1. Assessment summary
Assessing
reading
- Aproaches to reading: Top- Down and Bottom-up
- Top-down: From generaal ideas to especific details.
- Bottom-up: especific details to general ideas.
- Reading must be tested through meaningful and interesting
texts.
- Students should be encouraged to read longer texts, rather than
short snippets.
- A reading test can be tested though deifferent ways; short
answer questions, multiple choice items, sequencing tasks
- Your assessment should match your reading program.
- It can be used either authentic or adapted texts.
- Students should be encouraged to read longer texts, rather than
short snippets
Assessing
speaking
- The use of oral communication must happen at the same time of
learning the theory of the language.
- It is useful to achieve communicative goals effectively.
- It motivates further learning.
- While assessing speaking there are many factors to take into
considerations, for example: the stress, intonation, syntax, etc.
- Some things assessed through speaking are: paraphrasing,
overgeneralization, etc.
- The tasks used could be open, guided or closed.
- The interaction is also tested in speaking.
- To assess speaking are used rating sclaes.
Assessing
grammar
- The main goal og language use is communication, and for that
it is needed grammatical knowledge and pragmatical
knowledge.
- In assessing gramar there are 3 main ideas; the grammatical
form, the grammatical meaning (literal and intended), and the
pragmatical meaning (implied).
- Inthe pragmatic meaning there are 4 main subjects:
acceptability, appropiateness, conventionality and naturalness.
- Articulated porpuse.
- The process to construct a grammar test can be linear or not
linear.
- According to Bachman and Palmer (1996) the organization of a
tests is: 1- Design, 2- Operationalization, and 3-
Administration.

2. -
Assessing
pronunciation.
- We should assess for building competence use of language.
- The students must have mobility in pronunciation.
- It is not ideal to students try to yalk as a native english speaker.
Assessing
listening.
- Listening skills are good for academic success.
- The assessment of listening is the less developed and
understood.
- Can be Bottom-up or Top-down approaches.
- The task must have a real life situaction.
- The teacher must be aware of the previous knowledge befor
preparing the task.
- The question must be ordered in the sequency in which they are
going to appear in the listening.
- Teacher must use the same type of tests used for practising at
the time of assessing listening.
- Students can answer short questions about the listening.
- It can be assessed through a dictation.
- Students can also transfer infromation from the listening to a
chart.
- The principal method used is the note-taking.
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