In this reflection, the author comprehends several key principles of evaluation, assessment, and testing. They understand that evaluation considers broader factors that influence learning, while assessment involves collecting information on a learner's abilities through various techniques including tests. The author also comprehends principles of effective tests, including authenticity in reflecting real-world language use, practicality, reliability in producing consistent results, validity in measuring the intended skills, interactiveness in motivating students, and transparency in clearly communicating standards to learners. Security and the ability to recycle well-designed test materials is also discussed as important.

1. Reflection Unit 1
In this Unit, I comprehend that there are some principles for a good
assessing. That evaluation, assessment and testing are different. For instance, in
evaluation several factors interact that influence the learning process such as the
syllabus objectives, course design and materials. It is concerned with the overall
program; this meant that evaluation had influence in the other aspects of a
learner’s behaviour, ability or competence. Assessment is a variety of ways of
collecting information on a learner’s language ability or achievement. that test was
part of assessment and measures the learner’s behaviour; a set of techniques,
procedures, and items that required performance on part of a test-taker; as method
intuitive or informal, which purpose was measuring an ability or competence.
I also comprehend the principles of a good test which should have some
characteristics. Authenticity, good testing or assessment should mirror the
situations in which students would use the target language. Teachers should use
authentic material in their classes; practicality, that “a good test is practical” when it
is financially suitable, time constraints, ease of administration, of scoring and of
interpreting; reliability, that if we give the same test to different subjects in different
occasions the test should have similar results; validity is the degree to which the
test actually measured what it was intended to measure; Interactiveness, that it
should be known if a test motivated students sufficiently, if the language used in
the test's questions and instructions was appropriate for the students' level, if the
test's items represented the language used in the classroom, as well as the target

2. language; washback is the effect of testing on teaching and learning, it could be
positive or negative; transparency, which was when clear and accurate information
was given to students about testing, the information specified should include what
it was being evaluated, formats used, weight of items, time to complete the test
and grading criteria. So there were no myths surrounding a test; Impact is the
several ways a test affects society, an educational system, and the individuals
within them; security, teachers who invested time and energy developing good test
were able to recycle the test material. Recycling was important if analyses showed
that the items, distractors, and test sections were valid and discriminating.
Teachers should use the same test if they had work well previously, they could
recycle in order to improve it to obtain better tests.