This document summarizes a presentation about classroom assessment techniques and applications. It begins with definitions of assessment and different types of assessment, including formative, summative, informal, formal, and performance-based assessment. It also discusses types of tests such as diagnostic, placement, achievement, aptitude, and proficiency tests. Additional assessment techniques like portfolios, journals, conferences, and self-assessment are covered. Principles of language assessment including practicality, reliability, validity, authenticity, and washback are also defined. The document concludes with the steps to test construction, including setting clear objectives, developing test specifications, drafting and revising tests, piloting tests, and utilizing feedback.

1. WEEK 6: CLASSROOM
ASSESSMENT
TECHNIQUES AND
APPLICATIONS
Lecturer: Dr. Nguyen Hoai Thu
Presenter: Group 5

2. 01
defini
TABLES OF CONTENT
02
03
05
06

3. Definition of assessment
01
TABLES OF CONTENT
Types of assessment
02
Types of test
03
Alternatives in assessment
04
Principles of language assessment
05
Steps to test construction
06

4. What is classroom-based
assessment?
01

5. 1.1. Definition of test and assessment?
 A test  a procedure used to measure a learners’ capacity or
knowledge at a specific point in time and often involves
collecting information in a numerical form  focus on the
concept of method and measuring.
 Assessment  an ongoing process that involves a much wider
domain  involve many ways and methods of gathering
information.
 A test is a subset of assessment.

6. Tests Assessment
A given aspect A wide range of aspects
Measure whether students can
achieve some specific
requirements or not.
Assess students’ learning to
determine the effectiveness of their
teaching and the materials they use;
improvements for learning and
teaching.
A product A process
In a fixed time, according to
the curriculum
At different times and contexts
1.2. Differences between
tests and assessment

7. Types of assessment
02

8. Types of
assessment
Summative
assessment
Formative
assessment
Informal
assessment
Formal
assessment
Performance-
based
assessment

9.  Informal assessment:
 incidental, unplanned comments and responses to students’
performance  measure students’ progress and performance
without standard grading criteria.
 Formal assessment:
 includes exercises or procedures  a grading system-
based evaluation  score students' level of knowledge.
2.1. Informal assessment and formal assessment

10.  Summative assessment: undertaken at the end of the
course or unit  “sum up” what students can perform 
measure students’ competence
 Types: placement tests, final exams, and end-of-unit tests.
 Formative assessment: a variety of assessment procedures
 provide ongoing feedback monitor students’
learning, make out needed improvement areas, find the
effectiveness of learning tools, decide future goals.
2.2. Summative assessment and formative assessment

12. 2.3. Performance-based assessment
 include the problem-solving process  teachers carry
out specific tasks or activities  require a student to create a
product or answer a question demonstrating the student’s
skills and understanding and apply it to real-world scenarios.
 Forms: presentations, portfolios, individual or group projects,
journals, experiments,...

13. 2.4. Components of
Performance-based
Assessment
complex
authentic
Time-bound
Process/product-oriented
Open-ended

14. Types of test
03

15. Diagnostic tests
Test
s
Placement tests
Achievement tests
Aptitude tests
Proficiency tests

16.  Happen at the beginning of a learning experience
 Diagnose a particular aspect of a language
Eg: pronunciation test  difficult phonological features for
students.
 Gauge students’ level of knowledge, identify learning gaps
and students’ strength and weakness  the teacher knows
vital areas to focus on and make adjustments for the learning
framework.
3.1. Diagnostic tests

17. 3.2. Placement tests
 Place students into an appropriate level or section of
a language curriculum or school.
 Comprise a sampling of material covered in the
curriculum.
 Provide an indication of the point where students
find an appropriate class or level.

18. 3.3. Achievement tests
 Directly involved in classroom lessons, units or a total
curriculum.
 Happen when the course has covered the objectives  figure
out acquisition of course objectives at the end of the instruction
period.
 Analyze and evaluate the academic performance of an
individual.
 As a feature indicator for learners’ future work.

19.  According to Dekeyser & Koeth (2011): measure a person’s
capacity or general ability to learn a foreign language and to be
successful in that undertaking
 Independent of a particular language > measure an individual’s
natural strengths in a given area
 Determine a person’s potential for success in a certain area
3.4. Aptitude tests

20. - Contain multiple courses, learners, curriculum and skills in
language
- Conventionally consist of standardized multiple choice items
on grammar, vocabulary, reading comprehension, aural
comprehension, and a sample of writing
- TOEFL or IELTS: standardized proficiency tests  an
indicator of a prospective students’ capacity to undertake
academic or professional work.
3.5. Proficiency tests

21. Alternatives in assessment
04

22. - According to Genesee & Upshur (1996, p.99):
“ a purposeful collection of students’ work that demonstrates to
students and others their efforts, progress, and achievements in
given areas”
4.1. Portfolios
- Essays, compositions, poetry, book reports, video or
audio of recordings students’ oral production...

