Assessment

1.- Practicality -Not expensive. -Appropriate time, time efficiency. -Easy to administrate (Handing in to the students and work with it in class). -It has a evaluation procedure (specific and easily identifiable). 2.- Reliability -You can use that test with the same level of student, same age, in another time and you will get the same results. -It does not depend on the teacher, place, time or any other variable. -If it is not reliable it is not valid (It has to do with the purpose: to practice writing, speaking, etc.) 3.- Validity -Questioning about what the test is actually assessing -Construct validity Does this test actually tap into the theoretical construct as it has been defined?) -Content validity (can clearly define the achievement that you are measuring) -Face validity (How much validity the students give to the test itself) -Criterion-related validity (Puntaje real) -Reference validity (Puntaje ideal) 4.- Authenticity -The task should be similar to those the students will find in the real world, meaningful for the students (writing a letter to Santa asking for anything). 5.- Washback -Effect of the test in the students after taken it. -It must be beneficial. -Learning after testing. -Test: a method (instrument) of measuring (general and specific competencies) a persons (understand who the test-takers are) ability, knowledge, or performance in a given domain. -Tests are prepared administrative procedures that occur at identifiable times in a curriculum when learners muster all their faculties to offer peak performance, knowing that their responses are being measured and evaluated. -Assessment is an ongoing process that encompasses a much wider domain. -Tests are a subset of assessment. -Informal assessment can take a number of forms, starting with incidental, unplanned comments and responses, along with coaching and other impromptu feedback to the student. -Formal assessments are exercises or procedures specifically designed to tap into a storehouse of skills and knowledge. -Formative assessment: evaluating students in the process of forming their competencies and skills with the goal of helping them to continue that growth process. -Summative assessment aims to measure, or summarize, what a student has grasped, and typically occurs at the end of a course or unit of instruction. -Norm-referenced test, each test-takers score is interpreted in relation to a mean (average score), median (middle score), standard deviation (extent of variance in scores), and/or percentile rank. -Criterion-referenced test are designed to give test-takers feedback, usually in the form of grades, on specific course or lesson objectives. -Discrete point test are constructed on the assumption that language can be broken down into its component parts and that those parts can be tested successfully. -Integrative test: 1.cloze test: fill in the blanks; 2.dictation: correct spelling.