PRINCIPLE IN ASSESSMENT OF LITERARY PIECE AND LANGUAGE ASESSEMENT

Assessment is the act of gathering information in order to understand the individuals learning
and needs. In the context of language teaching and learning, it refers to the act of collecting
information and making judgment about the learner’s knowledge of language and ability to use it.
Assessment is one of the most important aspects of language teaching and learning.
Assessment has two main purposes: to make summative evaluations and to provide instructional
feedback to help learners progress. Both summative and formative assessments can be formal
(standardized) or informal (classroom-based).
Assessment is one of the most important aspects of language teaching and learning.
Assessment has two main purposes: to make summative evaluations and to provide instructional
feedback to help learners progress. Both summative and formative assessments can be formal
(standardized) or informal (classroom-based).
ASSESSMENT OF LITERATURE
Test and assessment tools for literature are focused mainly on checking the level of
reproductive assimilation of knowledge and skills. However, such criteria as “the search for
information” and “the ability to find an answer on the question in the text”, it is advisable to work out
not art, but educational texts.
Analysing literature according to character, conflict, plot, setting, literary devices, and theme.
Analysing poetic devices including imagery, symbolism, sound, meter, repetition, and rhyme.
Inferring theme by interpreting clues in literature and poetry. Using context clues to determine the
meaning of unfamiliar words.
There are five main types of language assessments — aptitude, diagnostic, placement,
achievement, and proficiency tests.
a. Aptitude Tests. Aptitude refers to a person’s capacity for learning something.
b. Diagnostic Tests.
c. Placement Tests.
d. Achievement Tests.
e. Proficiency Tests.
Literacy Assessment: Definitions, Principles, and Practices
Literacy assessment is a social process, not a technical activity. Accordingly, all student texts are
assessed by knowledgeable humans.
Literacy assessments always assume a classroom learning context; such assessments help
stakeholders focus on strengths, areas of concern, goals for improvement, and actions to be taken. The
assessment of literacy development and/or achievement therefore does not rely solely on standardized
tests, which are especially disruptive to instruction.
Literacy assessment is meaningful to the learner.
Literacy assessment includes more than cognitive activities; it also includes a range of practices and
perceptions, including beliefs about literacy, dispositions toward literacy, and self-efficacy regarding
literacy.
Literacy assessments are valid only to the extent that they help students learn.
Literacy assessment is purposeful; therefore, assessments designed for one purpose—for example,
program assessment—are not used for another—for example, individual assessment.
Literacy assessment practices embrace several kinds of diversity, including diversity in languages, in
learning styles, and in rates and routes of learning.
Literacy assessment is varied and includes multiple measures of different domains, including
processes, texts, and reflection. Accordingly, no single measure informs literacy instruction.
DEFINITIONS
Literacy refers to the practices of engaging—creating, consuming, and critiquing–with all kinds of
multimodal texts.
Literacy assessment refers to decision-making processes resulting in an examination of students’
performance on literacy tasks as described above; literacy assessments, which include all aspects of
such assessments, range from formative response to student writing to the design of higher-stakes
assessments.
PRINCIPLES OF LITERACY ASSESSMENT
Literacy assessment is a social process, not a technical activity. Accordingly, all student texts are
assessed by knowledgeable humans.
Literacy assessments always assume a classroom learning context; such assessments help
stakeholders focus on strengths, areas of concern, goals for improvement, and actions to be taken. The
assessment of literacy development and/or achievement therefore does not rely solely on standardized
tests, which are especially disruptive to instruction.
Literacy assessment is meaningful to the learner.
Literacy assessment includes more than cognitive activities; it also includes a range of practices and
perceptions, including beliefs about literacy, dispositions toward literacy, and self-efficacy regarding
literacy.
Literacy assessments are valid only to the extent that they help students learn.
Literacy assessment is purposeful; therefore, assessments designed for one purpose—for example,
program assessment—are not used for another—for example, individual assessment.
Literacy assessment practices embrace several kinds of diversity, including diversity in languages, in
learning styles, and in rates and routes of learning.
Literacy assessment is varied and includes multiple measures of different domains, including
processes, texts, and reflection. Accordingly, no single measure informs literacy instruction.
TEACHER KNOWLEDGE AS FUNDAMENTAL TO LITERACY ASSESSMENT
Literacy assessment taps teacher knowledge.
Teachers perform many literacy assessment tasks, including administering assessments and analyzing
and interpreting various forms of assessment data, collected and employed for both formative and
summative purposes. Teachers use these data to learn how students are progressing as lifetime literacy
learners; to consider what kinds of support and instruction students need in order to continue
developing; and to select, design, and implement pedagogies providing such support and direction.
IMPLICATIONS FOR ASSESSMENT PRACTICES
Teachers and schools select and create purpose-driven site-specific assessments.
Literacy assessment provides students with feedback and teachers with information regarding next
steps in the learning progression.
Students engage in literacy assessment as self-reflective literacy learners. Literacy reflective practices
include an understanding and appreciation of literacy assessment, of why it’s important, and of how it
works, thus contributing to student agency. Teachers help students become self-reflective; in this
process, students develop reflective habits of mind, enhancing their learning in literacy classrooms, in
classrooms in other disciplines, and, later, in the workplace.
Students participate in literacy assessment, for example, monitoring and assessing their own learning,
often with guidance, and engaging in or leading learning conferences about their work.
Parents are knowledgeable about and involved in literacy assessment processes for their children and
their school, for example, by preparing their children for learning, by advocating for their children as
learners, and by participating in ongoing assessment conversations about their children’s learning.

LARGE-SCALE, STANDARDIZED, HIGH-STAKES LITERACY ASSESSMENT

Large-scale, standardized, high-stake literacy assessments, especially normative tests, can distort
student development and achievement: often, they are misaligned with literacy standards and/or with
a given school’s curricular outcomes. In addition, they are often misused: although they are not
designed for diagnostic purposes, they are often used for such purposes, thus violating an important
principle of literacy assessment regarding purposefulness.
The scope of standardized literacy assessments is narrow; literacy teachers may consult such
assessments, but they are not constrained by them.
Schools and their stakeholders are knowledgeable about assessment data, especially what assessment
data can and cannot tell us about learning.