Principles of language assessment Assessment terminology Standardized Tests Designing Classroom Language Tests

1. PRINCIPLES OF LANGUAGE ASSESSMENT
ASSESSMENT TERMINOLOGY
GROUP 3
KIMBERLYN FERNANDA DELGADO JARAMILLO
KIMBERLY ANAHI DELGADO PILAQUINGA
LINDA SAMAYA DIAZ DE LA CRUZ
YESSICA PAOLA DIAZ GUAMAN
IVAN ANDRES DIAZ CEVALLOS
STANDARDIZED TESTS
DESIGNING CLASSROOM LANGUAGE TESTS
Universidad de las Fuerzas Armadas
“ESPE”
ASSESSMENT AND EVALUATION

2. ASSESSMENT
TESTS
MEASUREMENT
Helps determine if students
are achieving learning.
EVALUATION
TESTING
Interpret the information
They help teachers identify the acquired
knowledge of students
ASSESSMENT TERMINOLOGY
Measure a person's
performance
Measurement is
done when
interacting with
students
Measurement is
done when
interacting with
students
They are techniques,
tools, well-structured
methods.
They help teachers identify
the acquired knowledge of
students
In order to provide
necessary feedback
Quantifies student progress
It is for quantitative use
Describe the student
qualitatively.
They answer “why” and
“how” questions
The best way to evaluate is with
comments, verbal descriptions
or interpretations by the
teacher.
They can define a person's
future

3. Provides teachers with clear information about the
level of student learning, this assessment should be
structured and based on assessment criteria.
Examples of such assessment are tests, quizzes and
questionnaires
Unplanned observations and general feedback
*Good job!
*Did you say “can” or “cant”
Planned classroom activities in whcih students
perform tasks but do not receive final grades on
performance.
-Think-Pair-Share
-Dialogues
INFORMAL ASSESSMENT
FORMAL AND INFORMAL ASSESSMENT
The focus is on identifying the difficulties of the
students, and thus as teachers to address the
needs of the students.
Activities in class that you give to students for
which they receive graded feedback.
*Tests
*Rubric-Scored Assignments
-Writing portfolio
-Presentations
-Projects
FORMAL ASSESSMENT

4. FORMATIVE AND SUMATIVE ASSESSMENT
FORMATIVE ASSESSMENT
Teachers identify weaknesses and strengths, so that they can
analyse progress towards objectives. This assessment helps to
resolve confusions and concerns based on the students' different
subjects.
Any assessment that informs teachers and students about strengths and areas
for growth.
May not be assessed with a level of proficiency.
May be used to inform final level of proficiency if the summative result is lower.
Prepares students for summative assessments
SUMMATIVE ASSESSMENT
Through this evaluation the progress of the student is known, being in many
occasions a priority since it assigns a qualification that will indicate whether the
student passes or fails.
This evaluation is composed of contents that have been previously revised in the
formative area.End of unit or end of cluster learning goals assessments
Used to make final judgment about student learning.
Is reflected in the final level of performance for a standard.

5. T-SCORES
SCALED SCORES
Scores ranging from 1 to 9 on the
standard nine scale, with 5
indicating the average
performance level for most norm-
referenced tests.
These scores derive from various
subtests, forming a
comprehensive composite score
reflecting diverse assessed skills
and areas.
Reporting formats
Z-SCORES STANINE SCORE
PERCENTILES
Percentiles group students'
performance for comparison, with
the 50th percentile indicating
performance equal to half of
students in the same age group.
Range from -4 to 4, with higher
scores indicating above-average
performance, lower scores
representing below average, and
zero as the core average. These scores fall within intervals
from 10 to 90 points, with an
average set at fifty, typically found
between 40 and 60 on the scale.
Final phase of standardized
assessment with formal, clear,
and objective results.

6. READING TEST
It assess various subskills and
linguistic knowledge needed
for comprehension.
They go beyond mere comprehension
evaluation, focusing on the test-taker's level
and the specific competencies learners should
develop.
Tasks designed for specific
reading purposes during
assessment.
Consideration of students'
proficiency levels and age.
Word recognition efficiency,
vocabulary knowledge,
morphology
Syntax, discourse
comprehension, and strategic
processing.
INDICATORS
TRAITS
DESIGN
CLASSROOM
LANGUAGE
TESTS

7. Assesses the ability to use the language accurately and effectively.
This specific test focuses on grammar, vocabulary, reading comprehension and the
ability to manipulate and understand the English language in different contexts.
Cambridge examinations
have reduced their
assessment of use of
language to strictly measure
context-related completing
exercises quite aligned with
language use in written
contexts.
"Use of English" focuses
on specific linguistic
challenges, such as
grammatical correctness,
appropriate vocabulary
choice and
comprehension of
complex texts.
USE OF LANGUAGE TEST

8. There are two of the most
acknowledged types of
listening tests that have
gained traction at the time
of assessing listening
Proficiency test
Largescale
standardized test such
as TOELF or IELTS
Listening test assesses
candidates' ability to
understand and process
auditory information in
English.
LISTENING TEST
Involves a wide range of aspects such as the cognitive process, the
knowledge of the sources used and the unique feature of interactive
listening.

9. THE SPEAKING TEST CONSISTS
OF 4 PARTS
QUESTIONS RELATED TO PERSONAL INFORMATION
ARE ADDRESSED.
1.
2. CANDIDATES ARE CALLED UPON COMPARING
RANDOM PICTURES WHILE ANSWERING IMAGE-
RELATED QUESTIONS.
3. A COLLABORATIVE DISCUSSION WITH THEIR
PARTNER CANDIDATE IS TAKEN PLACE
4. MORE COMPLEX QUESTIONS ARE ADDRESSED
SPEAKING TEST
The test-takers are evaluated in different aspects such as the
coherence and suitability of the vocabulary employed to reply to
questions.

10. WRITING TEST
A writing test mostly
pursuit the
assessment of a
cognitive problem-
solving process
Each part that is
evaluated is
considered a
score out of 20
points.
The descriptors
comprise a wide
range of topics variety
such as essays,
reports, letters,
emails, reviews and
proposals.