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Principles of assessments
- Validity
- Valid results, useful,
Meaningful, Appropriate
- Types
- Direct testing
- When Students
perform target task
- When Students
perform target task
- Inderect
testing
- When students don't
actually perform the
task
- When students don't
actually perform the
task
- Direct testing
- Construct
related evidence
- Students can't uderstand well the instructions.
Student's how students felt with the test.
- Students can't uderstand well the instructions.
Student's how students felt with the test.
- Types
- Valid results, useful,
Meaningful, Appropriate
- Authenticity
- They measure language
learners ability to use the
target language in real life.
- The language in the test is natural.
- Topics have to be meaningful,
relevant and iteresting for the
learners.
- Examples
- Testing students
speaking abilities
- Role play
- Language tests
- Describing a person
- Real world tasks
- Testing students
speaking abilities
- Examples
- The language in the test is natural.
- They measure language
learners ability to use the
target language in real life.
- Reliabilty
- It's a test that is able to be
trusted.
- STUDENT
- If a student is not feeling
good the day of test, sick,
having a bad day the grade
won't be relliable other
examples are:
- Inter - rated reliability
- When the teaher doesn't give
the all the students the same
test or if she or he gives
different evaluation creteria
- When the teaher doesn't give
the all the students the same
test or if she or he gives
different evaluation creteria
- Inter - rated reliability
- If a student is not feeling
good the day of test, sick,
having a bad day the grade
won't be relliable other
examples are:
- TEACHER
- Intra- rated reliablity
- Inconsistente evaluation creteria .
- *Unclear scoring criteria *
Teacher fatigue* carelessness.
These are examples of a not
reliable test
- *Unclear scoring criteria *
Teacher fatigue* carelessness.
These are examples of a not
reliable test
- Inconsistente evaluation creteria .
- Intra- rated reliablity
- STUDENT
- It's a test that is able to be
trusted.
- Practicality
- The relationship between available resources
for the test and the use of the test
- It's divided in four sections
- Cost
- The test should not be
too expensive
- The test should not be
too expensive
- Time
- The test shouldn't be too
long or too short
- The test shouldn't be too
long or too short
- Administration
- Not too complicated or
complex to conduct
- Not too complicated or
complex to conduct
- Scoring/ Evaluation
- It should fit into the
time allocation and
accompanied with
scoring rubrics
- It should fit into the
time allocation and
accompanied with
scoring rubrics
- Cost
- It's divided in four sections
- The relationship between available resources
for the test and the use of the test
- Face Validity
- Teacher does the test thinking of students
- Teacher puts questions on the
test that they have already seen
throughout the course
- Questions are clear and there is no
suprises.
- Washback
- Feedback at the
end of the test.
- Positive: Encourages
students and also they
will know what they
got wrong and why
- Negative: Teacher only
gives back test and
doesn't tell them what
they got wrong
- Positive: Encourages
students and also they
will know what they
got wrong and why
- Feedback at the
end of the test.
- Washback
- Questions are clear and there is no
suprises.
- Teacher puts questions on the
test that they have already seen
throughout the course
- Teacher does the test thinking of students
- Razo Espinoza Araceli
Gaxiola Bojorquez Isela
September 20th, 2015
- Author: Alderson J. Charles
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