Testing and assessment :

Component )))the testing of that component

Course description :
Type of lge tests
Classroom:
Assessment of learning: Review – checking – Performance- homework = informal
(ss are not aware of being tested/ not graded/ not timed = no agreed-on timing/
unplanned / decisions) serves formal assessment
Quizzes: each 2 units =quiz
Definition: a test is a method of measuring person’s ability, knowledge; or
performance in a given domain.
A method: an instrument – a set of techniques, procedures, or items that requires
performance on the part of the test-taker.
Measure; some test measure general ability, while others focus on very specific
competencies or objectives.

Person’s ability (can do: listen , read) , knowledge (lage: tenses/ functions) ,
performance (speaking & writing)
Performance : lge tests measure the learner’s ability to perform lange , that is , to
speak, write, read, or listen to the lge.
Domain: lge component
Assessment:
Ongoing process of seeking and interoperating evidence for use by students and
their teachers to decide where ss are in their learning. Where they need to go, and
how best they get there.
Decisions: review, reteach, remedy, forget about
Data: ss answers ====decision:
Train teacher on the assessment process, not just do the quizzes.
Learners better learn when review is delayed
Reflection:
Personal experiences:
Informal vs formal assessment
Informal Formal
Incidental, unplanned comments and Exercise or procedures specifically
responses + coaching and impromptu designed to tap into a storehouse of
feedback skills and knowledge
Systematic, planned sampling
techniques
Quizzes

Formal assessment vs a test:

All tests are formal but not all formal assessment is testing.

All test can be assessment depending on how teachers handle them

A systematic set of observations of ss frequency oral participation in class is
certainly a formal assessment, but it is difficult to say that it is a test .
Test is usually relatively time-constrained and draw on a limited sample of
behaviour.
Formative assessment: evaluating ss in the process of their forming their
competencies and skills, with the help of helping them to continue that growth
process.
Key: appropriate feedback on performance with an eye to the continuation (or
formation of learning.
Virtually all kinds of informal assessment are (or should be) formative.
Summative assessment:
Aims to measure or summarize, what a ss has grasped and typically occurs at the
end of a course or unit of instruction.
it implies looking back at ….

Norm-referenced tests:
In a norm-references tests each test-takers’s score is interpreted in relation to an
average,
A mean (average score)
Median (middle score)
Standard deviation (how spread out scores are)
Criterion-referenced test:
Are designed to give t takers feedback usually in , the frm of grades, on a specific
course or lesson objectives.
Classroom test involving the ss in only one class, and connected to a curriculum,
are typically of C-R testing.
More time, efforts to deliver useful and appropriate feedback to ss.
Exmpl: diagnostic test/ placement test
Ss should be in class:in the idle of the operation (formative and summative, formal
or informal)

Principles of assessment:
Validity:
The test is meant to test sth.
Screen shot
Criterion-oriented validity:
Content & the objectives / competencies (tool= grades)
Bac
Past: diagnostic present: quizzes /test future: mark
Predictive validity:
When the test scores are used to predict some future criterion such as academic
success
Concurrent validity: Grade disparity between bac exams and quizzes ( ‫تضارب في‬
‫)النقط‬
Testing factors & teaching factors

Content validity:
Construct validity:
Theory of vocab (guessing from context/ derivation) == ask ss to list a group of
words (does not align with any of the theories.)
Example: matching the words with definitions (violates the construct validity)
Face validity: (specific tasks)
Writing: Writing sentences to describe a house (face: writing but in reality, it is
not writing) writing a paragraph to meet the construct validity.
Timing: piloting (teacher answering time times in 4)

Reliability:

A reliable test is consistent and dependable.

Student-related reliability: (when was ss given an what they have before)
The most common learner-related issues in reliability is caused by:
Temporary illness - fatigue- a bad day - anxiety – test-wiseness or strategies for
efficient test taking.
Rater-reliability:
Inter-rater reliability: (bac exam: 6 teachers and three types of tests: each
2 teachers correct two papers, then they compare the results and discuss
the differences) to avoid discrepancy.
Most of teachers do not know how to score writing.
Intra-rater reliability:

Test administration Reliability:

The conditions in which the test is administrated:
How: noise- photocopying variations- the amount of light in different parts of the
room- variation of temperature- the conditions of desks and chairs
Test-Reliability:
The nature of the test itself can cause measurement errors:
Too long, fatigued by the time they reach the last items and hastily respond
incorrectly
Timed test may discriminate against t-takers who do not perform well on a test
with time limit.

