This document discusses key principles of language assessment including reliability, validity, practicality, authenticity, and washback effect. It defines key terms such as measurement, evaluation, formative and summative assessment. It also outlines different types of language assessments like achievement tests, diagnostic tests, placement tests, and proficiency tests. Finally, it provides a bibliography of references on principles of language assessment.

1. PRINCIPLES OF LANGUAGE ASSESSMENT
ASSESSMENT AND EVALUATION
Name: Jessica Lisbeth Parra Tapia
NRC: 18234

2. OF LANGUAGE
ASSESSMENT
PRINCIPLES

3. ASSESSMENT AND TESTING
Measurement is the process of quantifying achievements.
Evaluation is an interpretation of information, where value is placed on the
results of a test, value to the results of a test and those results can be good or
bad projecting consequences.
MEASUREMENT AND EVALUATION
Informal assessment refers to an individual and spontaneous way of
measuring student progress without any grading criteria. measuring
students' progress without any grading criteria.
Formal assessment objectively verifies student performance.
FORMAL AND INFORMAL ASSESSMENT
Formative assessment helps identify weaknesses and strengths. Monitoring progress
so that students achieve their objectives.
Summative assessment formally evaluates student learning, knowledge, competence
or success at the end of a term, this assessment provides a grade or passing score
for a course.
FORMATIVE AND SUMMATIVE ASSESSMENT
Testing students is the usual way to
determine whether or not they are
learning.
Testing should not be a punishment; on
the contrary, it can be part of another
learning experience that contributes to
their knowledge.
Evaluation assesses the development of students, during the
process of student learning where teachers assess and judge their
performance.
Tests are a method of evaluation that indicates to teachers about
the skills and knowledge of students.
-The test is a method: as the test is a method, it includes a set of
techniques, or elements managed by the teacher.
-The test should measure: they should provide results of students'
progress on a general skill or on specific skills.
-Tests measure performance and outcomes: they provide evidence
of students' progress on a general skill or on specific skills.
skill development measure the ability to speak, write, read and listen.
-Tests measure a specific domain: determine the precise
measurement of the examinee's ability within a particular domain.
ASSESSMENT
TERMINOLOGY

4. TYPES AND PURPOSES OF ASSESSMENT
ACHIEVEMENT TESTS DIAGNOSTIC TESTS PLACEMENT TEST
It is mainly used to measure the ability of
students within a lesson.
lesson. It is intended to measure only a specific
part where a program can be designed for a
specific group that needs improvement.
This diagnostic test is performed at the
beginning of a program to determine which
skills should be developed and included. They
give a clear idea of what aspects should be
covered in a course.
The placement test is to place the student in
the appropriate level of the program or
curriculum. The objective is to know which
aspects need to be emphasized more during
the program.

5. TYPES AND PURPOSES OF ASSESSMENT
PROFICIENCY TESTS APTITUDE TESTS
English Basic User (A1, A2)
English Independent User (B1, B2)
Proficient English User (C1, C2)
A1 (Beginner)
A2 (Elementary English)
B1 (Intermediate English)
B2 (Upper-Intermediate-English)
C1 (Advanced English)
C2 (Proficiency English)
The aptitude test measures the ability that a
person has, they can predict the success that a
student can have during the completion of a
course. These tests can give information about
students' leaning styles and learning
preferences.

6. PRINCIPLES OF LANGUAGE
ASSESSMENT
PRACTICALITY
- It does not surpass the budget limits
- It is taken within the given time
- It has clear instructions
- It used human and material resources
appropriately
The practical method in assessment
means the test is simple for
administration.
The test has a simple design and it is
simple for scoring also. The practical
assessment has to make reliable and valid
results.

7. PRINCIPLES OF
LANGUAGE
ASSESSM
ENT
RELIABILITY
Most simply put, a test is reliable if it is
consistent within itself and across time.
Test reliablility refers to the
degree to which a test is
consistent and stable in
measuring what it is intended
to measure.

8. Content-related validity
1.
Criterion-related validity
2
Construct-related validity
3
PRINCIPLES OF
LANGUAGE
ASSESSMENT VALIDITY
Test validity refers to the
degree to which the test
actually measures what it
claims to measure.
Test validity is also the extent
to which inferences,
conclusions, and decisions
made on the basis of test
scores are appropriate and
meaningful.

9. PRINCIPLES OF
LANGUAGE ASSESSMENT
AUTHETICITY
It is designed to apply
knowledge in new situations.
These are authentic when they
focus on real-world life events.
It includes features of the input
of test tasks, but also deals
with the interaction between
the input and the expected
response, the environment and
the format of a test.

10. PRINCIPLES OF
LANGUAGE ASSESSMENT
WASHBACK
EFFECT
It exists when a test has a great
influence on the way in which the
teacher teaches. It is useful for
students because they get
feedback before the test date and
it promotes language improvement.
Setting
Test use
Beliefs about teaching
and learning:
Knowledge of the test

11. BIBLIOGRAPHY
Brown D. (2010). Language
Assessment Principles and classroom
practices. Second edition. The USA.
Pearson Education.
Johnston, P., & Costello, P. (2005).
Principles for literacy assessment.
Reading research quarterly, 40(2),
256-267.