Assessment by Brown
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Summary of Chapter two (Principles of Language Assessment) from the book Language Assessment: Principles and Classroom Practices by Brown
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Principles of Language Assessment
The document discusses the key principles of language assessment: practicality, reliability, validity, authenticity, and washback. It defines each principle and provides examples. Practicality means a test is cost-effective, time-efficient and easy to administer. Reliability refers to a test producing consistent results. Validity concerns a test accurately measuring what it claims to measure. Authenticity refers to how well a test simulates real-world language tasks. Washback concerns a test's influence on teaching and learning. A test has positive washback if it encourages effective instruction and learning.
Chapter 2: Principles of Language Assessment
This document discusses key principles of language assessment, including reliability, validity, practicality, authenticity, and washback. It provides definitions and explanations of these principles in 3-7 sentences each. Reliability refers to a test producing consistent scores and being error-free. Validity is the correspondence between a test's content and the material being tested. Practicality balances the resources required to design, develop, and use a test with the available resources. Authenticity is the similarity between test tasks and real-life language use. Washback describes the influence of a test on teaching and learning, which can be positive or negative.
Principles of language assessment
Week 2 discusses the concepts of practicality, reliability, validity, authenticity, and washback in language assessment.
It provides definitions and factors to consider for reliability, including learner-related reliability, rater reliability, test administration reliability, and test reliability. Factors like temporary illness and fatigue can influence reliability.
The document also discusses different types of validity, including content-related evidence, criterion-related evidence, construct-related evidence, consequential validity, and face validity. It provides examples to illustrate criterion-related and concurrent validity.
Washback refers to how testing influences teaching and learning, in terms of how students prepare for tests.
Week 2 exercise_2015 (9)
The document evaluates 6 language assessment scenarios based on 7 key principles: reliability, validity, practicality, washback, authenticity, and transparency.
Scenario 1, a standardized multiple-choice test, is rated highly in reliability, validity, practicality and washback but low in authenticity. Scenario 2, a timed impromptu writing test, is rated medium in reliability and washback but low in validity, practicality and authenticity. Scenario 3, an oral interview, is rated medium in reliability but low in validity, practicality and authenticity. Scenario 5, multiple drafts of an essay with peer review, is rated highly in reliability and medium in practicality and washback but low in authentic
Language Assessment : Kinds of tests and testing
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
Test Technique
This document discusses various dimensions for classifying language tests:
1. Direct versus indirect testing, with direct testing measuring productive skills like speaking and writing, while indirect tests measure underlying abilities through other means.
2. Discrete point versus integrative testing, with discrete point exams testing individual grammar points, while integrative exams require combining multiple language elements.
3. Norm-referenced versus criterion-referenced testing, with norm-referenced exams interpreting scores based on peer performance, while criterion-referenced tests assess performance against predetermined standards.
The document also discusses the difference between objective exams with single right answers, versus subjective exams involving human judgment of factors like composition quality.
Assessment and testing language
The document discusses assessment and language testing. It defines assessment as making a judgment after considering something carefully. It discusses different forms of assessment including tests, activities, and self-assessment. It also discusses the impact that tests can have on teaching (washback effect) and lists some hypotheses about how high-stakes tests may influence what and how teachers teach. The document also discusses issues in language testing like standards, politics, and the use of alternative forms of assessment.
Language testing
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
Recommended
Principles of Language Assessment
The document discusses the key principles of language assessment: practicality, reliability, validity, authenticity, and washback. It defines each principle and provides examples. Practicality means a test is cost-effective, time-efficient and easy to administer. Reliability refers to a test producing consistent results. Validity concerns a test accurately measuring what it claims to measure. Authenticity refers to how well a test simulates real-world language tasks. Washback concerns a test's influence on teaching and learning. A test has positive washback if it encourages effective instruction and learning.
Chapter 2: Principles of Language Assessment
This document discusses key principles of language assessment, including reliability, validity, practicality, authenticity, and washback. It provides definitions and explanations of these principles in 3-7 sentences each. Reliability refers to a test producing consistent scores and being error-free. Validity is the correspondence between a test's content and the material being tested. Practicality balances the resources required to design, develop, and use a test with the available resources. Authenticity is the similarity between test tasks and real-life language use. Washback describes the influence of a test on teaching and learning, which can be positive or negative.
