Learning activity 1

1. UNIVERSIDAD DE LAS FUERZAS ARMADAS “ESPE”
ASSESSMENT AND EVALUATION
NRC: 18224
Learning activity 1
Principles of Language Assessment
Student: David Alexander Mosquera Valenzuela
Activity: Make a SlideShare presentation in which theme
two must be covered. Include some text, images, and
charts.

2. Assessment terminology
The key to learning lies in creating authentic assessments that are precisely tailored to
the context and individual needs of each learner.
Assessment: It’s a process that allows measuring responses, attributes, actions
and behavior of students during the learning process.
Tests: They’re essential assessment tools that inform teachers about students'
skills and knowledge:
● They should be explicit and well-structured methods.
● They should measure general performance or specific skills of students'
progress.
● They must offer feedback.
● They measure performance in specific skills, such as speaking, writing,
reading or listening.
Measurement: The process of quantifying individual achievements, using
descriptions:
● Quantitative: assign numbers to observable phenomena that allow
objective comparisons between students.
● Qualitative. Provide descriptive data that answer "why" and "how".

3. Evaluation: It assigns value to the results and involves making crucial decisions based on the
results.
● 70% on a final exam can mean passing or failing a course, making it an evaluation.
Informal assessment: It’s a spontaneous and
individual measurement of progress without
grading criteria to identify difficulties, using
observations, surveys or oral presentations.
● Improves students' confidence by
focusing on their needs.
● Provides constructive feedback.
Formal assessment: Objectively verifies student
performance, providing teachers with clear
information about learning.
● It must be well constructed and organized,
measuring performance according to
standards or criteria.
Formative assessment: Identifies weaknesses and
strengths, allowing students to self-regulate their
learning.
● Allows you to monitor progress toward
goals.
Summative assessment: Formally evaluate
learning at the end of a term, evaluate entire
chapters.

4. Types and purposes of assessment
The choice and design of tests depends on the purpose of the evaluation.
Achievement tests
● They assess capability in lessons or programs.
● They focus on specific parts and are administered at the end.
● They help diagnose and design improvement programs.
● They report on the fulfillment of objectives, guiding decisions.
Diagnostic tests
● They’re administered at the beginning to identify skills to be developed.
● Provide clarity on aspects of the language to be covered in a course.
● Assess skills such as speaking, reading, writing, listening and language use.
Placement test
● Places the student at the appropriate level of the program.
● Varied questions to determine starting point.
● Assesses productive and receptive skills with a variety of questions.
● Can focus on specific language areas.

5. Proficiency tests
● They assess general competency, not specific skills.
● Example: TOEFL. Composed of sections that assess different skills.
● Provide single scores or subscores.
● CEFR standard has six levels to rate language proficiency:
English Basic User (A1, A2)
● A1 (Beginner)
● A2 (Elementary English)
English Independent User (B1, B2)
● B1 (Intermediate English)
● B2 (Upper-Intermediate English)
Proficient English User (C1, C2)
● C1 (Advanced English)
● C2 (Proficiency English)
Aptitude tests
● Measures the ability to learn a language before a course.
Examples: MLAT and PLAB.
● Predicts success in completing a course and provides
information on learning styles and preferences.

6. Principles of language
assessment
Principles of Language Assessment in Formal Contexts:
Practicality, Reliability, Validity, Authenticity and Washback Effect.
They’re applicable to any type of assessment and help to perform a
quality test.
Practicality:
Administrative process and the effectiveness of the test
including costs, time and results.
● A test is impractical if it does not achieve its
objectives, such as being too long or lacking
necessary resources.
Qualities of a practical test according to Brown and
Douglas:
● Within budget.
● On time.
● Clear instructions.
● Adequate use of human.
● Material resources.

7. Reliability:
Addresses the consistency of test results.
Types of reliability include:
● Learner-Related reliability:
Physical or psychological problems may affect results.
● Inter-rater reliability:
Coincidence in results between two or more raters.
● Test administration reliability:
Administration conditions, such as copy quality and test
environment.
For example, the quality of the exam photocopy, the light in
the classroom, the noise outside the classroom, the
temperature inside the classroom, the quality of desks and
chairs.
● Test reliability:
Occurs with measurement errors, especially in subjective tests
and poorly worded questions.

8. Validity:
Ensures that the test measures what it is supposed to
measure. Types of validity:
● Content Validity: Evaluate all important sections of the
topic or content.
● Criterion Validity: Relationship between the measure and
an external standard. It must match the standard.
● Construct Validity: Determines whether the test assesses
what it is supposed to assess, such as a specific topic
or skill.
Authenticity:
● Achieved when the test or task applies knowledge in
new situations.
● Focused on real-life events, replicating work and
personal environments.
● Examples include problem-solving exercises where
students justify answers.

9. Washback effect:
● Testing influences how the teacher teaches.
● It can lead to practices similar to summative assessment.
● It significantly impacts teaching and learning.
● Offers students advantages in knowing the test format and
receiving prior feedback.
● Encourages language preparation and improvement.

10. Bibliography:
Brown D. (2010). Language Assessment Principles and classroom practices. Second edition. The
USA. Pearson Education.
Burden, P. & Byrd, D. (2013). Methods for effective teaching. Sixth edition. The USA. Pearson
education.
Harris, M. & McCann, P. (1994). Assessment. First edition. Scotland. Heinemann English Language
teaching
Hughes, A. (2003). Testing for language teachers. Second edition. The UK. Cambridge University
press.
Madsen, H. (1983). Techniques in testing. First edition. The USA. Oxford university press.
McEwan, S. (2021) 6 Types of Assessment (and How to Use Them).
https://www.prodigygame.com/main-en/blog/types-of-assessment/