Assignment – FP012 A&T

ASSIGNMENT:
ASSESSMENT AND TESTING

GENERAL INFORMATION:

This assignment must fulfill the following conditions:

- Length: 6 to 8 pages (without cover, index, or appendices –if any).

- Font type: Arial or Times New Roman.
- Font size: 11.
- Spacing: 1.5.
- Alignment: Justified.

Use the following Word document as the template for the assignment. Follow the
guidelines of presentation and format, as for quotes and bibliographical references,
detailed in the Study Guide.
Submit the assignment following the procedure specified in the Evaluation document.
Assignments must not be sent to the tutor’s e-mail.

The assessment criteria can be found in the Evaluation document.

 Assignment – FP012 A&T

Assignment:

You should devise a formal “progress” or “achievement” test for assessing

language learning outcomes of specified objectives in either listening or reading
(you must define the objectives).

The instrument should be justified in its theoretical basis. The test should aim to
test the communicative use of language and include integrative techniques,
although these might be objectively or subjectively marked as you feel
appropriate. Items that test knowledge of discrete items of grammar and lexis
may also be included if you think it is correct. The rationale should minimally
discuss the following:
 The type of test according to the purpose (see unit 2).
 Whether the test could be considered second or third generation.
 Discussion of the principles of language testing as outlined in Unit 3 regarding
the test you design.
 Discussion of relevant scales and instructions for marking the test.
 Discussion of why you have chosen the test formats elected for the particular
skill.
Note: You are expected to devise a test (i.e., write your test). Do not use a test
taken from other sources. Please note that plagiarised tests will be given a fail
grade.

Important: you must write your details and the subject name on the cover (see
the next page). The assignment that does not fulfill these conditions will not be
corrected. You must include the assignment index below the cover.
 Assignment – FP012 A&T

Assessment and Testing

Assignment

Name and surname(s):

 Rosa Oneyda Palacios
 Roldán Germán José María
 Carlos Roberto Torres
 Gerardo Antonio Molina

Login: In the same order

 HNFPMTFL3835276
 ARFPMTFL3836403
 HNFPMTFL3827707
 HNFPMTFL3784746

Group: FP_TEFL_2020-02

Date: May 28th, 2021

 Assignment – FP012 A&T

Content

Introduction....................................................................................................................1
Institutional and Student Background........................................................................2
The objective of the Test..............................................................................................2
Evaluation Rationale.....................................................................................................4
1. Competence vs. performance...........................................................................4
2. Usage vs. use.....................................................................................................4
3. Direct/indirect assessment...............................................................................4
4. Discrete point vs. integrative assessment......................................................5
5. Objective vs. subjective assessment...............................................................5
6. Receptive vs. productive skills.........................................................................5
7. Backward -and forward-looking assessment..................................................6
8. Contextualized vs. disembodied language.....................................................6
9. Criterion-referenced and norm-referenced assessment................................6
10. Reliability vs. validity.........................................................................................6
Conclusion.....................................................................................................................7
References.....................................................................................................................8
Appendixes....................................................................................................................9
1. Framework for this test.....................................................................................9
2. Progress Test...................................................................................................10
3. Answer key.......................................................................................................15
4. Test Grading explanations.............................................................................18
5. Principles of Assessment...............................................................................19
Annexes........................................................................................................................20
1. The book...........................................................................................................20
2. The Unit.............................................................................................................21
3. Common Reference Levels.............................................................................25
3.1. Global scale............................................................................................25
3.2. Self Assessment Grid............................................................................25
3.3. Overall Reading Comprehension.........................................................25
3.4. Reading Correspondence.....................................................................25
3.5. Reading for Orientation.........................................................................25
3.6. Reading for Information & Argument...................................................26
 Assignment – FP012 A&T

Introduction

Undoubtedly, evaluation and assessment are essential elements in designing

and implementing a language course at any level. Even though both terms are often
treated as synonyms, they have pretty distinctive characteristics. According to the
Webster Dictionary (2017), assessment means appraisal, and evaluation is the
estimation or determining the value of something. Moreover, Harris and McCann´s
contributions (1994) can be used to expand on this. As they put it, evaluation is a
general or umbrella term which involves all the factors within the teaching and learning
process, including assessment. Complementarily, assessment involves measuring
learner performance and their progress, usually followed by some feedback. The
demand for English is increasing every day, and with it comes the need for language
courses and tests that determine level. Universities, enterprises, and businesses are all
beginning or have already begun to stipulate a particular English level as a requirement
for a better opportunity in education or employment.

