /in what way Ss are learning
group/individual
Common in Language
Teaching
- Importance to
learning &
understanding
- Encourage Ss
- Methods to judge
2. PRACTICAL IDEAS
Ask What do you think about?
Suggestion Box
Collaborative Evaluation
Ss give feedback writing–M.T
Listen/Discuss to make changes
List exercises-order difficulty
Think Ss problems/need practice/explain again
Reflection paper – Ss critical thought
3. Minute
paper
PreTest &
Post Test
Discussions
Ss keep a diary
Interview SS
Give a list
to be tested
on
Record the
lesson.
Researching the classroom
4. DISTINCTIONS & DICHOTOMIES
Testing
Familiar for Ts.
Ts learnt testing
Determine Ss ability
Demonstrate mastery S/K
Ts Imiting formats-Rudim.Training
Formative&Summative objectives
Wide repertoire test instruments
Events in the extended process L.L.
Assessment
Ts assess all time
“Respectable” recent arrival
Evaluation Lang - Ls. Performance
Gathering inf. Ss. Progress
Make decisions
Over testing = Majority of
Asssesment procedures
Formative&Summative objectives
Assessment rather than testing
Assessment+testing
Set of process – whole time
6. Assessment Concerns
• Validity -- Is the test assessing what’s intended?
– Are test items based on stated objectives?
– Are test items properly constructed?
• Difficulty -- Are questions too easy or too hard? (e.g.,
30% to 70% of students should answer a given item
correctly)
• Discriminability -- Are the performance on individual
test items positively correlated with overall student
performances? (e.g., only best students do well on
most difficult questions)
7. SUPPORTIVE ASSESSMENT
5 principles
Assessment
shouldn´t be
overdone. It
reduces the
quality of
performance.
As educators
we need to
observe
children´s
behaivour
rather than
from test
scores or
grades.
Assessment
must
attend to
the quality
of the
curriculum.
Transform
schools into
safe
communities.
Students
must be
invited to
participate
in
determining
the criteria.
8. TESTING
PLACEMENT DIAGNOSTIC ACHIEVEMENT PROFICIENCY
To help new
students into
teaching
groups which
have the
same level.
(Formative
Progress) It
let´s know how
students have
learnt a
particular
course
elements.
(Summative) It
aims to
measure what
students have
been learnt
over a longer
period of time.
They are
designed to
measure
people´s
ability in a
language.
TOEFL
9. TEST OR EXAMINATION
It´s an assessment intended to measure a
test taker´s knowledge, skill, aptitude, etc.
Standardized test Non-Standardized test
It´s administered and
scored in a consistent
manner to ensure legal
defensibility.
(education, the
military)
It´s usually flexible in scope
and format, variable in
difficulty and significance. It
may be used to determine
the level of the students, to
motivate to students to
study.
