The document discusses theoretical frameworks and principles for language assessment from several scholars. It defines key concepts like authenticity, practicality, reliability, validity, interactiveness, washback, transparency, impact, and security. The authors agree that assessments should be authentic, practical, reliable, and valid to properly measure students' language abilities. Assessments should also motivate students and reflect classroom content and activities. Teachers must provide transparency around assessments and use results to give feedback and improve teaching.

1. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
Theoretical Framework of qualities/ principles and their
significance for the assessment process in SLA
Names: Daniel Gallardo Pedreros
Gerardo Valdivia Zavalla
Course: Assessment
Teacher: Roxanna Correa

2. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
Introduction
It is necessary to make some distinctions among what evaluation, assessment
and testing are. According to Harris and McCann (1994) in evaluation interacted several
factors that influenced the learning process such as the syllabus objectives, course
design and materials. Brandley (1989) stated that evaluation was “conceptualized as
broader in scope, and concerned with the overall program”, this meant that evaluation
had influence in the other aspects of a learner’s behaviour, ability or competence.
Consistent with Coombe, Folse and Hubly (2007) assessment was a variety of ways of
collecting information on a learner’s language ability or achievement. Coombe (2007)
stated that test was part of assessment and measures the learner’s behaviour. Brown
(1994) defined test as 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. Brown did not give definition for evaluation and
assessment since the main focus was testing. Bachman and Palmer (1999) explained
that the most important quality of a test was its usefulness. Bachman and Palmer (1999)
also added that the main difference between tests and the other parts of an instructional
program was in their purpose.
In this theoretical framework are introduce the qualities/ principles and their
significance for the assessment process in SLA from Brown, Coombe et al. and
Bachman and Palmer’s perspectives. Finally consider our own stance about the
principles for the assessment process in SLA.

3. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
Authenticity
According to Bachman and Palmer (1999) authenticity was “a quality of tests
that referred to the demonstration that performance on language tests corresponds to
language use in specific domains” (p.23). It was presented as the degree of
correspondence of characteristics of a given language test task to the features of a TLU
task. Bachman and Palmer (1999) also stated that it “provided a means for
investigating the extent to which score interpretations generalize beyond performance
on the test to language use in the TLU domain, or to other similar non test language use
domains” (p. 23). This statement presented the relation between Authenticity and
Construct validity, because the generalizability of score interpretations was useful, and
played an important role in terms of construct validation.
Coombe et al. (2007) exposed that Language learners were motivated when
they learnt through task that they may use in real contexts and situations. 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
In terms of practicality Brown (1994) stated that “a good test is practical”,
financially suitable, time constraints, ease of administration, of scoring and of
interpreting. Brown (1994) explained that the extent to which a test was practical
sometimes depended on whether a test was designed to be norm-referenced or
criterion-referenced. Norm-referenced test were standardized test intended to be

4. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
administered to large audience, with results quickly disseminated to test-takers. In
norm-referenced test, each test-taker's score was interpreted in relation to mean,
median, standard deviation, and/or percentile rank. The purpose of this test was to
place test-taker in a mathematical rank order. Criterion-referenced test were designed
to give test-takers feedback on specific course or lesson objectives. Teacher made big
effort to give feedback, some might say this test consider practicality as a secondary
issue.
Coombe et al. (2007) believed that practicality included the cost of test
development and maintenance, adequate time, resources, ease of marking, availability
of suitable/trained graders, and administrative logistics.
Bachman and Palmer (1999) explained that it referred to the way in which the
test were going to be put into action, and if it would be developed and used at all. A
clear example would be when the resources that were required to implement a test
were enough. If the resources required exceeded the resources available, that test
would be impractical.
Reliability
Brown (1994) affirmed that “a reliable test is consistent and dependable” (p.
386). Brown (1994) added if we gave the same test to different subjects in different
occasions the test should have similar results. Brown (1994) added the term scorer
reliability which referred to when there were two or more scorers.

5. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
Likewise Brown (1994), Coombe et al. (2007) explained that reliability referred
to the consistency of test scores, that a test would offer similar results if it was given at
different times. Coombe et al. (2007) added that there were three factors that affected
reliability which were: formats, content of questions and the time given for students to
take the exam must be consistent. In accordance with Coombe et al. (2007), the more
items on a test, the more reliable it was considered to be because teachers had more
samples of student’s language ability.
Bachman and Palmer (1999) defined reliability as “consistency of
measurement” (p.19) In order to be consistent on measurement a test must have some
specific characteristics. The most important one is that the test must be consistent
through all the characteristics of the testing situation. Bachman and Palmer (1999) also
declared that reliability was “an essential quality of test scores” (p.20), if test scores
were relatively consistent, they could not provide us any information at all about the
ability we wanted to measure. At the same time, we needed to recognize that it was not
possible to eliminate inconsistencies.
Validity
According to Brown (1994) validity was the degree to which the test actually
measured what it was intended to measure. Validity could be established only by
observation and theoretical justification. There was not final, absolute, and objective
measure of validity. Brown (1994) pointed out three types of validity. The first was

6. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
content validity, which was if the instrument of measurement shows evidence of fairly
and comprehensive coverage of the domain of items that it purported to cover, it
required the test-taker to perform the behavior that was being measured. The second,
face validity was the first impression that learners had about a test when they saw it.
And the third, Construct validity, when a test tapped into the theoretical construct as it
had been defined. Most of the tests could be validated adequately through content; if
the test sampled the outcome behavior, then validity would have been achieved. When
there was a low, or questionable, content validity, the teacher should assure its
construct validity.
Coombe et al. (2007) added that validity, in simple words, was “test what you
teach and how you teach it” (p. 22). Coombe et al. (2007) argued that it was important
to be clear about what was being assessed and being certain that we assessed that
material and not something else. Clear assessment objectives should be meeting as
primary importance in achieving test validity.
Bachman and Palmer (1999) also talked about construct Validity expressing
that “it pertains to the meaningfulness and appropriateness of the interpretations that we
make on the basis of test scores” (p.21).
Interactiveness
According to Bachman and Palmer (1999) interactiveness was “the involvement
of the test taker’s individual characteristics in accomplishing a test task” (p.25). In

7. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
interactiveness 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 language. All these points represented the crucial elements that affected a test's
interactiveness.
Washback
Washback was a concept related to the effects of testing in teaching and
learning (Hughes, 1981). Bachman and Palmer (1999) explained that “these processes
take place in and are implemented by individuals, as well as educational and societal
systems; and they have effects on individuals, educational systems, and society at
large” (p.30). This means that the effects that were seeing in the individuals were also
reflected on the society.
As said by Coombe et al. (2007) washback was the effect of testing on
teaching and learning, it could be positive or negative. On one hand, Coombe et al.
(2007) pointed out that learners and teachers tended to think of the negative effects of
testing, because students only studied what they needed for a test. On the other hand,
positive washback benefited teachers, students, and administrator because they learnt
where their mistakes were and how to solve it, washback was like giving feedback. If
students felt that tests showed their progress toward achieving these results, they had a
sense of accomplishment.

8. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
Transparency
Coombe et al. (2007) added a new term 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.
Along with Coombe et al. (2007), “transparency makes students part of the testing
process”. Teachers should transparent the test, telling the students the proper
information about it. This was important since if students had enough information they
would know how to take the exam properly.
Impact
According to Bachman and Palmer (1999), impact could be defined as several
ways a test's use affected society, an educational system, and the individuals within
them. In general terms, a test operated at the macro level of a societal educational
system while corresponding to individuals, i.e., test takers, at the micro level. According
to the test's developer, society, educational systems, and individuals correlated strongly
to this test.
Security
Coombe et al. (2007) also attached the term security which was part of both
reliability and validity for all tests. 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.

9. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
Teachers should use the same test if they had work well previously, they could recycle
in order to improve it to obtain better tests.
Our stance
The definition of authenticity that we would use is Coombe’s et al. (2007) since
we believe that authenticity is related to the use of authentic materials in the assessing
process. Teacher should use authentic material in order to motivate the students to
learn. Practicality is important from our perspective, since teachers do not have enough
time to prepare materials to assess students. Teachers should know how to recycle test
or managing to use different strategies to make teaching practical. From our point of
view, we agree with Brown, Coombe et al. and Bachman and Palmer (1999) for we
believe that test should be reliable. From their perspectives we can learn that is
important to have reliable test. We should obtain the same results in different contexts.
In terms of validity, we also agree with the authors, because to measure what it is
supposed to be measure is important when having a test. The students must be aware.
In our opinion, interactiveness is important because we should motivate our students
through a test; we should replicate what was done in the classroom on a test as well.
Test’s use affects society, an educational system, and the individuals within them. In
Chile, for instance, we have the case of PSU, which is a sort of “colander” in order to go
to the university or choosing a technical career. Clearly, tests have important impacts on
us. Receiving washback is a good way to check the mistakes, because washback is
used to give feedback to the students’ performance or language ability. We agree with

10. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
the authors when they talked about transparency, we strongly believe that students
must know beforehand what is going to be assessed, the points of the test or
assignment. Teacher must involve students in the process of assessing. They must
know enough information in any assignment. Teacher should be able to recycle their
previous tests; they should know how to improve them. When a test accurately reflects
the course outcomes, a teacher should know how to recycle the test material. This is
necessary because teacher can analyze their tests in order to make them more
accurate.

11. Theoretical Framework qualities/ principles and their significance for the assessment process in
SLA
References
Bachman, L. F., & Palmer, A. S. (1999). Language testing in practice.
Brown, H. D. (1994). Teaching by principles: An interactive approach to language
pedagogy (Vol. 1, p. 994). New Jersey: Prentice Hall Regents.
Coombe, C, Folse, K, & Hubly, N (2007). Assessing English language learners. United
State of America: University of Michigan Press.
Harris, M. (1997). Self-assessment of language learning in formal settings. ELT journal,
51(1), 12-20.