Assessment and Teaching

1. Assessment and Teaching
Dr. Najeeb us Saqlain
Majmaah University
KSA

2. Introduction
• Assessment is a popular and sometimes misunderstood term in
current educational practice.
• Testing and Assessment are considered as synonymous terms often
but they are not .

3. Testing and Assessment
TEST:
Tests are prepared administrative procedures that occur at different times in
a curriculum when learners use all their abilities to offer best performance,
knowing that their responses are being measured and evaluated.
ASSESSMENT:
Assessment is an ongoing process that includes a much wider domain.
Whenever a student responds to a question, offers a comment, or tries out a
new word or structure, the teacher subconsciously makes an assessment of
the student's performance.
Written work-from a list of phrase to a formal essay-is performance that is
assessed by self, teacher, and possibly other students. Reading and listening
activities usually require some sort of productive performance that the
teacher indirectly judges.
A good teacher never stops to assess students, whether those assessments
are incidental or intended.

4. • Tests are a subset of assessment; they are certainly not the only form
of assessment that a teacher can make.
• Tests can be useful devices, but they are only one among many
procedures and tasks that teachers can use to assess students.
• All tests are assessments but all assessments are not tests.
Teaching
Assessment
Test
Testing and Assessment

5. Types of Assessment

6. Informal and Formal Assessment
• Informal assessment can take a number of forms, starting with
incidental, unplanned comments and responses, along with coaching
and other impromptu feedback to the student.
• Examples include saying “Nice job!” “Good work!” “Did you say can or
can't?" or putting a  on some homework.
• Informal assessment also includes classroom tasks designed to
produce performance without recording results.

7. Informal and Formal Assessment
• Formal assessments are exercises or procedures specifically designed
to tap into a storehouse of skills and knowledge. They are systematic,
planned sampling techniques constructed to give teacher and student
an assessment of student’s achievement.
• Is formal assessment the same as a test? We can say that all tests are
formal assessments, but not all formal assessment is testing. For
example, you might use a student's journal or portfolio of materials as
a formal assessment of the attainment of certain course objectives,
but these cannot be called "tests”.

8. Formative and Summative Assessment
• Most of our classroom assessment is formative assessment:
evaluating students in the process of “forming” their competencies
and skills with the goal of helping them to continue that growth
process.
• The key to such formation is the delivery (by the teacher) and
understanding (by the student) of appropriate feedback on
performance, with an eye toward the future continuation (or
formation) of learning. All kinds of informal assessment are (or should
be) formative.

9. Formative and Summative Assessment
• Summative assessment aims to measure, or summarize, what a
student has grasped, and occurs at the end of a course or unit of
instruction. A summation of what a student has learned implies
looking back and taking stock of how well that student has
accomplished objectives, but does not necessarily point the way to
future progress. Final exams in a course and general proficiency
exams are examples of summative assessment.

10. Norm-Referenced and Criterion-Referenced
Tests
• In norm-referenced tests, each test-taker's score is interpreted in
relation to a mean (average score)etc. and/or percentile rank. The
purpose of such tests is to place test·takers along a mathematical
continuum in rank order. Scores are usually reported back to the test-
taker in the form of a numerical score (for example, 230 out of 300)
and a percentile rank.

11. Norm-Referenced and Criterion-Referenced
Tests
• Criterion-referenced tests are designed to give test-takers feedback,
usually in the form of grades, on specific course or lesson objectives.
• In Language Assessment criterion-referenced testing is of more
prominent interest than norm-referenced testing.