The document discusses various methods of student assessment and evaluation. It describes informal and formal assessments, formative and summative assessments, and different types of tests like achievement, diagnostic, proficiency and aptitude tests. It also covers principles of language assessment such as practicality, reliability, validity, authenticity and washback effect. The goal of assessment is to evaluate students' performance and behavior in various aspects in order to identify strengths and weaknesses and inform future instruction.

2. ASSESSMENT AND TESTING
• EVALUATION IS CONSIDERED A METHOD USED BY TEACHERS TO ASSESS THELEVEL THAT STUDENTS HAVE
IN DIFFERENT ASPECTS SUCH AS PERFORMANCE AND BEHAVIOR.
• THE TEST IS A METHODS: TEACHERS MUST ASK CLEAR QUESTIONS, IF THEY CHOOSE THE TRUE OR FALSE
METHOD, THEY MUST BE WELL-STRUCTURED QUESTIONS.
• THE TEST MUST MEASURE: THE PERSONALITY OF THE PERSON BEING EVALUATED MUST BE MEASURED,
WHILE THEIR PERFORMANCE CAN BE MEASURED WITH A SUBSEQUENT TEST.

3. MEASUREMENT AND EVALUATION
• MEASUREMENT CAN BE CONFUSED WITH EVALUATION, WHILE MEASUREMENT USES QUANTITATIVE DATA
SUCH AS NUMBERS SUCH AS "HOW MANY" STUDENTS HAVE LEARNED AND QUALITATIVE DATA THAT
PROVIDE INDIVIDUAL INFORMATION, EVALUATION FOCUSES ON DECIDING ACTIONS TO TAKE FOR THE
STUDENTS' FUTURE.

4. FORMAL AND INFORMAL ASSESSMENT
Informal assessment Formal assessment
They are spontaneous ways of measuring students'
abilities without adding any type of qualification, this
can be seen in presentations or surveys.
This type of evaluation is responsible for measuring
the performance of students against what they have
learned during a semester, period or cycle. In
addition, it does not focus only on evaluations, it can
also be presented through portfolios.

5. FORMATIVE AND SUMMATIVE ASSESSMENT
Formative assessment Summative assessment
This type of test helps teachers identify
strengths and weaknesses within class.
This can be done through any type of
informal evaluation such as self-
assessments.
These evaluations have a grade and are
used to formally evaluate students at the
end of a period, being complex and tending
to resort to training tasks to improve the
results of those evaluated.

6. TYPES AND PURPOSES OF ASSESSMENT
Achievement tests Diagnostic tests Placement test
These performance tests are used
to know the level of the students at
the end of each unit or program to
continue if the objectives are met.
They are tests taken at the
beginning of a program with the
objective of determining the level
that the students have.
This test is carried out with the
objective of placing the student at
the corresponding level according
to their knowledge.

7. Proficiency tests Aptitude tests
These tests evaluate the competence of each
student in various skills, a clear example is the
international English test "TOEFL"
The objective of this test is to know if the person
evaluated will be successful in learning a second
language, a test used is the Modern Language
Aptitude Test (MLAT) and the Pimsleur language

8. PRINCIPLES OF LANGUAGE ASSESSMENT
Practicality Reliability
It refers to the administrative process to grade
evaluations either manually or using technological
tools.
It refers to the consistency of the results obtained by those
evaluated and there may be different situations such as:
Learner-Related reliability: when the person evaluated has
physical or psychological problems that can alter the result.
Inter-rater reliability: when the results provided by the raters
do not change
Test administrationreliability: refers to the quality of the test
and its environment such as the quality of the copy or the
temperature of the place.
Test reliability: refers to the errors that can occur within the
evaluation, for example, a subjective test can be less reliable
than an objective one.

9. VALIDITY
• IT INVOLVES EVALUATING WHAT IS REQUESTED, FOR EXAMPLE WITHIN A WRITING TEST, ONLY WHAT IS
RELATED TO THIS TOPIC SUCH AS SPELLING, USE OF WORDS, CONNECTORS, ETC. SHOULD BE EVALUATED.
• CONTENT-RELATED VALIDITY: EVALUATION OF ALL THE HIGHLIGHTED TOPICS OF THE UNIT.
• CRITERION-RELATED VALIDITY: RELATIONSHIP BETWEEN MEASUREMENT AND AN EXTERNAL CRITERION
FOR THE TEST TO BE VALID
• CONSTRUCT-RELATED VALIDITY: DETERMINES WHETHER THE TEST EVALUATES WHAT IT SHOULD
EVALUATE, BE IT A TOPIC, UNIT, OR IDEA.

10. Autheticity Washback effect
These tests are distinguished from others by
being focused on the real world and because
of this, both their preparation and their
approach are complex processes.
It refers to feedback that students receive
before the test, which is of great help to
improve their results.
Bibliography: Principles of language assessment, Assessment terminology, Universidad de las Fuerzas Armadas ESPE,
(N/A), Documento PDF: https://evirtual.espe.edu.ec/archivos/_25341/Contenido_Tema_1.pdf?id_curso=25341