Module II: TYPES OF

LANGUAGE
ASSESSMENT
ELAINE GRACE T. OSING, MALT

ALLPPT.com _ Free PowerPoint Templates, Diagrams and Charts

Learning Objectives
At the end of this module, students should be able to:

1. Identify the types of assessment and evaluation.

2. Explain the different types of assessment tools.
3. Use guidelines for the use of each tool.
4. Prepare samples of each tool discussed.
5. Differentiate the different kinds of tests and testing.
6. Explain the use of each kind of tests.
7. Appreciate the value of knowing the various types of a
ssessment evaluation, tests and assessment tools in t
eaching.
A. Kinds of Assessment and Evaluatio
n
1. Diagnostic assessment and evaluation
- Usually occur at the beginning of the school year and before each
unit of study.

- Purposes : to determine students’ knowledge and skills, their learn

ing needs, and their motivational and interest levels.

- Examining its results can determine where to begin the instruction

and what concepts or skills to emphasize.

- Provides information essential to teachers in selecting relevant lea

rning objectives and in designing appropriate learning experiences
.

- Enables teachers and students to determine progress and future d

irection
 2. Formative assessment and evaluation
- It focuses on the processes and products of learning.

- Provides information upon which instructional decisions and adaptations

be made and provides students with directions for future learning.

- Involvement in constructing their own and adapting the ones teachers has
made allows students to focus on what they are trying to achieve, develop
s their thinking skills, and helps them to become a reflective learners.

- Peer assessment is a useful formative evaluation technique.

- Critical and creative thinkers made possible through peer assessment.

- Instruments such as checklists or learning logs, and interviews, or

conferences provide useful data.
3. Summative assessment and evaluation
- Most often occur at the end of a unit of instruction and at term or
year end when students are ready to demonstrate achievement
of curriculum objectives.
- Purposes : to determine knowledge, skills, abilities, and attitudes
that have developed over given time; to summarize student
progress; to report this progress to students, parents/guardians,
and teachers as well.
- Summative judgments are based upon criteria derived from
curriculum objectives.
B. Types of Assessment tools
Assessment data can be collected and recorded by both the
teacher and students in a variety of ways. Through observati
on of students, and in interview or conferences with students,
teachers can discover much about their students’ knowledge,
abilities, interests, and needs.
When a number of assessment tools are used in
conjunction with one another, richer and more in-depth data
collection results.
Whatever method of data collection is used, teachers
should :

 Meet with students regularly to discuss their progress.

 Adjust rating criteria as learners change and progress.
Types of Assessment tools
1. Observation
- occurs during students’ daily reading, writin
g, listening, and speaking experiences. It is
an unobtrusive means by which teachers
(and students) can determine their progress d
uring learning. Observations can be recorded
as anecdotal notes and on checklists or rating
scales.
2. Anecdotal Records

- are notes written by the teacher regarding

student language behaviour, or learning. They
document and describe significant daily
events, and relevant aspects of student
activity and progress. These notes can be
taken during student activities or at the end of
the day. Formats for collection should be
flexible and easy to use.
 3. Checklists

- Observation checklists are lists of specific criteria that

teachers focus on at a particular time or during a particular
process.
- Checklist are used to record whether students have
acquired specific knowledge, skills, processes, abilities, and
attitudes.
- It informs teachers about where their instruction has been
successful and where students need assistance or further
instruction.
-Formats for checklists should be varied and easy to use.
4. Rating Scales and Rubrics
- Rating scales record the extent to which specific criteria have
been achieved by the student or are present in the student’s
work
.- Rating scales also record the quality of the student’s
performance at a given time or within a given process.
- It is similar to checklists, and teachers can often convert
checklists into rating scales by assigning number values to the
various criteria listed.
- Rubrics include criteria that describe each level of the rating
scale and are used to determine student progress in
comparison to these expectations.
- Should be concise and clear.
 5. Portfolios
- Collections of relevant work that reflect students’ individual efforts,
development, and progress over a designated period of time.
- Provide students, teachers, parents, and administrators with a
broad picture of each student’s growth over time, including the
student’s abilities, knowledge, skills, and attitudes.
- Students should be involved in the selection of work to be
included, goal setting for personal learning, and self-assessment.
- Instruction and assessment are integrated as students and
teachers collaborate to compile relevant and individual portfolios for e
ach student.
 6. Speaking and Listening
- Checklist, rating scales, and anecdotal notes used throughout the
lessons can provide information about the students’ oral progres
s.
- Oral presentation and incidental observations provide
opportunities to gather information about students’ listening and
speaking abilities.
- Rubric which includes performance criteria can be useful for
setting a mark for each student .
- Teacher, possibly in collaboration with their students, will
determine the way that the unit will be evaluated; however, it is
important that students known from the beginning how they will be
assessed and evaluated.
 7. Interviews/Conferences
- Teacher-student interviews or conferences are productive
means of assessing individual achievement and needs.
- During these discussions, teachers can discover students’
perceptions of their own processes and products of
learning.
- Interview questions can be developed to meet the needs o
f specific students and to fit the curriculum objectives.
8. Projects and Presentation
- Criteria should be developed and/ or discussed with students at
the outset of activities such as written reports, visual representations,
oral presentations or projects which combine more than one aspect
of language use and understanding.
- Teachers may assess the attitudes, skill development, knowledge,
or learning processes demonstrated by students as they engage
in language activities.
- Data gathered during student activities can be recorded as
anecdotal notes, on checklists, rating scales, or by using a
combination of these.
9. Quizzes, Tests and Examinations
- Most often used for assessing students’
knowledge of content; however, they may
be used to assess processes, skills and
attitudes
- Formats should be varied: performance
items, open-response questions, short
answer, matching type
C. KINDS OF LANGUAGE TESTS

1. Proficiency Tests
- Designed to measure people’s ability in a language,
regardless of any training they may have had in tha
t language.

- Proficient means having sufficient command of the

language for a particular purpose
2. Achievement Tests
- Directly related to language courses, their purpose
being to establish how successful individual
students, groups of students, or the courses
themselves have been in achieving objectives

2 Kinds
a. Final achievement test – administered at the end
of the course of study; content is related to the cours
es with which they are concerned
b. Progress achievement test – measure the progres
s that students are making; contribute to formative a
ssessment
3. Diagnostic tests
- Used to identify learners’ strengths and
weakness; ascertain what learning still needs
to take place
4. Placement tests
- Intended to provide information
that will help to place students at the
stage of the teaching program most
appropriate to their abilities
- Used to assign students to classes
at different levels