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Midterm-Coverage

The document outlines various methods of testing and assessing learners' knowledge, skills, and abilities, distinguishing between formal and informal assessments, as well as formative and summative evaluations. It highlights specific types of assessments such as norm-referenced and criterion-referenced tests, and emphasizes the importance of language assessment in real-life contexts. Additionally, it discusses the principles of language testing and the steps involved in test construction.

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Kelly Reign
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7 views2 pages

Midterm-Coverage

The document outlines various methods of testing and assessing learners' knowledge, skills, and abilities, distinguishing between formal and informal assessments, as well as formative and summative evaluations. It highlights specific types of assessments such as norm-referenced and criterion-referenced tests, and emphasizes the importance of language assessment in real-life contexts. Additionally, it discusses the principles of language testing and the steps involved in test construction.

Uploaded by

Kelly Reign
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Midterm Coverage

TESTING - A structured method of measuring a learner’s knowledge, skills, and abilities in a particular
subject. It usually consists of a set of standardized questions or tasks to evaluate performance.
ASSESSING - A broader process that involves collecting, interpreting, and using information about
students’ progress and achievements to improve learning outcomes.
TEACHING - The process of imparting knowledge, skills, and values to learners through various
instructional methods and strategies.
Informal Assessment – Unstructured and spontaneous methods such as observations, class
participation, and peer discussions to gauge students’ learning progress.
Formal Assessment – Structured and systematic evaluation methods like quizzes, exams,
standardized tests, and projects used to measure learning outcomes.
Formative Assessment – Continuous assessment conducted during the learning process to provide
feedback and guide instruction.
Summative Assessment – Final evaluation at the end of an instructional period to measure overall
achievement.
Norm-Referenced Tests (NRT) – Compares a student’s performance to a larger group or norm group
to determine relative ranking.
Criterion-Referenced Tests (CRT) – Measures a student’s performance against a fixed set of criteria or
learning standards rather than comparing to peers.
Discrete-Point Testing – Tests individual language components (grammar, vocabulary, pronunciation)
separately.
Integrative Testing – Assesses multiple language skills together, such as writing essays or listening to a
passage and summarizing it.
Communicative Language Testing - Focuses on assessing language in real-life contexts and practical
communication.
Performance-Based Assessment - Evaluates students based on their ability to perform tasks that
demonstrate real-world skills.
Language assessment refers to the systematic evaluation of language skills in order to determine a
learner's proficiency, progress, or achievement.
Conference assessment is a dialogue-based evaluation where a teacher and student engage in a
structured conversation to assess language proficiency. It moves beyond rote memorization and
focuses on practical language use, critical thinking, and self-assessment.
Key Features of Conference Assessment:
 Personalized and Dialogic
 Flexible and Adaptive
 Performance-Based
 Formative and Summative
Conference Pre-Assessment Preparation
 Set clear objectives (e.g., assessing fluency, coherence, pronunciation).
 Prepare guiding questions or prompts based on real-life scenarios.
 Establish a comfortable, low-stress environment to encourage students to speak naturally.

The Assessment Itself


 Conduct an authentic conversation instead of just asking random questions.
 Observe the student’s ability to:
 Express ideas clearly
 Use appropriate vocabulary and grammar
 Maintain fluency and coherence
 Pronounce words correctly
 Engage in interactive dialogue

Post-Assessment Feedback and Reflection


 Provide constructive feedback on strengths and areas for improvement.
 Encourage self-reflection by asking the student about their performance.
 Suggest practical ways to enhance their language skills.
Assessment as learning occurs when students are their own assessors. Students monitor their own
learning, ask questions and use a range of strategies to decide what they know and can do, and how
to use assessment for new learning.
Assessment for learning involves teachers using evidence about students’ knowledge, understanding,
and skills to inform their teaching. Sometimes referred to as ‘formative assessment’, it usually occurs
throughout the teaching and learning process to clarify student learning and understanding.
Assessment of learning assists teachers in using evidence of student learning to assess achievement
against outcomes and standards. Sometimes referred to as ‘summative assessment’, it usually occurs
at defined key points during a teaching work or at the end of a unit, term or semester, and may be
used to rank or grade students.

Principles of Language Testing and Assessment


· Validity
· Reliability
· Practicality
· Authenticity
· Backwash

Steps in Test Construction


· Clarifying/Formulating Objectives
· Drawing up Test of Specifications
· Devising test tasks

Assessing Language Skills


· Listening
· Speaking
· Reading
· Writing

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