1. Practice II, Prof. Estela N. Braun (2012)
Facultad de Ciencias Humanas,
UNLPam.

2.  TYPES OF ASSESSMENT:
FORMATIVE SUMMATIVE
We test students in We want to see how
different ways, all well students have
the time, so that we done at the end of
can help them do a term or semester.
better next time.

3.  Teachers conduct it all the time.
 We re constantly evaluating our
students’progress .
 It helps us in planning future lessons.

4.  They are used at the beginning of the
year to help us :
 Determine our students’ previous level of
English.
 Design the syllabus for the school year.

5.  They are provided to place students at a
new language-teaching institution, so
that we know what level /which class
they should join.

6.  They often take place at the end of a
unit of work.

7.  We give students achievement tests at
the end of a semester or year to know
how many of the learning objectives
they have achieved.

8.  They measure a student’s language
ability through a standardized exam:
national or international (CLE,
CambridgeESOL YLE, London, among
others)
 We spend a lot of time preparing
students for them (backwash or
washback effect)

9.  For example, PORTFOLIO ASSESSMENT,
where we keep a record of
students’work, giving marks for each
piece of homework ,mini-tests and we
use all these elements to provide the
final grade.
 It is much fairer.

10.  When we design tests we have to
decide on our ASSESSMENT CRITERIA.
 PRINCIPLES:
 1)RELIABILITY: We have to know exactly
what it is that we are testing , for
example if we are tesign language we
should not confuse it with SUBJECT-
SPECIFIC KNOWLEDGE (clil, PAGE 229)

11.  We should test only what we are
supposed to test,eg. If we are testing
listening , we shouldn’t focus so much
on SPELLING.
 We have to make sure that we test the
contents that the students have been
learning (grammar, vocabulary,
etc.)with the same kind of test items and
tasks as they have been using in their
lessons.

12.  How practical is the test to administer?
Consider:
 Time needed.
 Experienced teachers.
 Space and equipment.
 Money needed to implement them.
 Pilot sample tests first.

13.  We can test DISCRETE POINT ITEMS (only
specific grammar points or vocabulary
items)
 OR we can use INTEGRATIVE TESTS that
balance grammar, vocabulary,
functions and the four macro-skills
(Sailing example vs. New Sky).

14.  We have to make sure that instructions
are easy for the students/candidates to
understand.
 If possible, every questrion should ahve
an example so that students have no
doubts of what gthey are expected to
do.