Students often feel uneasy when they hear the word “exam” or “test” in a
course. Negative ideas about exams come from traditional conceptions where positive
results were the sole indicator of learning. Nevertheless, new approaches have made it
clear that “There is no one or right to assess learning of a language” (FUNIBER,
2020). There are innovative alternatives such as creating maps, setting debates,
crafting posters, text comments, and electronic portfolios, which teachers can
genuinely exploit and assess learner performance. Evaluating students’ abilities in the
English language classroom is vital as we need to check their day-to-day progress with
the language. On this, Bachman (1990) claims that there are sources of information for
making further decisions about educational courses and as indices of language
learning abilities. Moreover, continuous assessment gives learners a sense of
achievement as they can receive feedback from teachers on their actual performance.

When evaluating what must be considered, tests are not a final point, but one
step in constant progression; both assessment and evaluation involve collecting data
about a performance or work product; what is done with these data in each process is
substantially different and invokes a different mindset. This assignment will devise a
formal “progress” or “achievement” test for assessing language learning outcomes of
specified objectives in either listening or reading. First, we will highlight the students
who will take the test, then its goals, describe the fundamental learning principles, and
finally conclude assessment and testing in the classroom.

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 Assignment – FP012 A&T

Institutional and Student Background

As a starting point, it must be mentioned that the elaboration of the present

assignment required attending to the diverse contexts the group members come from
to reach an agreement. For instance, since one group member is from a different
nationality, the first matter that deserved consideration was the group of learners who
would be subjects to the progress test. After discussing the type of students, we usually
teach and their similarities in background knowledge and interests, we agreed on a
prospective class. We decided to work with university students aged 18 to 45+ who are
taking a General English course for academic or personal purposes. The institution in
charge of the course organizes language teaching in levels with the primary objective
of developing learners´ communicative competence. Such levels consist of minimum
contents and skills learners must assimilate and correspond to those detailed in the
Common European Framework for Languages. Furthermore, when enrolling, the
institution offers students the opportunity to take a placement test to recommend a
course they may feel comfortable with. In this sense, classrooms are mixed-knowledge
as, in the same course, learners may have a good or poor English level.

In addition to this, the second element taken into account was the material.
Most language institutions work with a textbook that serves as a mere guide, not the
course basis, that teachers can use for classroom work. In our case, we discussed the
unit of work to be taken as a sample to design the test. The students have a
coursebook called English ID (see annex 1). English ID is a fun, engaging four-level
series for adults and young adults, emphasizing speaking accurately and fluently. It
accelerates the learning process with a range of exciting strategies that encourage
students to express themselves and build their new identity in English. The material
builds on students’ existing knowledge of English and introduces a new language
through authentic texts and audiovisual material. With its user-friendly format, English
ID is a highly flexible course that offers 80–120 hours of material per level. Finally, the
textbook chosen corresponds to an A1 elementary level, and it is designed for learners
with or expected to reach such level during the course. After agreeing on these two
factors, we created different versions to deliberate for a final version making a hybrid of
the four versions.

The objective of the Test

Our group-designed progress test will be based on the contents from Unit 2:
When do you get up? (pages 16-27) (see annex 2) from the textbook English ID 1A

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 Assignment – FP012 A&T

from Richmond. As the title suggests, it covers vocabulary, grammar practice, reading,
listening, and writing tasks about learners´ daily routines. This first feature must not be
overlooked since the main idea behind the unit is highly relatable to students´
immediate context.