Principles of language assessment
Week 2 discusses the concepts of practicality, reliability, validity, authenticity, and washback in language assessment.
It provides definitions and factors to consider for reliability, including learner-related reliability, rater reliability, test administration reliability, and test reliability. Factors like temporary illness and fatigue can influence reliability.
The document also discusses different types of validity, including content-related evidence, criterion-related evidence, construct-related evidence, consequential validity, and face validity. It provides examples to illustrate criterion-related and concurrent validity.
Washback refers to how testing influences teaching and learning, in terms of how students prepare for tests.
Week 2 exercise_2015 (9)
The document evaluates 6 language assessment scenarios based on 7 key principles: reliability, validity, practicality, washback, authenticity, and transparency.
Scenario 1, a standardized multiple-choice test, is rated highly in reliability, validity, practicality and washback but low in authenticity. Scenario 2, a timed impromptu writing test, is rated medium in reliability and washback but low in validity, practicality and authenticity. Scenario 3, an oral interview, is rated medium in reliability but low in validity, practicality and authenticity. Scenario 5, multiple drafts of an essay with peer review, is rated highly in reliability and medium in practicality and washback but low in authentic
Language Assessment : Kinds of tests and testing
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
Test Technique
This document discusses various dimensions for classifying language tests:
1. Direct versus indirect testing, with direct testing measuring productive skills like speaking and writing, while indirect tests measure underlying abilities through other means.
2. Discrete point versus integrative testing, with discrete point exams testing individual grammar points, while integrative exams require combining multiple language elements.
3. Norm-referenced versus criterion-referenced testing, with norm-referenced exams interpreting scores based on peer performance, while criterion-referenced tests assess performance against predetermined standards.
The document also discusses the difference between objective exams with single right answers, versus subjective exams involving human judgment of factors like composition quality.
Assessment and testing language
The document discusses assessment and language testing. It defines assessment as making a judgment after considering something carefully. It discusses different forms of assessment including tests, activities, and self-assessment. It also discusses the impact that tests can have on teaching (washback effect) and lists some hypotheses about how high-stakes tests may influence what and how teachers teach. The document also discusses issues in language testing like standards, politics, and the use of alternative forms of assessment.
Language testing
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
Fundamental concepts and principles in Language Testing
The importance of testing
Distinctions among test, evaluation, and assessment
Qualities of a language test: reliability, validity, etc.
Principles of language_assessment
The document discusses key principles of language assessment including practicality, reliability, validity, authenticity, washback, and qualities of tests. Practicality refers to costs, time, administration, and scoring procedures. Reliability considers student factors, rater reliability, and test administration reliability. Validity includes content, criterion-related, construct-related, and consequential evidence as well as face validity. Authenticity means tasks likely enacted in real world with natural language and context. Washback refers to effects of tests on instruction through feedback. Qualities of good tests include validity, democracy, transparency, and justice.
Principles of language assessment test
The document discusses principles of language assessment based on models by Bachman & Palmer and Brown. It analyzes a test item measuring spoken English abilities based on a train timetable. While the test aims to measure speaking skills, its reliability is weak due to lack of clear instructions, making the testing situation subjective.
Testing for Language Teachers Arthur Hughes
Testing is done for various purposes such as verifying that a product meets requirements, managing risk, and assessing knowledge or skills. The main purposes of testing are to verify that specifications are met and to manage risks. Tests can have negative effects if not aligned with learning objectives, and inaccuracies can arise from flawed test content or unreliable scoring techniques. Effective testing requires quality assurance and validation to catch errors before public release. Assessment includes formative assessment for immediate feedback and summative assessment for end-of-period evaluation. Teachers can help improve testing by writing better tests, educating others, and advocating for testing improvements.
