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    Language Assessment&Evaluation

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    Siyeon Yeung
    Assessment involves collecting information about and making judgments on a learner's language knowledge and ability. It aims to be both valid, measuring the intended abilities, and reliable, consistently measuring language ability. Evaluation more broadly examines the quality of an entire language program, considering elements like student and teacher attitudes, teaching methods, and administrative support. Principles of effective assessment include using assessments appropriate to their purpose, basing tasks on explicit learning outcomes, involving learners, and using multiple assessment methods at different stages like pre-, in-, and post-course.

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    Language Assessment&Evaluation

    Uploaded by

    Siyeon Yeung
    19 views2 pages
    Assessment involves collecting information about and making judgments on a learner's language knowledge and ability. It aims to be both valid, measuring the intended abilities, and reliable, consistently measuring language ability. Evaluation more broadly examines the quality of an entire language program, considering elements like student and teacher attitudes, teaching methods, and administrative support. Principles of effective assessment include using assessments appropriate to their purpose, basing tasks on explicit learning outcomes, involving learners, and using multiple assessment methods at different stages like pre-, in-, and post-course.

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    language Assessment&Evaluation

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    Assessment involves collecting information about and making judgments on a learner's language knowledge and ability. It aims to be both valid, measuring the intended abilities, and reliable, consistently measuring language ability. Evaluation more broadly examines the quality of an entire language program, considering elements like student and teacher attitudes, teaching methods, and administrative support. Principles of effective assessment include using assessments appropriate to their purpose, basing tasks on explicit learning outcomes, involving learners, and using multiple assessment methods at different stages like pre-, in-, and post-course.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    19 views2 pages

    Language Assessment&Evaluation

    Uploaded by

    Siyeon Yeung
    Assessment involves collecting information about and making judgments on a learner's language knowledge and ability. It aims to be both valid, measuring the intended abilities, and reliable, consistently measuring language ability. Evaluation more broadly examines the quality of an entire language program, considering elements like student and teacher attitudes, teaching methods, and administrative support. Principles of effective assessment include using assessments appropriate to their purpose, basing tasks on explicit learning outcomes, involving learners, and using multiple assessment methods at different stages like pre-, in-, and post-course.

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    Assessment

    As “the act of collecting information and making judgments on a language learner’s knowledge of
    a language and ability to use it.”

    Assessment is thus concerned with individual student learning.

    The two most important qualities of assessment are validity and reliability (效度和信度). A valid
    assessment is one that provides information on the ability we want to assess and nothing else.
    Validity also concerns the extent to which the uses that are made of assessment are appropriate.
    Reliability refers to the consistency with which our assessment tools measure language ability.

    Evaluation
    Be used in the broader sense of program evaluation, and refers to the process of collecting
    information and making judgments on the quality of the total language program.

    This involves a consideration of a range of elements in addition to student learning, such as


    teacher and student attitudes, teaching methods and materials, as well as administrative systems
    and resources.

    The elements in determining whether our course worked:

    Student factors

    • Student learning outcomes

    Course factors

    • Content

    • Atmosphere

    • Materials and learning activities

    • Assessment

    • Teaching/classroom management

    Institutional factors

    • Facilities

    • Resources

    Principles of classroom assessment and evaluation


    1. Make sure that the kind of assessment you use is appropriate for its intended purpose.
    In language programs, assessment is used for a variety of purposes. The main ones are:

    • to give learners feedback on their progress and motivate them to study

    • to certify a person’s ability or determine their suitability for selection

    • to demonstrate achievement to external parties such as parents, school boards, or government


    funding authorities.

    2. Make sure your assessment tasks are based on an explicit statement of the ability you
    are assessing and are clearly related to learning outcomes.
    3. Involve learners in assessment.
    Before assessment takes place, it is important to make sure that learners know why they are
    being assessed, what the results of the assessment mean, and how the results are going to
    be made clear. In addition, the instructions for doing the task need to be made clear.

    Diagnostic feedback needs to be provided in a form-either verbal or written-that is easy for


    learners to understand and use. For example, learners often want explicit feedback on their
    written errors and advice on how to proceed in order to address the problems they are having.

    4. Use a variety of assessment methods.

    Classroom techniques and tasks


    • Precourse assessment
    Pro ciency test-placement test

    The result of pro ciency assessment may be interpreted in two ways, which are norm-referenced
    (learners’ scores or grades can be compared with each other) and criterion-referenced (their
    performance can be compared with an external standard or criterion).

    • In-course assessment
    Once learning is under way, we will want to nd out how much a student has learned in a
    particular unit of instruction. For this purpose, we would use some form of achievement
    assessment. Achievement assessment may be based either on the speci c content that has
    been covered or on the course objectives. The major advantage of basing assessment on the
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    course objectives is that there is a very close link between assessment and instruction: what
    is taught is what is assessed, and what is assessed is what is reported.
    • End-of-course assessment-Summative assessment

    The learners also need to have the opportunity to develop skills in organizing their learning,
    re ecting on their achievements, describing their own and their peers’ performances, and making
    assessment decisions.

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