The test would aim to examine students´ assimilation of content-specific (See

appendix 2) vocabulary and grammar structures- and performance- putting the
previous points into practice- after such period and also at the end of each unit.
Attention must be given that the unit is rich in components that can help students
develop the four skills: Listening, reading, speaking, and writing. Nevertheless, the test
tries to cover particular parts of the English language with a precise focus on abilities
(listening and writing). For instance, these points will be addressed: listening to
vocabulary related to daily routines, using the simple present tense, comprehensive
reading, and text construction. It is also essential to mention that progress tests are
powerful classroom research tools. Research has demonstrated that when teachers
monitor the students’ progress, students learn more, and consequently, teacher
decision improves, and students become more aware of their performance (Safer &
Fleischman 2005).

We would like to point out that we chose this test format for two main reasons.
First, it is common to both Honduras and Argentina, and second and more importantly,
it is based on the Common European Framework of References for Language (CEFR)
indicators (See annex 3). We have decided to emphasize a progress/consolidation
test. Students will not only solve it but also reflect upon their results. For this reason,
the tests´ layout and instructions are student-friendly so that they can complete them
without significant problems.

In summary to this section, the defined objectives of the test are:

Content Objectives:
- Subtract pieces of information from the readings provided to answer the questions
detailed in the exercise.
- Recognize the daily routine through some visual aids according to what they hear.

Learning objectives:
- Find specific information in both: Tom’s job and Alex’s daily routines using the
questions and cues provided for each reading.

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 Assignment – FP012 A&T

- Identify the daily routine in different exercises after listening to the audios provided
by the teacher.

Evaluation Rationale

Since the test's primary objective is to assess communicative outcomes, our

proposal tries to mirror the principles behind third-generation tests (See also appendix
1). That is to say, it is not restricted to a fixed set of activities but involves learners in
contextualized and authentic tasks eliciting a genuine response. We believe that giving
a range of tasks makes the test more challenging for the students and makes it less
boring and monotonous. To consider the different aspects of this exam, we compared
the Fundamental Principles of Language Testing (Brown, 2010, pp 25-51). (See
appendix 4) vs. the Fundamental Principles of Language Testing summarized by West
(1990). As a group, and following the assignment’s instruction, we agreed that West
summary provides a more alike sense of what we wanted to design.

1. Competence vs. performance

This progress test caters to both terms as it activates knowledge and action.
The vocabulary, grammar, and reading activities assess what the students remember
from the content work along with the unit and how they use the information to solve the
tasks. They will prove the ability to comprehend and produce in different scenarios as
indicated in the CEFR indicators in the Listening and reading section for A2 students.
(See Annex 3)

2. Usage vs. use

As the bibliography explains, both terms are crucial in analyzing the output we
expect students to produce. Whereas usage is related to instruction based on
grammatical rules and their mere illustration, use has to do with achieving
communicative purposes. In our test, grammar is tested in these terms as students are
tested on their not only in their competence but also in listening and reading
comprehension, which contain grammar cues.

3. Direct/indirect assessment

This progress test has examples of indirect assessment. An example of indirect

assessment is highlighted in the vocabulary exercise. There are pictures of people

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 Assignment – FP012 A&T

performing an activity (simple present tense), and the students have to circle the action
they hear. As a direct assessment, students will listen to some questions, and they will
read several sentences to decide which one to choose according to the question
asked. This Listening activity is considered a direct assessment because it
demonstrates a listening and reading task.

4. Discrete point vs. integrative assessment

As most of the assessment is considered indirect, they can also be seen as

discrete points as they only test one particular English item. Examples of these discrete
points can be seen in the activities, which include Reading I (true or false activity),
Grammar I (Sentence structure), and Grammar II (Verbs / fill in the gap). To say this
differently, these activities focus on form to evaluate the learner’s competence with a
particular element of the English language.

However, there are also examples of integrative assessments in this progress

test, for instance, in Reading II. In these activities, the student is being tested on their
much broader comprehension and knowledge of English. Also, many points are
awarded the Listening Part as I consider these integrative testing parts the most
important for communication.

5. Objective vs. subjective assessment

The vast majority of this progress test can be considered objective as many
activities only have a correct or incorrect answer. These activities are namely:
Vocabulary, Reading I & II, and Grammar I & II. The assessment of the oral part of this
test relies on subjective assessment as criteria have to be agreed on before marking
learners.