Lesson 1. key concepts in language testing jose martin serna valdeolivar
Lesson 1. key concepts in language testing jose martin serna valdeolivarJosé Martín Serna Valdeolivar
Teachers will raise awareness of the key concepts in language Testing as well as their role in the learning-teaching process. Presentation that summarizes the key features on Testing.Language Testing : Principles of language assessment
The document discusses principles of language assessment including practicality, reliability, validity, authenticity, and washback. It defines each principle and provides examples. Practicality means a test is inexpensive, time efficient and easy to administer. Reliability ensures consistent results. Validity establishes a test measures what it intends through content, criteria, and construct-related evidence. Authenticity reflects real-world language use. Washback refers to how a test impacts teaching and learning, which can be positive or negative. The document advocates applying these principles to evaluate classroom tests.
Language assessment tsl3123 notes
The document defines key terms related to assessment such as tests, assessment, evaluation, and measurement. It discusses trends in assessment and the purposes of assessment in teaching and learning. Assessment can be formative or summative. Different types of assessments include tests, projects, portfolios, and self-reflection. Tests can provide information about students' strengths, weaknesses, and placement. Reliability, validity, practicality, objectivity, washback effect, and authenticity are important principles of assessment.
Criteria of a good test
The document discusses the criteria for a good test, including scorability, administrability, validity, interpretability, objectivity, and reliability. It defines each characteristic and cites sources that discuss factors like test length, difficulty, objectivity, and appropriateness that contribute to a test's validity and reliability. The overall purpose is to outline the key features a test should demonstrate to be considered high quality.
Principles of language assessment ( evaluation of language teaching)
This document discusses principles for evaluating existing tests, including practicality, reliability, validity, authenticity, and washback. It describes practicality as a test being inexpensive, time-constrained, easy to administer and having clear evaluation procedures. Reliability refers to a test's consistency and lack of factors like variability between students, raters, or test administrations. Validity is the most important principle and involves analyzing content, criteria, construct-related, and consequential evidence as well as face validity. Authenticity means a test's tasks closely resemble real-world tasks. Washback refers to how testing influences teaching and learning, and can enhance language acquisition when used to provide score specifications to students.
Testing, assessing, and teaching
This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
Kinds of testing (2nd)
The document discusses the definition and purposes of language testing. It defines a test as an activity meant to convey how well a test-taker knows or can perform something. Tests serve several functions, including reinforcing learning, assessing student performance, and providing diagnostic information. There are two main types of assessment: formative, to check student progress, and summative, used at the end to measure achievement. The document also outlines five common types of language tests: proficiency, achievement, diagnostic, placement, and direct/indirect. It discusses the advantages and disadvantages of different testing methods.
Testing language skills chapter one
This document discusses testing in educational settings. It begins by outlining 5 reasons why testing is important for educators, including that it allows educators to develop innovative programs by evaluating existing ones.
It then defines key terms related to testing, including that a test is a set of questions, measurement involves using tools to quantify characteristics, and evaluation is a process of making judgments based on goals and objectives while considering both qualitative and quantitative factors.
Finally, it provides reasons for why testing is necessary in educational settings, such as that it can positively motivate students by providing a sense of accomplishment and allowing students and teachers to identify weaknesses to address. It also compares teacher-made tests to standardized tests.
Language testing and evaluation
This document discusses the reliability, validity, and utility of self-assessment as a student assessment technique. It finds that the reliability of self-assessment is positive when students are trained, but consistency decreases over long periods. Validity is mixed when compared to teacher and peer assessments. Self-assessment can improve student performance by increasing effort and achievement, but teachers fear it may lower standards. The document provides recommendations to make self-assessment more useful, such as training students to apply clear criteria and giving feedback to improve accuracy.
Principles of Language Assessment
This document discusses principles of language assessment, including practicality, validity, reliability, authenticity, and washback/backwash. It provides definitions and examples for each principle. Practicality considers cost, time, administration, and scoring of a test. Validity includes content, criterion, construct, consequential, and face validity. Reliability examines consistency of scores and includes student-related reliability, rater reliability, test administration reliability, and test reliability. Authenticity aims to correspond test tasks to real-world language use. Washback/backwash refers to how a test impacts teaching and learning.
