Assessment

How can we rate alternative assessment?

It is concerned with pupils' learning and performance, and thus provides one type of information that might be used in evaluation.

It involves the gathering of information from test scores, assessments, curriculum, objectives, materials, methodology, teachers, classroom observations, interviews, etc.

It can measure specific knowledge or overall proficiency in using the language.

Assessment should be congruent with learning suggests that...

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.

Assessment should be seen from a teaching-centred perspective. T/F

It aims to inform on-going teaching and learning by providing immediate feedback (Cameron 2001) on learners' progress in order to help motivate them.

It is formal in nature, frequently undertaken with tests that measure specific language skills or overall proficiency in the language.

It involves "assessment of learning"

It can help learners understand more about the language learning process and to become more independent.

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.

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.

Ideally, it should influence both teaching and learning by giving feedback to both teachers and learners. (Cameron 2001)

The distinction between summative and formative assessment lies on the purpose and use of assessment information. T/F

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)

It is broader notion and refers to a process of systematically collecting information in order to make a judgement.

Assessment should contribute to the learning process and support both learning and teaching. T/F

It can be developed by a teacher or be a high-stakes, standardized test given by an educational institution or ministry.

It involves a set of clearly developed procedures for giving and scoring the learners' performance.

It is an ongoing process of monitoring learning and teaching.

It measures how well a test or assessment assesses what it claims to.

It is a more holistic approach to assessing learners knowledge and skills through the use of interactive activities. (Opposite of Discrete point 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.

It compares a student’s performance to a set of specific criteria of expected performance or learning targets.

It's a process of identifying learning goals and determining how well students are meeting them.

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.

It is usually informal assessment that occurs during teaching and learning. (McKay, 2006)

It often involves the gathering of information to determine the extent to which a language program meets its goals.

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,

It concerns how far an assessment assesses what it claims to.

This classroom-based assessment provides an ongoing picture of students' language growth and development.

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".

It formally measures learners' English language performance.