The document discusses evaluation and assessment in teaching English as a foreign language. It defines evaluation as making systematic value judgments using defined criteria, while assessment refers to collecting data to understand and improve education programs. It outlines different types of evaluation and assessment, including formal testing, informal assessment, and self and peer assessment. The purposes, importance, and characteristics of evaluation and assessment are described. Finally, it discusses principles of test design, communicative testing, and analyzing existing tests to design new assessments.

1. EVALUACIÓN EN EL PROCESO DE ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA Prof. Rosynella Cardozo R. Prof. Jonathan Magdalena Instituto Pedagógico de Caracas Departamento de Idiomas Modernos Cátedra de Lingüística - Código IIU115 -

5. EVALUATION AND ASSESSMENT Assessment Analysis of documents Appraisals Evaluation Evaluation Evaluation Evaluation Administrators’ Counselors’ Teachers’ Community members’

12. WHO SHOULD USE ASSESSMENT AND EVALUATION? . Job Description Examples of why they need Assessment, Research and Evaluation Policy Makers set standards, focus on goals, monitor the quality of education, formulate policies, direct resources including personnel and money, and determine effects of tests Administration are school/departments meeting the goals of the University, appropriateness of curriculums and course, identify program strengths and weaknesses, designate program priorities, assess alternatives, plan and improve programs Teachers refine curriculum, perform individual diagnosis and prescription, monitor student progress, how much knowledge students are retaining from current teaching methods, provide feedback to students Researchers is research meeting the goal of the proposal (especially if funding is reliant on grant money that requires progress reports), how to improve the program, find unexpected outcomes

13. 2.- TEST CHARACTERISTICS .- Validity A test is valid “if it measures accurately what it is intended to measure” (Hughes, A., 1989). .- Reliability A test is reliable if it measures consistently. Results must be stable. .- Practicality Aspects affecting time, money, effort, resources .- Washback Influence of tests on teaching and learning

15. 4 .- COMMUNICATIVE TESTING Relevance Contextualization Meaningfulness Authenticity