Reliability bachman 1990 chapter 6
This document discusses factors that affect language test scores and reliability. It defines reliability as the proportion of observed score variance due to true score variance. Reliability can be estimated using internal consistency, stability over time, and equivalence of alternate forms. Internal consistency examines consistency of performance across parts of a test and can be estimated using split-half reliability, which treats halves of a test as parallel forms.
Characteristic of good test
This document discusses the key characteristics of a good test: objectivity, reliability, validity, and usability. It defines each characteristic and provides examples from authors such as Gronlund and Linn (1995) and C.V. Good (1973). Objectivity refers to tests being free from personal bias. Reliability means tests produce consistent results. Validity is the degree to which a test measures what it is intended to measure. Usability considers ease of administration, duration, and interpretation. The document also compares tests and examinations, noting examinations are more formal, comprehensive assessments conducted less frequently than tests.
The Language Assessment Process
The document discusses language assessment from a "multiplism" perspective. It describes the key phases of the language assessment process, including determining the purpose, defining the language knowledge to be assessed, selecting assessment procedures, administering assessments, and reporting results. It emphasizes that different purposes require different definitions of language knowledge and appropriate assessment procedures. A multiplism approach allows for multiple options at each phase of assessment to best achieve the purpose.
Communicative language testing
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Testing, assessing,& teaching
This document discusses key concepts in language testing and assessment. It defines testing as a method to measure ability, knowledge, or performance in a domain. There are different types of assessments, including informal and formal, formative and summative, norm-referenced and criterion-referenced. The approaches to language testing have evolved from a behaviorist focus on elements to a communicative approach emphasizing real-world tasks. Current issues involve new views of intelligence, as well as debates around traditional versus alternative and computer-based assessments.
3 basic-principles_of_assessment
The document discusses several key principles of language assessment:
1) Practicality refers to the logistical issues of administering an assessment, such as time, costs, and ease of scoring. A practical test stays within budget, can be completed in the allotted time, and has clear administration directions.
2) Objectivity means different scorers will obtain the same results. Objective tests like multiple choice aim for this.
3) Washback effect refers to how a test influences teaching and learning. A test with beneficial washback positively impacts both and provides useful feedback.
4) Authenticity is the correspondence between a test task and real-world language use. An authentic test uses natural language and simulates realistic
Concept and nature of measurment and evaluation (1)
Measurement, evaluation, and assessment are related concepts aimed at judging student performance and progress. Measurement refers to obtaining quantitative data about a student's abilities or skills, such as a test score. Evaluation involves making qualitative judgments about a student's performance based on criteria. The purpose of evaluation and assessment includes student placement, certification, improving teaching, and providing feedback. Key principles of effective evaluation are that it should be planned, guided by learning outcomes, use multiple strategies, and help students by providing feedback.
Evalution
Evaluation in education serves several purposes: to assess student achievement, help teachers judge their effectiveness, provide guidance, and improve curriculum, tools, and techniques. There are three main types of evaluation - diagnostic to identify weaknesses, formative to monitor learning and make adjustments, and summative to make judgements about performance. Effective evaluation is comprehensive, continuous, and uses valid and reliable tools such as tests, observations, and self-reporting techniques.
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Fundamental concepts and principles in Language Testing
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Principles of language_assessment
The document discusses key principles of language assessment including practicality, reliability, validity, authenticity, washback, and qualities of tests. Practicality refers to costs, time, administration, and scoring procedures. Reliability considers student factors, rater reliability, and test administration reliability. Validity includes content, criterion-related, construct-related, and consequential evidence as well as face validity. Authenticity means tasks likely enacted in real world with natural language and context. Washback refers to effects of tests on instruction through feedback. Qualities of good tests include validity, democracy, transparency, and justice.
Principles of language assessment test
The document discusses principles of language assessment based on models by Bachman & Palmer and Brown. It analyzes a test item measuring spoken English abilities based on a train timetable. While the test aims to measure speaking skills, its reliability is weak due to lack of clear instructions, making the testing situation subjective.
