This document summarizes the analysis of two online performance-based assessment instruments: Instrument 1 assesses vocabulary and is reliable due to clear images and appropriate distractors, though it lacks time limits and level indication. It validly measures vocabulary size but lacks interaction, authenticity as it only uses multiple choice. Instrument 2 assesses grammar and has clear instructions but lacks time limits and level indication. It validly measures verb tenses but has low reliability as items only have two alternatives allowing guessing. It lacks interactiveness and authenticity as items only use multiple choice with two alternatives. Both instruments provide immediate results but lack feedback. Instrument 1 could reinforce vocabulary for various levels while Instrument 2 could be useful with computer access

1. UNIVERSIDAD CATÓLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
Departamento de Lenguas
Online performance-based assessment instruments
Teacher
Gabriela Sanhueza
José Miguel Casanueva
Makarena Sánchez
Concepción, June 2014

2. Instrument N°1
Website: http://iteslj.org/v/ei/animals.html
System being assessed: Vocabulary
Purpose: It is a proficiency test, because it measured how narrow and wide is the vocabulary of
the student.
Context: It can be applied for elementary school students with an A1+ level.
Reliability: The test is not that reliable, since it does not provide the time length in order to do the
test. At the same time, it does not explicit the appropriate instructions. In addition, it does not
incorporate the level for the students. However, it is reliable in the sense that the images are
related to the alternatives, besides there are not ambiguous distractors, all of them are
appropriate for this test.
Validity: The test is valid. It only measures vocabulary size.
Interactiveness: There is no interaction, this means that the test cannot be applied to any level,
and particularly this test of vocabulary can only used for beginners.
Authenticity: The test is not authentic due to the fact that there is only one item to be measured,
in this case corresponds to multiple choice which corresponds to a limited response
Washback: The test does not provide correct feedback, because if the test taker happens to
commit a mistake in the question, the test immediately corrects the answer. Instead, the test
should leave the correct answer at the end of the test. Furthermore, if the test taker sees that
mistake may feel more insecure and lost confidence.
Practicality: The test is practical due to the fact that as the test taker is answering each question
the results are shown straightaway at the end of the test. In addition, it gives easy results to the
students and it does not take so much time to correct the answers.
Comments: This tool was taken into account, due to the fact it would be helpful and suitable to be
applied not only at an elementary school for beginner’s students, but also to high schools
students’ because of the different levels the webpage provides. Consequently, since in a few
months I will be working along with students of 7, 8 and 9 ages, this site can turn out to be a good
source for them, in order to reinforce the new vocabulary they will be learning.

3. Instrument N°2
Website: http://www.learnenglishfeelgood.com/english-verbs-tobe1.html
System being assessed: Grammar
Purpose: It is a proficiency test, because it measured how narrow and wide is an specific grammar
structure.
Context: It can be applied for elementary school students with an A1+ level.
Reliability: The instructions of the test are very clear even though the test is not very reliable since
there is no time length to do it. Moreover, the level in which this test should be applied does not
appear. In addition, the test is not very reliable since there is only one type of item with only two
alternatives which makes pretty easy. Another of the problems that we found is that the test only
contains two alternatives per sentences, so there is a a possibility that students guess the correct
alternative.
Validity: The test is valid since it measures the presentence tense of the verb to be.
Interactiveness: In terms of interactiveness, the test is pretty plain since it only has one type of
item and it is not interactive at all.
Authenticity: The test is not authentic due to the fact that there is only one item to be measured,
in this case corresponds to multiple choice which corresponds to a limited response. In addition,
the multiple choice items should provide at least 3 or 4 alternatives and in this case it only has 2
which makes it not very authentic. Moreover the sentences are good in terms of real life situations
since they can be related to the student’s reality.
Washback: The test does not provide correct feedback, because if the test taker happens to
commit mistakes it provides vague information about that mistake appearing only a message that
says "You didn't choose an answer. Please try again." Even though and as the test is pretty obvious
the test taker can infer the correct alternative since there are only two options. Furthermore, the
test can be very helpful in a sense that the test-taker can really know the score that he/she got
and the mistakes that he/she did.
Practicality: The test is practical due to the fact that as the test taker is answering each question
the results are shown straightaway at the end of the test. Moreover the test can be apply in a
computers lab making it cheap and fast to answer since the same page corrects it for you.
Comments: This tool can be very useful if we have a computer lab where our students can access
to internet. The idea of having online tests also can help them to study by their own. Apart from
this exercise, the page has many different items of different levels and they are all very practical

4. and straight ahead into grammar. As a teacher to be, having this kind of tools can really help us to
decrease the amount of time that correction take.