9/30/2019

• Language Aptitude Tests

• Proficiency Tests
• Placement Tests
• Diagnostic Tests
• Achievement Tests

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Relatively Unauthentic Somewhat Authentic Authentic

Explain what you would Show how to perform Play a basketball game.
Authentic assessment has: teach to students basketball skills in

1) natural language, learning to play practice.

basketball.
2) contextual items, Listen to a tape and Hold a conversation Hold a conversation
interpret a foreign with a teacher in a with a person from a
3) meaningful, relevant topics, language foreign language. foreign country in his

4) thematic organization, and or her native language

Identify the generic Write a descriptive Write a descriptive
5) real-world tasks structure of a paragraph based on paragraph about one of
descriptive paragraph the provided pictures his or her own favorite
persons.

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Assessment is mostly effective when: Assessment if most effective when:

1) designed to assess a clearly defined
set of intended learning outcomes,
2) the nature and function of the
assessments are congruent with the
outcomes to be assessed,
3) the assessments are design to fit the
relevant student characteristics and
are fair to everyone,
4) assessments provide information that
is meaningful, dependable, and
relevant
5) provision is made for giving the
students early feedback of
assessment results,
6) specific learning weaknesses are
revealed by the assessment results,
7) assessment results provide
information useful for evaluating the
appropriateness of the objectives,
the methods, and the materials of
instruction.

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 9/30/2019

• In general when we study English, • Two important principles in

we will study the four major language assessing learners’ competence:
skills in a series as follows: listening, - Considering the fallibility/
speaking, reading, and writing. unreliability of single measure. We
need to triangulate our
measurement (P. 117)
• These four skills can be further
categorized into two categories: - Relying as much as possible on
observable performance
- Receptive Skills
(observable means being able to
- Productive Skills see and hear)

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CAN THE TEACHER DIRECTLY

OBSERVE ………?
• In receptive skills, we cannot
• Skill • the process? • the product? observe the process of performing
• Listening  No  No nor can we observe the product. In
this case we only observe the result
• Speaking  Yes  No* and therefore inference is usually
• Reading  No  No done in order to assess this skill.
• Writing  Yes  Yes • Productive skills allow us to hear
and see the process as it is
*Except in the case of an audio and video
performed. Writing is permanent
recording that preserves the output observable product but not
speaking product.

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The following are some practical steps of

designing a classroom assessment:
1. Highlighting the Basic Competency and •Scoring
Indicator/s (Lesson Plan);
2. Choosing and constructing
appropriate test items;
the
•Grading
3. Providing the prepared test the scoring
procedure (answer key or scoring rubric);
4. Administering the test;
•Giving Feedback
5. Scoring and grading the test; and
6. Giving feedback.

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