6. Receptive vs. productive skills

Our test considers both receptive and productive skills. On the one hand,
sensory skills lend themselves to objective marking. Students will hear the teacher
reading a short story then the students must organize the pictures according to the
order from the story. Even when they organize the images, we consider this a
productive skill because it allows them to produce knowledge (critical thinking). As
studied in previous modules, the use of pictures is a way to know.

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 Assignment – FP012 A&T

7. Backward -and forward-looking assessment

In general, a competence test like this looks backward at the unit studied. From
this test, the teacher can evaluate how learners remember and can use language
items. A high amount of the activities undertaken in this test are backward-looking.
They are examining a specific piece of the lexical or grammatical structure learned. We
can consider that the vocabulary and language learned and examined will be used
daily in different real-life situations in the future. Therefore, it could be slightly forward-
looking, but this is not the aim of the test.

8. Contextualized vs. disembodied language

This test uses contextualized language, which explicitly outlines words and
grammar that the learners must use to complete the activities related to the daily
routine.

9. Criterion-referenced and norm-referenced assessment

As highlighted in the content of this subject, criterion-referenced assessment

examines an individual learner’s success in performing a task, which is how this test is
evaluated. The students are not compared against each other, but it is considered
Norm-referenced because students will have an average mark or a passing score to
make some pass/fail judgment on them. In our system, we must provide a number to
be referenced in the norm. Every student receives a passing or failing grade that
highlights their performance and progress from one exam to the next at the end of each
trimester.

10. Reliability vs. validity

By maximizing the reliability and validity of the information provided by the test,
we are reducing the probability of errors in the decisions we make and hence the
potential costs associated with those errors. (Lord 1983). Thinking about this test’s
reliability and validity, we have to ask ourselves again about the objectives of this test.
When making a test for a group of learners, it is vital to note the objectives before
planning the evaluation, how, when, and why it will happen.

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 Assignment – FP012 A&T

Conclusion

In conclusion, the conception and form of assessment need due consideration

and the design and preparation of tests. Decisions on these areas must be informed,
their impact on the learners, and how they are relevant for learners´ language learning
process. A practical, teaching-learning-, goal-oriented test will not only reflect
objectives. It will also provide good sources and opportunities for feedback and, at the
same time, it will give students agency. That is to say, the activities proposed will be
focused on the learner. They should integrate content and use it to involve learners in
communicative situations and make them aware of their strengths and weaknesses.

Moreover, it is essential to eliminate the notion of tests as being mere

instruments for marking. Tests are sources of information to be exploited by both
teachers and students. A key factor to consider and which most teachers should
question when preparing a test is: Why are our students learning English, and why do
they need to do this test? If we cannot answer these questions, then our evaluation will
be fruitless. We must never forget that assessment and evaluation are related and
indispensable elements for instructional objectives and classroom learning activities.
We must always try our best by thinking carefully about the planning involved in the
assessment and how our students can benefit.

The role of assessment goes beyond assigning grades as the information can
be used to decide the content and methods of instruction and establishing classroom
relationships of mutual help and collaboration. As previously addressed, not all
students feel relaxed about examinations. Teachers should receive training on the term
to understand that exams are not necessarily based on discrete items or grammar.
Among other techniques to do evaluation and assessment, teachers can use tests to
evaluate and assess, starting from the small one, incorporating evaluation into the
class routine, setting up an easy and efficient record-keeping system, establishing an
evaluation plan, and personalizing the evaluation plan. If, at first, our tests are not
successful, we must learn from our previous errors and continue to develop and
improve our testing methods according to our students’ needs. When we take the time
to reflect on this, we can design better evaluative or summative tests to help our
students’ language learning process in the future.

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 Assignment – FP012 A&T

References

Bachman, L. F. (1990). "Uses of Language Tests” in Fundamental Considerations in

Language Testing. Oxford: Oxford University Press.

Brown, D. H. (2010). Language Assessment: Principles and Classroom Practices. New

York: Pearson Education.

