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It's a process of identifying learning goals and determining how well students are meeting them.
ASSESSMENT
It is an ongoing process of monitoring learning and teaching.
ASSESSMENT
It encompasses the multiple ways that teachers gather information about learner's knowledge, abilities, attitudes and motivation and note the progress or difficulties that students are having in learning English.
ASSESSMENT
It is concerned with pupils' learning and performance, and thus provides one type of information that might be used in evaluation.
ASSESSMENT
It formally measures learners' English language performance.
TESTING
It is usually given at set times during the term, at the end of a unit, or the middle or the end of a term,
TESTING
It involves a set of clearly developed procedures for giving and scoring the learners' performance.
TESTING
It can measure specific knowledge or overall proficiency in using the language.
TESTING
It can be developed by a teacher or be a high-stakes, standardized test given by an educational institution or ministry.
TESTING
It is broader notion and refers to a process of systematically collecting information in order to make a judgement.
EVALUATION
It often involves the gathering of information to determine the extent to which a language program meets its goals.
EVALUATION
It involves the gathering of information from test scores, assessments, curriculum, objectives, materials, methodology, teachers, classroom observations, interviews, etc.
EVALUATION
The distinction between summative and formative assessment lies on the purpose and use of assessment information. T/F
TRUE
It aims to inform on-going teaching and learning by providing immediate feedback (Cameron 2001) on learners' progress in order to help motivate them.
FORMATIVE ASSESSMENT
It aims to assess learning at the end of a unit, term, year, or course, and does not feed back into the next round of teaching. (Cameron 2001)
SUMMATIVE ASSESSMENT
This classroom-based assessment provides an ongoing picture of students' language growth and development.
FORMATIVE ASSESSMENT
They are often used to report on students' language learning progress and also to evaluate the effectiveness of a program, curriculum, materials, or student placement procedures.
SUMMATIVE ASSESSMENT
Through a range of alternative assessments such as portfolios, projects, or story retellings, it also helps learners to monitor their own learning in "assessment as learning".
FORMATIVE ASSESSMENT
It involves "assessment of learning"
SUMMATIVE ASSESSMENT
Ideally, it should influence both teaching and learning by giving feedback to both teachers and learners. (Cameron 2001)
FORMATIVE ASSESSMENT
It is formal in nature, frequently undertaken with tests that measure specific language skills or overall proficiency in the language.
SUMMATIVE ASSESSMENT
It is usually informal assessment that occurs during teaching and learning. (McKay, 2006)
FORMATIVE ASSESSMENT
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
Assessment should be seen from a teaching-centred perspective. T/F
FALSE
Assessment should contribute to the learning process and support both learning and teaching. T/F
TRUE
Assessment should be congruent with learning suggests that...
assessment should, like teaching and learning, be interactional rather than an isolated solo experience.
It compares a student’s performance to a set of specific criteria of expected performance or learning targets.
Criterion-referenced Assessment
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 concerns how far an assessment assesses what it claims to.
VALIDITY
It measures how well a test or assessment assesses what it claims to.
RELIABILITY
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
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
It can help learners understand more about the language learning process and to become more independent.
SELF-ASSESSMENT
How can we rate alternative assessment?
By providing feedback, using checklists or rubrics
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