This document discusses key concepts and terminology related to language assessment. It defines assessment, testing, measurement and evaluation. It distinguishes between formative and summative assessment, and informal and formal assessment. It also outlines different types of tests like placement tests, proficiency tests and aptitude tests. Principles of language assessment are discussed like practicality, reliability, validity and authenticity. The washback effect is summarized as a test influencing how a teacher teaches, which can provide feedback to students and help improve language learning.

1. Principles of Language
Assessment:
Assessment Terminology
Group 8: Idrovo Katherine, Illapa Melissa,
Imbaquingo Hernán, Intriago Diana, Iza
Nayeli
NRC: 18233
Universidad de las Fuerzas Armadas “ESPE”

2. Assessment terminology
Assessment
❖ Assessment is a series of actions
taken by the teacher to measure
students' responses, actions,
performance and behavior.
❖ Assesses student development.
❖ It may be a subconscious process
that is a tool for evaluating students.
❖ It can be a subconscious tool for
evaluating students.
Testing
❖ Tests provide information about
❖ students’ performance in certain area.
❖ The test is a method: method, includes a set of
techniques, procedures or items handled by the
teacher in an appropriate manner.
❖ The test must measure: can obtain valuable
information on the performance performance
❖ They measure a specific area.
❖ Tests measure performance and the results
provide evidence of the development of abilities
or, linguistically called, competences.

3. Measurement and Evaluation
Process of quantifying
individual achievements ❖ They are essential to make a
decision about the future of the
students.
❖ Teachers place value on the
results of a test and those results
can be good or bad by projecting
consequences.
Quantitative
Qualitative
Assign
numbers
or
symbols
Provides
descriptiv
e data
"how many" or
"how much"
why" and
"how

4. Formal and informal assessment
Refers to an individual form to measure
student's progress without any grading
criteria.
Informal Formal
Checks put learners
performance objectively
PURPOSE: Identify
the difficulties and
challenges that
learner may face.
The assessment in this case should
be well constructed and organized.
Motivates students and
provide constructive
feedback to help them
develop or improve their
performance and build.
EXAMPLE: tests, quizzes and
questionnaires.

5. Summative and formative assessment
Evalues formally student's
learning, knowledge proficiency
at the end of a period such as a
unit.
Helps the teacher to identify
weaknesses and strengths.
Summative
assessment
Formative
assessment
Includes complete chapters or
content areas and therefore it is
considered to be more a
“product”
Helps identify misconceptions,
struggles and learning gaps to
determine the appropriate steps.

6. Types and purposes of assessment
❖ Measure: A specific part of a program.
❖ Administered: at the end of the lesson,
unit or course.
❖ Help: To diagnose students; know if the
objectives were achieved or not.
❖ Types: Formative and summative.
Achievement tests Diagnostic tests
Provides
information to
teacher on the
need feedback and
decision taking
Summative
Formative
When is
administered at
the end of a unit or
term.
❖ Administered: At the beginning of a
program.
❖ Help: To have a clear picture about the
students’ knowledge that need to be
covered in class.
❖ Offers: Information about English skills:
speaking, reading, writing, use of English,
and listening.

7. Placement test Proficiency test Aptitude test
❖ Purpose: To place a
learner on the right level
of the program or
curriculum.
❖ Help: Determine what
aspects of the language
must be emphasized.
❖ Types of questions: Easy
and difficult.
❖ Assess: Receptive and
productive skills.
❖ Assess: Students´general
competence.
❖ Composed by: Different
sections, that contains
various questions.
❖ Examples: TOEFL, IELTS,
TOEIC, PTE, among others.
❖ English language levels
assessed: A1, A2, B1, B2,
C1, C2
❖ Measure: The ability to learn a
foreign or second language
before taking a course.
❖ Provide: Information about the
students' learning styles and
preferences for learning;
strengths and weaknesses.
❖ Examples: Modern Language
Aptitude test (MLAT) and the
Pimsleur Language Aptitude
battery (PLAB)

8. Principles of language assessment
❏ It deals with the administrative processes
involved in the evaluation of an instrument.
❏ It covers the creation, administration, and
scoring of tests, considering factors such
as cost, time, and interpretation of results.
❏ The term "impractical" is introduced,
defined as the inability to achieve the
objectives of the test.
❏ Meets criteria such as staying within
budget limits, respecting time constraints,
providing clear instructions, and utilizing
human and material resources
appropriately.
❏ Related to the student: factors such as
illness or anxiety that affect examinees can
interfere with the final results.
❏ Inter-rater: Consistency between raters in
their evaluation, ensuring that scores remain
unchanged.
❏ Test administration: Factors related to test
conditions come into play, such as the quality
of photocopies, the classroom environment,
and external disturbances.
❏ Test: Measurement errors can occur due to
ambiguous and poorly written test items,
particularly in subjective tests.
Practicality Reliability

9. Validity tests what is
proposed to be measured.
For example, a writing test
must evaluate the process
of writing sentences and
words.
Content-related
validity
Validity
Content-related
validity
Content-related
validity
Content validity refers to the measurement of
all important sections of the subject or content.
It is the relationship between a measure
and a standard (an external criterion).
Construct validity determines if a test
assesses what it is supposed to
Authenticity
A test or assignment is
said to have authenticity
when it is designed to
apply knowledge in new
situations.
Evaluations are
authentic when they
focus on real world
events of life.
Problem solving
exercises are
examples of
authentic
evaluation.
Authentic assessment
is different from
traditional assessment
due to the fact that
they are linked to the
real world.
Authentic tasks
require time and
effort to be
elaborated.
Teachers spend long
hours planning these
assignments and
spend long hours
assessing as well.

10. Washback effect
Reference: -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.
The washback effect exists when a test has great influence
on the way a professor teaches.
-Washback is helpful for students because they get feedback
before exam date and that promotes language improvement.
-Washback has great effect of tests on
teaching and learning.
-Washback offers learners the chance to know the test
format in advance, consequently, students prepare
themselves sufficiently.