The document discusses various topics related to assessment and evaluation in language teaching. It defines assessment as a series of measures to determine attributes of individuals or groups. It also discusses different types of assessments like tests, measurements, and evaluations. Specifically, it describes formative and summative assessments, informal and formal assessments, achievement tests, diagnostic tests, placement tests, proficiency tests, and aptitude tests. It discusses principles of language assessment like reliability, practicality, validity, authenticity, and washback effect. Finally, it provides details on content-related validity, criterion-related validity, and construct-related validity.

1. UNIVERSITY OF THE ARMED FORCES "ESPE"
ENGLISH METHODOLOGY TO TEACH
ASSESSMENT AND EVALUATION
Group 7
Names of the members
Diana Guamangate
Domenica Herrera
Heydi Guaman
Melissa Herrera
Sabrina Guaman

2. According to Brown, assessment is a
series of measures used to determine a
complex attribute of an individual or group.
ASSESSMENT
Are a type of assessment method that
tells the teachers about students’
abilities and knowledge.
TEST
Involves gathering and
interpreting information
series of actions taken by
the teacher to measure
students’ responses, actions,
First and foremost,
assessment is important
because it drives students
learning (Brown 1990)
includes a set of techniques
must be explicit and well-
structured
IS A METHOD
Tests can provide results of students’
progress about a general ability or
about specific skills or
competences.
MUST MEASURE
ASSESSMENT
AND
TESTING
A well-constructed test is a useful
instrument that provides
accurate measurement of the test-
taker’s ability within a particular
domain.
S S
E S M
A E
S N T and testing
Results

3. Process of quantifying
individual achievements. Set of activities that serve to give
a judgment, to make an
assessment, to measure
"something".
M E
M
E
R
U
S
A
E T
N
and Evaluation
Measurement
Two terms
Quantitative and qualitative
descriptions
Qualitative descriptions give
teachers opportunities to
provide individual feedback or
comments on learners’ work
Contributes to compare one
learner with the other in terms
of scores
EVALUATION

4. Formal and informal assessment
Formal assessments include
multiple data-driven methods that
teachers depend on for student
evaluation.
These types of evaluation often use
a standard grading system that
allows teachers to score every
student objectively.
Depending on the context, formal
assessments can be norm-
referenced or criterion-referenced.
Informal assessment is an intuitive evaluation
method, where the teacher assesses students
without measuring their performance against
some rubric or metric.
The structure of informal evaluation methods
allows teachers to observe the student’s progress
at different points in the learning period.
Informal assessments take different forms
in the classroom.

5. The goal of summative assessment
is to evaluate student learning at the
end of an instructional unit by
comparing it against some standard
or benchmark
Summative and formative assessment
The purpose of formative
assessment is to monitor student
learning and provide ongoing
feedback to staff and students. It is
assessment for learning
It can be tutor-led, peer-to-peer or
self-assessment, it is assessment
for learning and has low stakes and
generally does not award any
grades.
Summative assessments often have
high stakes and are treated by the
students as the priority over
formative assessments.

6. TYPES OF
ASSESSMENTS
OBJECTIVE EVALUATION SKILLS DURATION
ACHIEVEMENT
TESTS
Measure your
students' ability within
a lesson, a unit, or an
entire program.
Formative (feedback).
Summative
(Administered at the
end of a unit).
Skills and knowledge
learned at a given level,
usually through planned
instruction.
Last between five
minutes and three
hours.
DIAGNOSTIC
TESTS
Determine which skills
should be developed
and included.
Are conducted before
the beginning of the
lesson or unit.
Skills such as speaking,
reading, writing,
listening, and language
use.
Last between an hour
and an hour and a
half.
PLACEMENT
TEST
Placing the student at
the appropriate level of
the program or
curriculum.
Summative
test
They
They assess productive
and receptive skills have
open-ended or limited-
response questions
The typical college
placement test consists
of 60 multiple-choice
questions that must be
completed in 90
minutes.
Types and purposes of assessment

7. TYPES OF
ASSESSMENTS
OBJECTIVE EVALUATION SKILLS DURATION
PROFICIENCY
TESTS
They assess the
general competence of
the students.
The Test of English as
a Foreign Language
(TOEFL)
International English
Language Testing
System (IELTS)
There are four main
skills that are tested:
reading, writing,
listening, and speaking
The TOEFL iBT is a
long and rigorous test
(3 hours)
IELTS Academic: 2
hours and 45 minutes.
APTITUDE
TESTS
It measures a person's
ability to learn a
language before taking
a course.
The Modern Language
Aptitude test (MLAT)
and the Pimsleur
Language Aptitude
battery (PLAB) are two
examples of
standardized aptitude
tests taken in the USA.
Logical reasoning and
thinking skills.
The estimated time of
the evaluation will be
60 minutes, for people
with disabilities the
time allotted will be 90
minutes.

8. Reliability
It includes the conduct, administration
and scoring of a test. Also the cost, time
and results.
Principles of language assessment
Practicality
According about Brown &
Douglas administrative process
involving the evaluation of an
instrument.
It does not surpass the budget limits
It is taken within the given time
It has clear instructions
It used human and material resources
appropriately
According to Brown
and Douglas the
main qualities of a
practical test are:
It refers to the consistency
of test results.
Among the terms
related to reliability, it is
important to consider
the following:
Learner-Related reliability
Inter-rater reliability
Test administration reliability
Test reliability

9. Content-related validity Criterion-related validity Construct-related validity
Validity Validity is a measure of learning ability or what has been learnt in class.
example: writing lesson (it measures the structure of sentences.)
It refers to the measurement of
all important sections, covering
most of the content covered.
It refers to a standard, is to say,
an external criterion, the
measurement must match this
standard so that it is valid.
This construct validity is used to
measure the content of a course,
subject, skills, topics that
educators measure.
Autheticity
A task or test is said to be authentic when it is designed to apply
knowledge in new situations or is based on real-life situations.
Example of authentic assessment: Problem-solving exercises
(requiring justification of answers).
Washback
effect
This effect exists when a test has a strong influence on the
way a teacher teaches. This test offers the possibility for
students to get to know the format beforehand.

10. Thank you