Council of Europe. (2001). Common European Framework of Reference for

Languages: Learning, Teaching, and Assessment. Retrieved from
https://biblioteca.funiber.org/cgi-bin/koha/opac-detail.pl?
biblionumber=5158&uid=128049&sgid=HNFPMTFL3784746&lang=en&the
me=uneatlantico&area=fp&cv=fun&id_p=3784746

FUNIBER. (2020). Assessment and Testing in the classroom. FUNIBER.

Lord, F.M. (1983): Unbiased estimators of ability parameters, their variance, and their
parallel-forms reliability. Psychometrika 48: pp. 233-245. Taken from: Bachman,
L. (1990): “Uses of Language Tests” in Fundamental Considerations in
Language Testing. Oxford: Oxford University Press, pp. 54-79

Webography

 Safer, N & Fleischman S. (2005): “Research Matters / How Student Progress

Monitoring Improves Instruction” in How Schools Improve. Educational
Leadership, February 2005, Vol 62, Number 5, pp. 81-83. Article accessed via a
webpage
http://www.ascd.org/publications/educational-leadership/feb05/vol62/
num05/How-Student-Progress-Monitoring-Improves-Instruction.aspx

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Appendixes

1. Framework for this test

N° Characteristic Description
1 Formal It is administered to many students under standardized condition
assessment It assesses learning
It is marked objectively
It is a summative assessment
2 Progress test It provides feedback on the effectiveness of the student learning
It forms part of the formative evaluation
The class teacher administers it
It tests a small range of language
3 Second- Second Generation because:
generation with a
bit of tendency to It is assessed objectively
the third A non-expert can mark it
generation It measures items of language (ver form, sentence structure, etc.)
It is long because it considers many items
It evolves techniques that are both objective and integrative (cloze
exercise)

Third Generation because:

It shows the development of CLT (sentence production of their own)

It has authentic reading with some transfer of information (note-taking,
listen to organize information, read and listen to find specific
information
All the exercises are contextualized
It demands global comprehension as well as comprehension of
discrete items

4 Utility It allows giving lots of feedback

It tells the learner and the teacher where the problems are
5 Discrimination It allows to discrimination between strong and weak students
Depending on the grades gotten, the test shows if the material has
been well assimilated.
6 Practicability It does not require lots of material, time, marks, people to administer
It can be graded with a key answer
7 Reliability & It is a formal test; therefore, it has high reliability and low validity.
Validity However, it allows interpreting test scores.

Source: Self-created

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 Assignment – FP012 A&T

2. Progress Test

Universidad _____________________________ Score:

Facultad de _____________________________
Departamento de Lenguas Extranjeras

English I_Test
100
Student’s Name: __________________________ Account #: _____________

Section I_Reading

1. Read the following text. Choose the answer that corresponds to the question
that you hear (15 pts., 3 each)

Tom’s Job

Tom works at a bank. He is the manager. He starts work every day at 8:00 am. He
finishes work every day at 6:00 pm. He lives very close to the bank. He walks to work
every day. His brother and sister also work at the bank. But, they do not live close to
the bank. They drive cars to work. They start work at 9:00 am. In the bank, Tom is the
boss. He helps all the workers and tells them what to do. He likes his job. He is also
very good at his job. Many customers like Tom, and they say hello to him when they
come to the bank. Tom likes to talk to the customers and make them feel happy. Tom
likes his job.

1. a. 9:00 a.m. 2. a. No 3. a. No 4. a. No 5. a. Bad

b. 8:00 a.m. b. Yes b. Yes b. Yes b. Good

2. Read to confirm content. Read Alex´s daily routines. Write a checkmark (√) next
to the daily routines discussed and (X) next to the topics that were not
mentioned. (10 pts., 1 each)

Alex is a happy boy. He wakes up at 6:00 am. He takes a shower at 6:10 every day.
His mom prepares his breakfast. After that, he goes to school and does the homework
with his friends. In his free time after school, he plays video games with all his friends
and cousins. After dinner, he helps to wash the dishes. Before going to bed, he
brushes his teeth.