Practicality:
An effective test is practical:
Not excessively expensive
Stays withing appropriate time constraints
Is relatively easy to administer
Has a scoring/evaluation procedure that is specific and time-efficient
Authenticity:

Language is natural as possible

Items are contextualized
Topics are meaningful (relevant and interesting) for the learner
Some thematic organization to items is provided, such as through a story line
Tasks-represent, approximate to real-life tasks

Washback:

The focus on a skill/component that ss do not pay attention to in test

Th effect the test has on instruction in terms of how ss prepare for the test

Test/quiz-taking strategies:
Teach – review- remedy- quiz-taking strategies- test
6.remind ss to get to the classroom early
The best time to administrate the quiz is in the middle of the session

Quiz: the correction

Specifications:
Specifications Techniques Bits (ss answers) scores
To be (present/ T /F 3 bits 1 each bit = 3
affir, nega Filling the blanks 5bits 1 =5
&inteerogative) MC 1=5
Prespositions
(on/in/at)

Total: 10/10

The Importance of Classroom Quizzes in Assessing Student Progress

Introduction
In the realm of education, the administration of classroom quizzes stands as a
fundamental practice that serves various essential purposes. As students navigate
through their academic journey, quizzes play a pivotal role in providing a
structured framework for evaluating their abilities, knowledge, and performance
within a given domain. This essay explores the multifaceted reasons why teachers
should administer classroom quizzes, emphasizing the significance of grades,
tracking progress, and the broader concept of testing.
Grades as a Reflection of Achievement
One of the primary reasons for administering classroom quizzes is to assign
grades to students. Grades serve as a tangible representation of a student's
academic performance, encapsulating their grasp of subject matter, application of
skills, and overall understanding of the material. These grades not only act as a
benchmark for students but also offer a comprehensive evaluation for teachers,
aiding them in identifying areas of strength and weakness within the classroom.
Tracking Student Progress
Beyond the mere assignment of grades, quizzes function as invaluable tools for
tracking student progress. Education is a dynamic process, and students benefit
from continuous feedback on their performance. Regular quizzes provide an
ongoing assessment mechanism, allowing both students and teachers to gauge
where students stand in their learning journey. This real-time feedback enables
teachers to make informed decisions about adjusting instructional strategies to
address specific learning needs.
Defining Testing in Education
Before delving further into the importance of quizzes, it is essential to understand
the broader concept of testing. Testing, in the educational context, can be defined
as a method of measuring a person's ability, knowledge, or performance in a given
domain. It involves the use of various instruments, such as sets of techniques,
procedures, or items that require active participation from the test-taker. The
measurement can encompass general abilities or focus on specific competencies
and objectives within a particular domain.
Components of Testing
Testing involves the evaluation of a person's ability, knowledge, or performance
across various components. Ability refers to what an individual can do, such as
listening, writing, or any other relevant skill. Knowledge encompasses the
understanding of grammar, functional language use, and the ability to structure
sentences appropriately. Performance assesses a person's practical application of
language skills, such as speaking and writing.
Performance in Language Testing
In the context of language learning, testing performance becomes particularly
crucial. Language tests are designed to measure a learner's ability to perform
language-related tasks, including speaking, writing, reading, or listening. These
assessments contribute to a comprehensive understanding of a student's language
proficiency, addressing different language components within the testing domain.
Assessment: A Continuous Process
Assessment, broadly defined, is an ongoing process of seeking and interpreting
evidence for use by students and teachers. It involves making informed decisions
about where students are in their learning, where they need to go, and how best to
help them get there. Classroom quizzes serve as a form of assessment, allowing
for regular reviews, reteaching of concepts, and the implementation of remedies
for any identified gaps in understanding.
Informal Assessment and Feedback
Assessment is not limited to formal quizzes; it also includes informal methods.
Informal assessment takes various forms, starting with incidental and unplanned
comments, along with coaching and other impromptu feedback. Any form of
feedback, whether positive reinforcement or constructive criticism, contributes to
the assessment process, creating a continuous loop of improvement for students.
Conclusion
In conclusion, the administration of classroom quizzes is a vital aspect of the
educational process, serving as a means to assign grades, track student progress,
and engage in ongoing assessment. Through testing, teachers can gain valuable
insights into a student's abilities, knowledge, and performance within a given
domain. This multifaceted approach to assessment ensures a comprehensive
understanding of student learning and facilitates informed decisions on
instructional strategies. Therefore, the incorporation of regular quizzes in the
classroom setting proves indispensable in fostering a dynamic and effective
learning environment.