Testing for Language Teachers Arthur Hughes
Testing is done for various purposes such as verifying that a product meets requirements, managing risk, and assessing knowledge or skills. The main purposes of testing are to verify that specifications are met and to manage risks. Tests can have negative effects if not aligned with learning objectives, and inaccuracies can arise from flawed test content or unreliable scoring techniques. Effective testing requires quality assurance and validation to catch errors before public release. Assessment includes formative assessment for immediate feedback and summative assessment for end-of-period evaluation. Teachers can help improve testing by writing better tests, educating others, and advocating for testing improvements.
Lesson 1. key concepts in language testing jose martin serna valdeolivar
Lesson 1. key concepts in language testing jose martin serna valdeolivarJosé Martín Serna Valdeolivar
Teachers will raise awareness of the key concepts in language Testing as well as their role in the learning-teaching process. Presentation that summarizes the key features on Testing.Language Testing : Principles of language assessment
The document discusses principles of language assessment including practicality, reliability, validity, authenticity, and washback. It defines each principle and provides examples. Practicality means a test is inexpensive, time efficient and easy to administer. Reliability ensures consistent results. Validity establishes a test measures what it intends through content, criteria, and construct-related evidence. Authenticity reflects real-world language use. Washback refers to how a test impacts teaching and learning, which can be positive or negative. The document advocates applying these principles to evaluate classroom tests.
Language assessment tsl3123 notes
The document defines key terms related to assessment such as tests, assessment, evaluation, and measurement. It discusses trends in assessment and the purposes of assessment in teaching and learning. Assessment can be formative or summative. Different types of assessments include tests, projects, portfolios, and self-reflection. Tests can provide information about students' strengths, weaknesses, and placement. Reliability, validity, practicality, objectivity, washback effect, and authenticity are important principles of assessment.
Criteria of a good test
The document discusses the criteria for a good test, including scorability, administrability, validity, interpretability, objectivity, and reliability. It defines each characteristic and cites sources that discuss factors like test length, difficulty, objectivity, and appropriateness that contribute to a test's validity and reliability. The overall purpose is to outline the key features a test should demonstrate to be considered high quality.
Principles of language assessment ( evaluation of language teaching)
This document discusses principles for evaluating existing tests, including practicality, reliability, validity, authenticity, and washback. It describes practicality as a test being inexpensive, time-constrained, easy to administer and having clear evaluation procedures. Reliability refers to a test's consistency and lack of factors like variability between students, raters, or test administrations. Validity is the most important principle and involves analyzing content, criteria, construct-related, and consequential evidence as well as face validity. Authenticity means a test's tasks closely resemble real-world tasks. Washback refers to how testing influences teaching and learning, and can enhance language acquisition when used to provide score specifications to students.
Testing, assessing, and teaching
This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
Kinds of testing (2nd)
The document discusses the definition and purposes of language testing. It defines a test as an activity meant to convey how well a test-taker knows or can perform something. Tests serve several functions, including reinforcing learning, assessing student performance, and providing diagnostic information. There are two main types of assessment: formative, to check student progress, and summative, used at the end to measure achievement. The document also outlines five common types of language tests: proficiency, achievement, diagnostic, placement, and direct/indirect. It discusses the advantages and disadvantages of different testing methods.
Testing language skills chapter one
This document discusses testing in educational settings. It begins by outlining 5 reasons why testing is important for educators, including that it allows educators to develop innovative programs by evaluating existing ones.
It then defines key terms related to testing, including that a test is a set of questions, measurement involves using tools to quantify characteristics, and evaluation is a process of making judgments based on goals and objectives while considering both qualitative and quantitative factors.
Finally, it provides reasons for why testing is necessary in educational settings, such as that it can positively motivate students by providing a sense of accomplishment and allowing students and teachers to identify weaknesses to address. It also compares teacher-made tests to standardized tests.
Language testing and evaluation
This document discusses the reliability, validity, and utility of self-assessment as a student assessment technique. It finds that the reliability of self-assessment is positive when students are trained, but consistency decreases over long periods. Validity is mixed when compared to teacher and peer assessments. Self-assessment can improve student performance by increasing effort and achievement, but teachers fear it may lower standards. The document provides recommendations to make self-assessment more useful, such as training students to apply clear criteria and giving feedback to improve accuracy.