Comb his hair Read a book

Eat his breakfast Cook dinner

Brush his teeth Listen to music

Wash the dishes Do homework

Go to school Take a shower

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Section II_Listening

Vocabulary A
3. Listen to the audio and circle the picture according to the sentence you hear.
(10 pts., 1 each)*

4. Read the paragraph and complete it with the words in the box (16 pts., 1 each)

Vocabulary B

Go - have - put on - do - brush - come back - watch - go

- eat - take off - wash - get up - have - drink - take
- have - take

Hello, my name is Carlos and I'm 12 years old. I _________at six o’clock every
morning. I _______my pajamas, I _________my face, _______ a shower and I
________my clothes. After that, I ________breakfast at seven. I _______pancakes
and I ________coffee. When I finish, I _______my teeth and I _______to school at a
quarter to eight by bike. I _______name is Carlos and I'm 12 years old. I _________at
six o’clock every lunch at school at one o’clock and I ________home at five o’clock. I
usually __________TV at seven o’clock, I ________homework and ________dinner. I
_______to bed at 9:00pm.

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 Assignment – FP012 A&T

5. Listen to your teacher read the text. Take notes if necessary, and then circle the
answer for each question.** (15 pts. 3 each)

1.- How old is Amelia Brown?

a. eleven
b. twelve
c. thirteen
d. fifteen

2.- What sport does Amelia do?

a. Karate
b. Basketball
c. Football
d. Swimming

3.- What time does Amelia get up every day from Monday to Friday?
a. 4:30
b. 5:30
c. 6:00
d. 7:30

4.- Who wakes Amelia up?

a. Her dad
b. Her mom
c. Her sister
d. Nobody

5.- What is her trainer’s name?

a. Robert.
b. Brian.
c. She hasn’t got a trainer.
d. Tom.

* Pictures and audio taken from Create Listening Exercises: Choose from 3 Pictures
(123listening.com)
** Reading taken from Simple Present Reading - learn English-online

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 Assignment – FP012 A&T

6. Write the number on the line, according to the daily routine you listen to. (10
pts. 1 each)

______ ______ ____

______ ______ ______

______ ______ ____

_____

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 Assignment – FP012 A&T

Section III_Grammar

7. Read the information from the timetable. Write a sentence about each person´s
routine. Be careful! Sometimes you need to use the negative form. (10 pts., 2
each)

On Monday…

On Tuesday…

On Wednesday…

On Thursday…

On Friday…

8. With each of the pictures, write a complete and logical sentence. Punctuation
marks, spelling, and grammar will be taken into consideration. Use the cue in
parenthesis to help you. (14 pts., 2 each)

(family) (sister)

1. ____________________________ 2. _____________________________

(father (Friends)

3. ____________________________ 4. _____________________________

(José)
5. ________________________

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 Assignment – FP012 A&T

3. Answer key

Section I_Reading

1. Read the following text

1. What time does Tom start work? B (8:00)

2. Does Tom drive a car to work? A (no)
3. Does Tom live close to the bank? B (yes)
4. Does Tom talk to customers? B (yes)
5. How does Tom feel about his job? B (good)

1. Read to confirm the content

Section II_Listening
2. Daily routine audio link

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 Assignment – FP012 A&T

3. Read the paragraph and complete it with the words in the box

Hello, my name is Carlos and I'm 12 years old. I __get up__at six o’clock every
morning. I _take off__my pajamas, I ___wash___my face, ___take____ a shower and
I _put on__my clothes. After that, I __have____breakfast at seven. I
__eat___pancakes and I __drink___coffee. When I finish, I __brush___my teeth and I
__go__to school at a quarter to eight by bike. I __have__lunch at school at one o’clock
and I __come back___home at five o’clock. I usually __watch___TV at seven o’clock,
I __do___homework and __have______dinner. I __go_____to bed at 9:00pm.

4. Listen to your teacher read the text.

Text: Amelia Brown is 14 years old. She is a typical school girl except for one thing.
She is a champion swimmer. Every day of the week, Amelia's mother wakes her at
4:30 in the morning from Monday to Saturday. She gets dressed for breakfast. She and
her mother take the car to the local swimming pool. At 5:00, she is in the pool, and she
practices with her trainer Robert for two hours. Then from 7:15 to 8:15, she practices
with the swimming team.

