This document discusses key concepts and principles of language assessment. It defines important terms like assessment, testing, measurement and evaluation. Some key points made include: - Assessment involves collecting information on student learning to understand needs, while evaluation interprets this to make judgments. - A variety of assessment techniques should be used and communicated to students in advance. Assessment should also be fair, help students learn, and regularly communicate results. - There are three purposes of assessment: for learning to provide feedback, as learning to involve students reflecting on their own progress, and of learning to check overall progress against objectives. - Language tests serve functions in learning like measuring ability and motivating students, in teaching like ensuring effectiveness,

1. Principles and
Purpose of
Language
Assessment
An introduction

2. KEY CONCEPTS
Assessment
Testing
Language Testing
Measurement
Evaluation

3. ASSESSMENT
Is the act of gathering
information on a daily basis
in order to understand
individual student’s learning
needs.

4. “In the context of language
teaching and learning, it refers
to the act of collecting
information and making
judgments about a language
learner’s knowledge of a
language and ability to use it.
(Carol Chapelle and Geoff
Brindley)

5. TESTING
Procedures that are
based on tests
It is a salient part of
assessment (in learning)

6. LANGUAGE TESTING
The practice and study of
evaluating the proficiency of
an individual in using a
particular language.
(Priscilla Allen)

7. MEASUREMENT
 Broadly includes testing and other
types of measurements as well as
other types of information that
result in quantitative data.
◦ Attendance, records, questionnaires,
teacher’s rating of students.

8. EVALUATION
Culminating act of interpreting
the information gathered for
the purpose of making
decisions or judgments about
the student’s learning and
needs.
Often at a reporting time

9. Testing,
measurement,
assessment=
EVALAUATION

10. ASSESSMENT
AND EVALUATION
PRINCIPLES

11. 1. Assessment and evaluation are
essential components of the
teaching-learning process.
◦ They should be planned, continuous
activities which are derived from
curriculum objectives and consistent
with the instructional and learning
strategies.

12. 2. A variety of assessment and
evaluation techniques should
be used. Techniques should be
selected for their
appropriateness to students’
learning styles and to the
intended purpose.
 Students should be given opportunities to
demonstrate the extent of their knowledge,
abilities and attitudes in a variety of ways.

13.  3. Teachers should
communicate assessment and
evaluation strategies and plan
in advance, informing the
students of the objectives and
the assessment procedures
relative to the objectives.
◦ Students should have opportunities
for input into the evaluation process.

14. 4. Assessment and
evaluation should be
fair and equitable.
They should be sensitive to
the family, classroom, school
and community situations, and
to cultural or gender
requirements; they should be
free of bias.

15. 5. Assessment and
evaluation should help
students.
 They should provide positive feedbacks
and encourage to participate actively in
their own assessment in order to foster
lifelong learning and enable them to
transfer knowledge and abilities to their
life experiences.

16. 6. Assessment,
evaluation data and
results should be
communicated to
students and
parents/guardians
regularly, in meaningful
ways.

17. PURPOSE OF
ASSESSMENT

18. 1. ASSESSMENT FOR
LEARNING
 Focuses on the gap between
where a learner is in his/ her
learning, and he/she needs to be
– the desired goal.
 Sharing criteria with learners, effective
questioning and feedback

19.  Provide information to be used as
feedback to modify the teaching and
learning activities in which they are
engaged. (Blake and William)

20. LEARNERS LEARN BEST
WHEN…
 They understand clearly what they
are trying to learn and what is
expected of them.
 They are given feedback about the
quality of their work and what they can
do to make it better.

21.  They are given advice about how to
go about making improvements.
 They are fully involved in deciding
what needs to be done next and who
can give them help if they need it.

22. 2. ASSESSMENT AS
LEARNING
 About reflecting on evidence of
learning.
 part of the cycle of assessments
where pupils and staff set learning
goals, share learning intentions and
success criteria, and evaluate their
learning through dialogue and self and
peer assessment.

23. Learners become more
aware of…
1. what they learn
2. how they learn
3. what helps them
learn

24. Able to build knowledge of
themselves as learners
“metacognitive”
◦ Awareness of how they learn
 Helps them to take more
responsibilities and participate
more in the process of learning

25. 3. ASSESSMENT OF
LEARNING
Involves working with the
range of available evidence
that enables staff and the
wider assessment community
to check on student’s progress
and using this information in a
number of ways.

26.  Provides an arena for the
management and planning of
assessment and teachers to work
collaboratively with the evidence.
 Connects assessment with the
curriculum.

27. Judgments about students
learning should be dependable:
Valid
Reliable
Comparable

28. D. FUNCTIONS
OF LANGUAGE
TEST

29. 1. IN LEARNING
 Measure students’ language
ability
 Discover how much they have
been learning
 Diagnose students’ strengths and
weaknesses
 motivate students in learning

30.  Ensure effective teaching
 Improve teaching quality
 Obtain feedback on students’
learning
2. IN TEACHING

31. 3. IN RESEARCH