Tag: knowledge about assessment

Assessment Literacy – Information for Teachers Interested in Issues of Language Assessment

Assessment procedures should be used to achieve three main purposes:

  1. Providing end-of-term grading or certification (summative evaluation)
  2. Providing information on the learner’s strengths and weaknesses (formative evaluation)
  3. Helping the teacher and/or learner to plan further work (integrative evaluation)

When assessing learning outcomes, the teacher should be concerned with four main decisions. These decisions relate to the following broad four questions:

  1. What to assess,
  2. When to assess,
  3. How to assess and
  4. How to use the information provided by the assessment process to support learning and to improve one’s own teaching.

Teachers can use tests and examinations to be aware of:

  • The learner’s competence or performance,
  • The student’s knowledge of culture of the native speaker of the language,
  • The ability to use language in realistic contexts.

When designing tests, teachers need to consider:

  • How valid the test is in terms of the aims and objectives of language learning,
  • How reliable the test is in terms of the grading procedures,
  • How practical the test is in terms of designing and administering it.

Ongoing assessment in the classroom is a must to provide a continuous picture of the learner’s ongoing progress and should be used both by the teacher and the learner. There are some important points the teacher should take into account when designing assessment tasks in the classroom. They are as follows:

  • Assessment procedures should be valid and appropriate to learning aims and objectives.
  • In-class activities should be used to monitor and assess learners’ participation and performance.
  • Assessment tasks should aim mainly at identifying strengths and areas for improvement in the learner’s performance.
  • There should be some assessment procedures to assess the learner’s ability to work independently and collaboratively.
  • The process and results of assessment should give helpful information for planning teaching and learning for individuals and groups.
  • Assessment of the learner’s performance and learning progress should be in the form of descriptive evaluation, which should be transparent and comprehensible to the learner, parents and others.
  • Reports, checklists, grades etc. can be used to chart and monitor the learner’s progress.
  • Assessment scales and a valid institutional/national/international grading system should be used in assessing the learner’s performance. Grades assigned for tests and examinations should use reliable and transparent procedures.

When assessing the learner’s language performance, the teacher should assess the learner’s ability to:

  • produce a spoken text according to criteria such as content, range, accuracy, fluency, appropriateness of usage, etc.
  • produce a written text according to criteria such as content, range, accuracy, cohesion and coherence, etc.
  • understand and interpret a spoken text such as listening for gist, specific or detailed information, implication, etc.
  • understand and interpret a written text such as reading for gist, specific or detailed information, implication, etc.
  • engage in spoken interaction according to criteria such as content, range, accuracy, fluency and conversational strategies.
  • engage in written interaction according to criteria such as content, range, accuracy and appropriateness of response, etc.

When assessing the learner’s awareness of language culture, the teacher should assess the learner’s:

  • knowledge of cultural facts, events etc. of the target language communities.
  • ability to make comparisons between their own and the culture of target language communities.
  • ability to respond and act appropriately in encounters with the target language culture.

When learners make common errors during assessment tasks, the teacher should:

  • analyze these errors and identify the processes that may cause them.
  • provide constructive feedback to learners concerning their errors.
  • deal with errors that occur in class in a way which supports learning processes and communication.
  • deal with errors that occur in spoken and written language in ways which support learning processes and do not undermine confidence and communication.

Consider Six Main Points in your Assessment

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Before writing any examination questions or designing assessment exercises, you should keep in mind the following six points:

  1. Provide your students with the opportunity to show to what extent they have achieved the outcomes of learning of the whole syllabus or the lesson at hand. Accordingly, your assessment should differentiate between those who have already learned and those who need revision or more practice.
  1. Focus only on the most important aspects of the course and the objectives that you set for each lesson or unit, rather than other details.
  1. Provide feedback on performance as soon as possible so that students may improve themselves. Remember that the main aim of assessment is that students are able to learn through the process of assessment and view assessment as part of their learning process.
  1. Provide a means of encouragement by giving students the chance to see and sense their success and progress. It builds and increases their self-confidence as achievers.
  1. Design clear assessment criteria and marking guidance that allow differentiation and make students feel that you are fair.
  1. Meet all of your students’ styles of learning by using different and various assessment means and tools but assess one thing at a time.

A Quiz on “Types of Assessment”

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How much knowledge do you have about assessment? Do you know how many types of assessment there are? Can you differentiate between formative & summative assessment? Do you know the importance of diagnostic assessment? What is integrative assessment?

To assess to what extent your knowledge about assessment is good, you can do that quiz on https://edmo.do/j/ud25fi on “Types of Assessment” which is a topic of six-topic course on “Assessment Literacy”.

To Follow the Course, you should:
1. Create a free account on edmodo.com
2. Login to your account.
3. Join my group “Assessment Literacy”
* Join Group URL is https://edmo.do/j/ud25fi

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