1. d (fourteen)
2. d (swimming)
3. a (4:30)
4. b (her mom)
5. a (Robert)

5. Writing the number

My family and friends do different activities every day. My sister and her friends like to
go shopping at the mall. My brother wants to wash his car. I love to take pictures of
every place I go. My little brother gets dressed without help. My best friend Javier goes
to sleep early. As a family, we eat dinner together. My cousins Ana and Oscar clean
the house every weekend. My sister brushes her hair twice a day. We like to go for a
walk with our dog every Saturday, and my mom goes to the gym every day in the
morning.

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Section III_Grammar
6. Read the information
1. I study maths on Monday.
2. Tomas doesn’t tidy his room.
3. Pedro and Carla go to work by bus.
4. We play video games.
5. Tina doesn’t sleep late.
7. Possible answers

(family) (sister)

1. __My family has breakfast.__ 2. ___My sister gets up at 6:40.____

(father (Friends)

3. ___My father takes a bath.____ 4. ____My friends go shopping.______

(José)
5. ___José does the homework.____

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4. Test Grading explanations

N° Section Items T/questions T/Points

1 Reading Tom's Job 5 15

2 Alex 10 10

3 Vocabulary A 10 10
4 Listening Vocabulary B 16 16
5 story/questions 5 15
6 Listen & number 10 10

7 Grammar Read information 5 10

8 Based on pictures 7 14
TOTAL 100

1. Tom’s Job reading is designed to assess the students’ Reading comprehension

in combination with listening. The students must read the text, and once they
finish, the teacher will read the questions so that they choose the correct
answer.
2. Alex’s reading deals with reading comprehension too, but students will show
their ability to scan information from the paragraph this time. This is another
technique to assess students’ reading.
3. Vocabulary A deals with visual cognition in combination with their listening skill.
This time, the student will listen to the audio to relate what they hear with the
picture this represents.
4. Vocabulary B deals with listening to a complete short story, but this time, the
challenge is to organize the picture according to the sequence of the story. This
exercise assesses the students' comprehension with the help of visual aids.
5. As a group, we consider that grammar must be assessed in exams, but this test
evaluates grammar more contextualized.
a. Reading information: Students are shown an information board; they
must create their sentences to structure the sentences depending on the
subject.
b. With the visual aids, vocabulary is being used but in context. Here, the
intention is to evaluate our students if they learned the vocabulary and
know how to use it in their context.

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5. Principles of Assessment

According to Brown (2010), there are five essential principles for assessment:
practicality, authenticity, validity, reliability, and washback (p.p. 25-51).

First and foremost, practicality refers to the logistical, down-to-earth,

administrative issues involved in making, giving, and scoring an assessment
instrument. (Brown, 2010, p.26). Second, Brown maintained an authentic test should
contain language that is as natural as possible and have contextualized items rather
than isolated (Brown, 2010, p.36). Thirdly, Brown stated that a valid test should
measure its proposes (Brown, 2004, p.30). A test is a criterion-related validity if it has
demonstrated its effectiveness in predicting criteria or indicators of a construct. Fourth,
a reliable test should ensure students could conduct consistent performance among
several testing administrations. On the one hand, the internal factors, like the physical
or psychological condition of the student, can decide whether s/he can perform
typically. On the other hand, the external factors, like the time we choose, where the
test is held, and the test paper and equipment quality, should be controlled.

Last but not least, the impact of a test should be a stimulating factor in teaching
and learning. Through feedback, students can know what their strengths and
shortcomings are and how to make improvements. Teachers can give students
guidance and assistance to make sure students are on the right track, making it
possible for teachers to know students’ needs better and focus on future teaching.

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Annexes

1. The book
The following is the book used for this assignment

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2. The Unit

The following is the scope from unit 2 and the complete unit used as a reference.

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3. Common Reference Levels

3.1. Global scale

3.2. Self Assessment Grid

3.3. Overall Reading Comprehension

3.4. Reading Correspondence

3.5. Reading for Orientation

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 Assignment – FP012 A&T

3.6. Reading for Information & Argument

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