1. ASSESSMENT

4. SUMMATIVE vs FORMATIVE
• Kind of measurement
done at the end of a
stage.
• Ongoing feedback
given during the
course so as to
improve performance.

5. SUMMATIVE vs FORMATIVE
• End of unit tests
• End of year tests
• Exams
• Diagnostic tests
• Asking and answering
questions orally.
• Result analysis.

6. DIFFERENT TYPES OF TESTING
(4 categories)
• PLACEMENT TESTS
• DIAGNOSTIC TESTS
• PROGRESS OR ACHIEVEMENT TESTS
• PROFICIENCY TESTS

7. PORTFOLIO ASSESSMENT(FORMATIVE)
• It provides evidence of student’s effort
• It helps students become more
autonomous.
• It fosters students’ reflections
• It helps them selfmonitoring

8. CHARACTERISTICS OF A GOOD TEST
- VALIDITY: it tests what it has to test
- RELIABILITY: it gives consistent results

9. TYPES OF TEST ITEM
• DIRECT
• Sts’general or
specialist knowledge.
• Create a ‘level-
playing field’.
• Replicate real-life
interaction.
• eg. “tell me about your last holidays”
• INDIRECT
• Multiple choice
questions.
• Cloze procedure.
• Transformation and
paraphrase.
• Sentence re-ordering.
• eg. “ Conjugate the verbs into the past
tense”.

10. WRITING AND MARKING TESTS
BEFORE:
Assess the test situation:
Which context? How much time?
When? Where?
Decide what to test: what to include.
Balance the elements: Direct and indirect
test items.
Weight the scores: give marks for each
activity.
Make the test work: rehearse/try the test
with another teacher.
AFTER:
Marking tests: Discuss criteria with
colleagues.
Training (for marking).
-More than one scorer (if possible).
-Global assessment scales (rubrics for oral
and writing skills planned together).
Analytic profiles:
-reliable marking.
-practicality
-rubrics for oral/writing skills.
Scoring and interacting during oral
tests: with team work done by a pair of
teachers (one provokes conversation
while the other one marks).

11. TEACHING FOR TESTS
“WASHBACK OR BACKWASH EFFECT”
The format of the exam is determining the
format of the lessons.

12. WHAT TO DO STEPS
• TRAIN THE STS. FOR TEST TYPES: SO AS
TO MAKE THEM FAMILIAR WITH THE TEST ITEMS THEY WILL HAVE TO FACE.
• DISCUSS GENERAL EXAM SKILLS:
PACE/TIMING.
• DO PRACTICE TESTS:REHEARSALS/MOCKS
• HAVE FUN: PRACTICE GAMES AND ACTIVITIES
• IGNORE THE TEST: USE FREE ACTIVITIES FROM TIME TO TIME.

13. From “The practice of English Language Teaching”
by Jeremy Harmer; chapter 22.
Alicia Pérez and Lorena Fleitas.
Didactics III
2015