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How can we rate alternative assessment?
By providing feedback, using checklists or rubrics
It can help learners understand more about the language learning process and to become more independent.
SELF-ASSESSMENT
This principle is related to the type of language used in assessment, if it is used in ways which are relevant and appropriate to young learners.
AUTHENTICITY
This principle requires that children are given plenty of chances to show what they can do, and that their language is assessed through multiple methods.
FAIRNESS
It measures how well a test or assessment assesses what it claims to.
RELIABILITY
It concerns how far an assessment assesses what it claims to.
VALIDITY
It is a more holistic approach to assessing learners knowledge and skills through the use of interactive activities. (Opposite of Discrete point Assessment)
Integrative Assessment
It compares a student’s performance to a set of specific criteria of expected performance or learning targets.
Criterion-referenced Assessment
Assessment should be congruent with learning suggests that...
assessment should, like teaching and learning, be interactional rather than an isolated solo experience.
Assessment should contribute to the learning process and support both learning and teaching. T/F
TRUE
Assessment should be seen from a teaching-centred perspective. T/F
FALSE
They may be high-stakes, standardized tests developed by an educational body to measure each child English's against a set of standards or expected benchmarks and to compare children´s performances.
SUMMATIVE ASSESSMENT
It is usually informal assessment that occurs during teaching and learning. (McKay, 2006)
FORMATIVE ASSESSMENT
It is formal in nature, frequently undertaken with tests that measure specific language skills or overall proficiency in the language.
SUMMATIVE ASSESSMENT
Ideally, it should influence both teaching and learning by giving feedback to both teachers and learners. (Cameron 2001)
FORMATIVE ASSESSMENT
It involves "assessment of learning"
SUMMATIVE ASSESSMENT