Principles of Language Assessment
This document discusses principles of language assessment, including practicality, validity, reliability, authenticity, and washback/backwash. It provides definitions and examples for each principle. Practicality considers cost, time, administration, and scoring of a test. Validity includes content, criterion, construct, consequential, and face validity. Reliability examines consistency of scores and includes student-related reliability, rater reliability, test administration reliability, and test reliability. Authenticity aims to correspond test tasks to real-world language use. Washback/backwash refers to how a test impacts teaching and learning.
Reliability bachman 1990 chapter 6
This document discusses factors that affect language test scores and reliability. It defines reliability as the proportion of observed score variance due to true score variance. Reliability can be estimated using internal consistency, stability over time, and equivalence of alternate forms. Internal consistency examines consistency of performance across parts of a test and can be estimated using split-half reliability, which treats halves of a test as parallel forms.
Characteristic of good test
This document discusses the key characteristics of a good test: objectivity, reliability, validity, and usability. It defines each characteristic and provides examples from authors such as Gronlund and Linn (1995) and C.V. Good (1973). Objectivity refers to tests being free from personal bias. Reliability means tests produce consistent results. Validity is the degree to which a test measures what it is intended to measure. Usability considers ease of administration, duration, and interpretation. The document also compares tests and examinations, noting examinations are more formal, comprehensive assessments conducted less frequently than tests.
The Language Assessment Process
The document discusses language assessment from a "multiplism" perspective. It describes the key phases of the language assessment process, including determining the purpose, defining the language knowledge to be assessed, selecting assessment procedures, administering assessments, and reporting results. It emphasizes that different purposes require different definitions of language knowledge and appropriate assessment procedures. A multiplism approach allows for multiple options at each phase of assessment to best achieve the purpose.
Communicative language testing
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Testing, assessing,& teaching
This document discusses key concepts in language testing and assessment. It defines testing as a method to measure ability, knowledge, or performance in a domain. There are different types of assessments, including informal and formal, formative and summative, norm-referenced and criterion-referenced. The approaches to language testing have evolved from a behaviorist focus on elements to a communicative approach emphasizing real-world tasks. Current issues involve new views of intelligence, as well as debates around traditional versus alternative and computer-based assessments.
3 basic-principles_of_assessment
The document discusses several key principles of language assessment:
1) Practicality refers to the logistical issues of administering an assessment, such as time, costs, and ease of scoring. A practical test stays within budget, can be completed in the allotted time, and has clear administration directions.
2) Objectivity means different scorers will obtain the same results. Objective tests like multiple choice aim for this.
3) Washback effect refers to how a test influences teaching and learning. A test with beneficial washback positively impacts both and provides useful feedback.
4) Authenticity is the correspondence between a test task and real-world language use. An authentic test uses natural language and simulates realistic
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Similar to Assessment by Brown
Concept and nature of measurment and evaluation (1)
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This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. Some key points include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on applying skills to real-world tasks.
- Authentic assessment requires students to develop responses rather than select answers and evaluates projects and work over time.
- Formative assessment, also known as assessment for learning, provides feedback to improve student learning.
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- Alternative assessment contrasts with traditional standardized tests and focuses more on real-world application of skills.
- Authentic assessment involves tasks that mimic real-world situations and require higher-order thinking.
- Developing a portfolio assignment requires addressing questions about its purpose, intended audience, sample content to include, processes for selection and reflection, management of time and
Unit 2.pptx
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Standardized and non standardized tests
Here are three examples of standardized tests:
1. SAT (Scholastic Assessment Test) - A standardized test widely used for college admissions in the United States. It is administered by the College Board and measures skills in math, reading, and writing.
2. ACT (American College Testing) - Another standardized test used for college admissions in the US. It measures skills in English, math, reading, and science.
3. TOEFL (Test of English as a Foreign Language) - A standardized test to measure the English language ability of non-native speakers wishing to enroll in English-language institutions. It measures reading, listening, speaking, and writing skills.
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