23. Guidelines for using portfolio
 Specify the purpose of portfolio
 Give students detailed directions on how to begin
 Provide guidelines for what constitutes appropriate content
 Portfolios collected on scheduled dates and promptly returned
 Be clear on its principal purpose and ensure the feedback you
give to students addresses the portfolio's purpose.
 Enable the students to handle the teacher’s feedback and
demonstrate how to respond to it.
 Utilize web-based or online opportunities for portfolio
compilation and sharing

24.  Measure students’ abilities of following
aspects:
 Language learning logs, grammar
discussions, responses to readings, self-
assessment, reflections on attitudes…
4.2. Journals
 Journals help students to process teachers’
feedback and show how to reply to teachers’
responses.
 Provide various kinds of feedback for students

25. Benefits of conferences
4.3. Conferences
 Comment on students’ writing performance like drafts of
essays, reports, portfolios, journals,...
 Give advice on students’ plan for a paper or presentation
 Explore strategies for getting through weakness
 Give feedback on students’ results of a test’s performance
 Set learning goals for the learners’ future development

26. 4.4. Self- and peer-assessment
 Advantages: speed, direct invlovement of
students, autonomy’s enhancement and
boosting their motivations.
 Sucessful learners know how to expend their learning process
beyond classroom assessment and without the teacher's
instructions as well as via their learning autonomy.

27.  Ways of implementing self- and peer-
assessment in language classrooms:
 Oral production: peer checklists, student self-checklists, detecting
pronunciation or grammar errors, ...
 Listening comprehension: listen to radio broadcasts and check
comprehension with their partners, pair works and group works, ...
 Writing: revise written products by themselves or with a peer,
proofreading, ...
 Reading: reading and checking comprehension with their partners,
vocabulary quizzes, ...

29. Principles of language
assessment
05

30. Practicality
01
Authenticity
02 Reliability
04
03 Validity
05 Washback
Principles of language assessment

31. Practicality
01
Within the means of financial limitations, time
constraints, ease of administration, and scoring and
interpretation
02 Reliability
A test is consistent and dependable
• the test construction
• the administration of a test
• the test taker
• the scoring of the test

32. The degree to which the test actually measures what it is
intended to measure
03 Validity
Face Validity
Content Validity
Is the test fully representative
of what it aims to measure?
Does the content of the test appear
to be suitable to its aims?
Construct
Validity
Does the test measure the concept
that it’s intended to measure?

33. The degree to which test materials and test
conditions succeed in replicating those in the target
situation
The influence of language testing on teaching and
learning
Authenticity
04
05 Washback

36. Nom-referenced tests
• The purpose is to place test-takers along a mathematical
continuum in rank order
• Scores are reported back to the test-taker in the form of a
numerical score
• Such tests have fixed, predetermined responses in a format
that can be quickly scored at minimum expense
• The principles of practicality, reliability, and validity are
primary.

37. Criterion-referenced tests
• Tests are designed to give test-takers feedback on
specific course or lesson objectives, or the criteria of the
course
• Tests are used to determine learners’ mastery of skills,
knowledge or any subject matter taught to them
• Authenticity and especially washback are of primary
concern

39. Steps to test
construction
06

40. Test Toward Clear, Unambiguous Objectives
01
Pilot the Test in a “Trial Run”
02 Draw Up Test Specifications
04
03 Draft Your Test
Steps to test construction

41. Finalize the Test
06
Provide Ample Washback
07 Utilize Your Feedback after Administering the Test
08
05 Revise Your Test

42. • know as specifically as possible what it is you
want to test
• carefully list everything that you think your
students should “know” or be able to “do,”
Indicate what skills you will test, what the items
or tasks will look like, how many items will be
included, and how you will divide up the total
time
Test Toward Clear, Unambiguous Objectives
01
02 Draw Up Test Specifications

43. Give you a good idea of what the test will look like,
how students will perceive it, the extent to which
authentic language and contexts are present, etc
Must do what you can to bring to students an
instrument that is practical, reliable, and valid
do a “trial run” of the test yourself, on some
students or colleagues.
Pilot the Test in a “Trial Run”
04
03 Draft Your Test

44. Work through all the items you have devised and
make revisions if necessary
• Make sure your test is neat and uncluttered on
the page
• If it has a listening, check the script and audio
equipment
Finalize the Test
06
05 Revise Your Test

45. Take note of feedback about how easy or difficult it
was, time limits, and students’ reactions to it and
their general performance use them for making
your next test.
Your feedback should reflect the principles of
beneficial washback.
Provide Ample Washback
07 Utilize Your Feedback after Administering the Test
08

46. QUESTION & ANSWER

47. THANK YOU
FOR YOUR
ATTENTION!