This document discusses key principles of language assessment. It defines various types of assessments including formal and informal assessments, achievement tests, diagnostic tests, placement tests, proficiency tests, and aptitude tests. It also examines the purposes of different assessments and describes important concepts in language assessment like validity, reliability, authenticity, practicality, and washback effect. Formal assessments are well-constructed and organized to measure learners' performance against specific standards, while informal assessments spontaneously measure progress without grading criteria. Different types of tests serve different purposes, such as diagnostic tests identifying aspects of language needing coverage or aptitude tests predicting learner success.

1. PRINCIPLES OF
LANGUAGE ASSESSMENT
UNIVERSIDAD DE LAS FUERZAS ARMADAS ESPE
POZO VELASTEGUI LISETTE TATIANA

2. This term refers to the wide and diverse process to value
students’ development. During the learning process students
ask and answer questions, provide their ideas, interact with
others,
ASSESSMENT AND TESTING
THE TEST IS A METHOD
THE TEST MUST MEASURE
It is a useful tool for teachers that includes techniques,
procedures, for example multiple choice questions must have a
clear rubric.
Tests can provide results of students’ progress about a general
ability or about specific skills or competences.

3. MEASUREMENT AND EVALUATION
The former is used to assign
numbers or symbols to observable
phenomena, whereas the latter
provides descriptive data, it is
giving written descriptions or
spoken feedback.
When a teacher evaluates, he
makes an interpretation of
information. Teachers give value
to the results of a test and those
results may be good or bad
projecting consequences.

4. FORMAL AND INFORMAL
ASSESSMENT
Its refers to an
individual and
spontaneous form to
measure students’
progress without any
grading criteria.
INFORMAL
The assessment in this case
should be wellconstructed
and organized because the
purpose is to measure
learners’ performance
based on specific
standards or criteria.
FORMAL

5. An achievement test is
intended to measure just a
specific part of a program.
These tests are
administered at the end of
a lesson, unit, or course.
ACHIEVEMENT TESTS
TYPES AND PURPOSES OF
ASSESSMENT
DIAGNOSTIC TESTS
PLACEMENT TESTS
Diagnostic tests give the
teacher or administrator a
clear picture on what
aspects of the language
need to be covered in a
course.
These tests assess
productive and receptive
skills, have open-ended or
limited response
questions (gap filling,
multiple choice, etc).

6. Evaluate students`
general competence. They
do not focus on one
specific skill, but on the
overall.
PROFICIENCY TESTS
TYPES AND PURPOSES OF
ASSESSMENT
APTITUDE TESTS
These tests can predict the success a
learner may have during the taking of a
course.
Measures the ability a person has to
learn a language, specially a foreign or
second language before taking a course.

7. It is a term used
to obtain clear
and consistent
test results.
validity involves measure
what is supposed to be
measured. For example,
a writing test must
evaluate the process of
writing sentences and
words
Authentic assessment is
different from traditional
assessment due to the fact
that they are linked to the
real world. Authentic tasks
require time and effort to be
elaborated.
has great effect of
tests on teaching
and learning.
Exists when a test
has great influence
on the way a
professor teaches.
practicality deals with
the administrative
process involved in
assessing an
instrument. It includes
making, giving, and
scoring a test.
PRINCIPLES OF LANGUAGE ASSESSMENT
PRACTICALITY
REALIABILITY
VALIDITY
AUTHETICITY
WASHBACK EFFECT

8. REFERENCES
https://evirtual.espe.edu.ec/archivos/_25341/Contenido_Tema
_1.pdf?id_curso=25341