Principles of language assessment

1. Nrc: 18232
• Scarlet Paulette Abarca Garzon

2. Traditionally, content and vocabulary are included that
are unknown when it comes to conducting assessments
and that is what the topic of "Assessment Terminology"
is about, since some terminologies such as the ones we
are going to see have different cognitions although very
often they are confused as synonyms.
It is a learning that provides knowledge and helps to
acquire knowledge on how to prepare a meaningful
evaluation.
Assessment and testing Measurement and evaluation
Assesment (External and formal):
Measures student responses,
performance, actions and behavior.
Tests (Informal or formal): Provide
information about students' abilities and
knowledge.
• Measurement (Quantitative) means designating
numbers or symbols which helps the teacher know
how much the student is achieving with numerical
figures.
• Evaluation (Qualitative) means that students
answer open-ended questions during a test or verbal
descriptions in which the teacher provides feedback

3. Informal assessment measures progress
without grading criteria, identifying
challenges. Examples: observations, surveys,
and presentations. Increases confidence by
focusing on student needs.
Formative assessment helps teachers identify
strengths and weaknesses, allowing students to
regulate their own learning. It includes tutor, peer
or self-assessment, example:in-class discussions,
weekly quizzes, surveys and homework
assignments.
Formal assessment objectively assesses
student performance, providing clear
information about their learning over a
given period of time, using specific
standards or criteria, for example: tests,
quizzes and questionnaires,
Summative assessment formally evaluates
learning at the end of a period. Although it
provides a grade, feedback can be used
formatively to guide future student efforts.

4. Educators and administrators design tests
according to the purpose of the assessment, such
as measuring proficiency, placing students in the
appropriate level of a course, or diagnosing their
skill level.
According to Brown and Douglas, the purpose and
objective of an assessment instrument are key to
its choice and design.
Teachers use tests to measure students' skills
at the end of lessons, units or courses.
Achievement tests assess specific parts of the
program and help diagnose students, allowing
teachers to design programs for those who
need improvement.
A achievement test can be formative, providing
feedback to the teacher, or summative, when
applied at the end of a unit or period.

5. Its purpose is to measure
the knowledge, skills,
strengths and weaknesses
that students have prior to
the teaching process. They
will be a guide for the cycle.
It measures the
academic level to
which a student
belongs according to
their knowledge and
skills.
Determines whether
you possess the
knowledge and skills
taught in a particular
course.
Its purpose is to
evaluate the
academic potential of
students to evaluate
the intellectual talent
they possess.

6. The administrative process involved
in the evaluation of an instrument
concerns conducting, administering,
and scoring a test.
• It does not surpass the budget limits.
• It is taken within the given time.
• It has clear instructions
• Learner-Related: temporary illness, fatigue, etc.
• Inter-rater: human error, subjectivity, bias in the scoring
process.
• Test administration: light, noise, or temperature of the
classroom.
The degree to which an assessment
tool produces stable and consistent
results.
Detains
Cost, time scores, and results.
For instance
• Same test, same students on two
different dates, the results should be
the same.

7. -The validity of the test is what it proposes to measure.
-It is about measuring what is supposed to be measured.
Validity related to content
-Measurement of all important sections of the content taught.
Validity related to the criterion
-It is the relationship between a measure and a standard (an external
criterion).
-The measurement must agree with the standard, if there is a
relationship with the standard we can say that the test is valid.
Validity related to the construct
-Determines whether a test evaluates what it is supposed to do.
- The test must be designed to measure the content of a course.
- It can be defined as a topic, an idea, a subject, a skill that educators
measure.
- A test or task has authenticity when it is designed to apply knowledge
in new situations.
-Assessments are authentic when they are focused
about real-world life events.
-Exercises that students need to justify their answers.
-Authentic evaluation differs from traditional evaluation due to the
fact that they are linked to the real world.
-Authentic tasks require time and effort to
be elaborated.

8. - The effect exists when a test has a great influence on the way the
teacher teaches.
- Teaching practices are very similar to summative assessment, as
students are required to pass exams.
-Washback has a great effect of testing on teaching and learning.
Wash offers
By having the opportunity to know the format of the test, students
can prepare enough to have a good result.
Washback
- It is feedback for students before the exam date and thus promote
language improvement.
measure.

9. Brown, H. (2004). Principles and Classroom Practices. San Francisco
State University.
Donaldson, R. P., & Haggstrom, M. A. (2006). Changing Language
Education Through CALL. Routledge.
Taylor, L. (2013). Communicating the theory, practice and principles of
language testing to test stakeholders: Some reflections. Language
Testing, 30(3), 403–412. https://doi.org/10.1177/0265532213480338