LearningActivity Assessment and Evaluation group 2

1. ASSESSMENT AND
EVALUATION

3. ASSESSMENT COMPRISES A
SERIES OF ACTIONS
UNDERTAKEN BY TEACHERS TO
MEASURE PUPILS' RESPONSES,
ACTIONS, PERFORMANCE AND
BEHAVIOUR.
THE PRIMARY FOCUS OF
MEASUREMENT IS ON THE
COLLECTION OF QUANTITATIVE DATA.
IT SEEKS TO ANSWER QUESTIONS LIKE
"HOW MUCH" OR "HOW MANY"
REGARDING A PARTICULAR ATTRIBUTE
OR OUTCOME.
• TEST ARE COVER TECHNIQUES
AND PROCEDURES THAT NEED
AN EXPLICIT AND WELL-
STRUCTURED APPLICATION.
• IS A SPECIFIC TOOL WITHIN
THE BROADER FRAMEWORK OF
ASSESSMENT
EVALUATION GOES BEYOND
MEASUREMENT AND INCLUDES
INTERPRETATION OF DATA, OFTEN
WITH THE AIM OF MAKING
RECOMMENDATIONS. IT CONSIDERS
THE RELEVANCE, VALUE OR QUALITY
OF THE DATA.

4. SYSTEMATIC AND OBJECTIVE
ASSESSMENT OF LEARNERS'
PERFORMANCE. IT PROVIDES SPECIFIC
INFORMATION ON THE EXTENT OF
LEARNING OVER A DEFINED PERIOD OF
TIME. EXAMPLES: TESTS, QUIZZES AND
QUESTIONNAIRES
DETECTS WRONG CONCEPTS AND
LEARNING GAPS, ALLOWING FOR
EARLY INTERVENTION. EXAMPLES:
CLASS DISCUSSIONS, QUIZZES, SURVEYS
AND HOMEWORK.
MEASURES LEARNERS' PROGRESS
SPONTANEOUSLY WITHOUT USING ANY
GRADING CRITERIA. IT DETECTS THE
DIFFICULTIES PUPILS MAY ENCOUNTER.
EXAMPLES: OBSERVATIONS, SURVEYS AND
ORAL PRESENTATIONS.
ASSESSES OVERALL LEARNING
AT THE END OF A PERIOD AND
PROVIDES GRADES, COVERING
COMPLETE CONTENT AREAS

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7. English Basic User
English Independent
User
Proficient English
User
A1 (Beginner)
B1 (Intermediate
English)
C1 (Advanced English)
A2 (Elementary
English)
B2 (Upper-
Intermediate English)
C2 (Proficiency
English)
Its objective is to place the student at the
correct level of the study plan, as well as to
know the starting point of the level.
You can find easy and difficult questions
with open or limited response options, but
challenging enough for students to
demonstrate their real understanding of the
language.
Productive and receptive skills are
evaluated.
They evaluate the student's general competence.
They are made up of several sections where skills are
assessed and provide the administrator with a single score
or subscores corresponding to each section of the test.
There are six levels widely accepted as a standard for
grading mastery.

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11. Validity in testing ensures that what is being measured aligns with what is intended to be measured.
Content-related validity
(covering all important content)
Criterion-related validity
(matching a standard)
Construct-related validity
(assessing the intended
skills or themes).

12. Authentic assessments involve applying knowledge in real-life
situations. They differ from traditional evaluations by replicating
real-world scenarios, requiring justification, and demanding more
time and effort to create.

13. This effect refers to the impact of
tests on teaching practices.
Teachers may adjust their
teaching to align closely with test
formats, offering students the
chance to prepare better.
Washback provides feedback
before exams, promoting
language improvement.