This document discusses key concepts in language assessment including testing, assessment, evaluation, and measurement. It outlines principles of assessment such as using a variety of techniques, communicating strategies to students, and using assessment to help students learn. The purposes of assessment are described as assessment for learning, assessment as learning, and assessment of learning. Functions of language tests include measuring learning, diagnosing strengths and weaknesses, motivating students, ensuring effective teaching, and supporting research.

1. LANGUAGE AND LITERATURE
ASSESSMENT
KEY CONCEPTS
• Assessment is the act of
gathering information on a
daily basis in order to
understand individual student’s
learning and needs.
• In the context of language
teaching and
learning, assessment refers to
the act of collecting information
and making judgments about a
language learner’s knowledge
of a language and the ability to
use it. (Carol Chapelle and
Geoff Bingley)
• Testing refers to
procedures that are
based on a tests. In
learning, it is a salient
part of the assessment.
• Language Testing is the
practice and study of
evaluating the proficiency
of an individual in using a
particular language
effectively. (Priscilla
Allen)

2. LANGUAGE AND LITERATURE
ASSESSMENT
KEY CONCEPTS
• Measurement more
broadly includes testing
and other types of
measurement as well as
other types of information
that result in quantitative
data such as
attendance, records, que
stionnaires, teacher’s
ratings of students etc.
• Evaluation is the
culminating act of
interpreting the
information gathered for
the purpose of making
decisions or judgments
about student’s learning
and needs, often at a
reporting time.
• It forms as part of the
assessment.

3. ASSESSMENT AND EVALUATION
PRINCIPLES
• Assessment and evaluation are essential components of
the teaching-learning process. They should be
planned, continuous activities which are derived from
curriculum objectives and consistent with the
instructional and learning strategies.
• A variety of assessment and evaluation techniques
should be used. Techniques should be selected for their
appropriateness to student’s learning styles and to the
intended purposes. Students should be given
opportunities to demonstrate the extent of their
knowledge, abilities, and attitudes in a variety of ways.

4. ASSESSMENT AND EVALUATION
PRINCIPLES
• Teachers should communicate assessment and
evaluation strategies and plan in advance, informing the
students of the objectives of the assessment procedures
relative to the objectives. Students should have
opportunities for input into the evaluation process.
• Assessment and evaluation should be fair and equitable.
They should be sensitive to family, classroom, school
and community situations and cultural requirements;
they should be free of bias.
• Assessment and evaluation data and results should be
communicated to the students and
parents/guardians, regularly in meaningful ways.

5. ASSESSMENT AND EVALUATION
PRINCIPLES
• Assessment and evaluation should help students. They
should provide positive feedback and encourage
students to participate actively in their own assessment
in order to foster lifelong learning and enable them to
transfer knowledge and abilities to their life experiences.
• Assessment and evaluation should use a variety of
techniques and tools. The teacher collects assessment
information about student’s language development and
their growth in speaking, listening, writing and reading
knowledge and abilities. The data gathered during the
assessment becomes the basis for an evaluation.
Comparing assessment information to curriculum
objectives allows the teacher to make a decision or
judgment regarding the progress of the student’s
learning.

6. PURPOSES OF ASSESSMENT
1. ASSESSMENT FOR LEARNING
Assessment for learning focuses on the gap between
where the learner is in his/her learning, and where
he/she needs to be – the desired goals. This can be
achieved through processes such as sharing criteria
with learners, effective questioning and feedback.
Black and William define assessment for learning as all
those activities undertaken by teachers and/or by the
students, which provide information to be used as
feedback to modify the teaching and learning activities
in which they are engaged.

7. Learners learn best when…
• They understand clearly what they are trying
to learn, and what is expected of them.
• They are given feedback about the quality of
their work and what they can do to make it
better.
• They are given advice about how to go about
making improvements.
• They are fully involved in deciding what
needs to be done next, and who can give
them help if they need it.

8. ASSESSMENT AS LEARNING
• Assessment as learning is about reflecting the
evidence of learning. This is a part of the cycle
of assessment where pupils and staff set
learning goals, share learning intentions and
success criteria and evaluate their learning
through dialogue and self and peer assessment.
• Through this, learners become more aware of:
- what they learn
- how they learn
- what helps them learn

9. ASSESSMENT OF LEARNING
• Assessment of learning involves working with
the range of available evidence that enables
staff and the wider assessment community to
check on student’s progress and using this
information in a number of ways.
• Assessment of learning provides an arena for
the management and planning of assessment,
and the teachers to work collaboratively with the
evidence. It connects assessment to the
curriculum.

10. Assessments of the students should be
• Valid (based on sound criteria)
• They are reliable (The accuracy of
assessment)
• They are comparable (they stand up when
they compared in other departments or
schools)

11. FUNCTIONS OF LANGUAGE TEST
 In learning - In learning, tests are used to
measure student’s language ability, to discover
how much they have been learning, to diagnose
the student’s strengths and weaknesses, and to
motivate students in learning.
a. sometimes, language teachers choose to test
students through periodic quizzes and tests of
achievements.
b. At other times instructor assess their students
language proficiency after several years of
language study.

12. FUNCTIONS OF LANGUAGE TEST
c. At other times language teachers use tests for
placement and diagnostic reasons and other
purposes.
 In teaching
a. tests are used in teaching as a means to
ensure effective teaching, to improve teaching
quality, to obtain feedback on student learning
place on course.

13. FUNCTIONS OF LANGUAGE TEST
 In teaching
a. tests are used in teaching as a means to
ensure effective teaching, to improve teaching
quality, to obtain feedback on student learning
place on course.
b. Tests can have a “backwash effect” which
means that they may result in changes of
instructional programs or teaching strategies to
reflect the test contents because language
teachers want their students to do well on high
stake tests for many different reasons.

14. FUNCTIONS OF LANGUAGE TEST
 In Research
- Language tests have a potentially important
role in virtually all research, both basic and
applied, that is related to the nature of the
language proficiency, language
acquisition, language processing, language
attrition and language teaching.

15. DISCUSSION POINT
1. Differentiate testing, assessment, evaluation, and
measurement.
2. What essential principles about assessment and
evaluation should educators, especially teachers bear in
mind?
3. What are the roles of assessment in teaching, learning
and in research?
4. What are the functions of language test?