Identify different types of language tests/assessments in a language program;
Examine some characteristics and common test/assessments types;
Discuss principles of designing good tests/assessments
Graduate Outcomes Presentation Slides - English (v3).pptx
Ch 7 Monitoring and Assessment.ppt
1. Lecturer: Mr. VATH Vary
Phone: 017 471 11 7
Email: varyvath@gmail.com
Chapter 7:
Monitoring and
Assessment
2. The aim of this part of the curriculum design
process is to decide what to test and how to test
it.
3. Quiz:
Supply key
Term
(1) _________________ is a method of
measuring a person’s ability or knowledge
in a given domain, with an emphasis on
the concept of method and measuring. It
is one of the many assessment methods
available to teachers
(2) _________________ is an ongoing
process that encompasses a much wider
domain. For example, a student responds
to a question, offers a comment, or tries
out a new word or structure.
MR. VATH
VARY
A. Test B. Assessment
4. Quiz:
MCQ
Choose the key term answering the
following questions.
Does the assessment accurately measure
what we really want to measure?
Is the all work being consistently
marked to the same standards?
Is the procedure relatively easy to
administer?
Are students asked to perform real-
world tasks?
MR. VATH VARY
A. reliability B. Validity C. Practicality D.
Authenticity
5. Monitoring and
Assessment
Environmen
t
analysis needs analysis
principles
provide a teacher and learners with information about
the learners’ present knowledge and progress;
a means of encouraging involvement and participation.
Its purpose is to make
sure that the learners
will get the most benefit
from the course.
involves carefully observing the
learners and the course, and
suggesting changes to the
course and the way it is run
MR. VATH
VARY
6. ENVIRONMENT
Learners The learners should feel good about their progress.
Teachers
The teacher should:
- be able to assess and correct the outcomes to the
activities.
- have time to assess and correct the outcomes to the
activities.
Situation
The assessment
- should be economical.
- may need to match with the external testing set by
the education department, a government ministry
or testing agency.
MR. VATH
VARY
Table 7.1 Monitoring and assessment guidelines
7. NEEDS
Lacks
The course should show that the learners are
increasing their knowledge of the language.
Wants
The course should show the learners that they
are learning to do what they want to do.
Necessities The course should show that the learners are
getting better at tasks they will need to do after
the course.
PRINCIPLES
As much as possible, the learners should be interested and excited
about learning the language and they should come to value this
learning.
Learners should receive helpful feedback which will allow them to
improve the quality of their language use.
MR. VATH
VARY
Table 7.1 Monitoring and assessment guidelines
9. Types of
Monitoring
and
Assessment
Placement tests/assessment
Used to place a student into an appropriate
level or a language curriculum.
Tests include language items and four
skills.
The results have to be available quickly.
Purpose: to ensure that the course is
neither too easy or too difficult for the
learner.
Common tests include:
Vocabulary tests, Cloze tests, & Structured
interviews;
Proficiency tests and diagnostic tests can act in
the role of placement tests.
MR. VATH
VARY
10. https://www.wgtn.ac.nz/lals/resourc
es/paul-nations-
resources/vocabulary-tests
https://my.vocabularysize.com/
https://www.lextutor.ca/tests/vst/
MR. VATH VARY
are reading passages where
every fifth word has been
replaced by a space, starting
with the second sentence in the
text.
To work well, cloze tests need to
have around forty spaces.
The learners sit the test by
writing one word in each space.
They do not choose from a given
list of words but use the context
to work out what word is
missing.
Cloze tests
11. Types of
Monitoring
and
Assessment
Observation of learning
Monitoring learners’ progress in a course
can occur at the level of the learning
activity.
Focus on TASKS/ACTIVITIES not
learners
Use of observations, surveys,
checklists.
Purpose: decide whether the activity
is valid (necessary, desired, etc.) to
encourage learning.
MR. VATH
VARY
12. Types of
Monitoring
and
Assessment
Short-term achievement tests/
assessment
Learners are monitored to see their
progress at regular intervals during the
course.
These include: weekly tests (quizzes), self-
assessment records, etc.
The Good Characteristics should
provide a clear record of progress that is easily
interpreted;
be in a form to motivate learners to keep
working towards the course goals;
not occupy too much class time;
be a regular expected part of class activity.
MR. VATH
VARY
13. Types of
Monitoring
and
Assessment
Diagnostic tests/assessment
Used to identify learners’ strengths and
weaknesses;
Can be limited to one or overall skills
Can be paper, oral or computer -based
Purposes: to find the gaps and weaknesses and
provide a remedy for them and is a part of needs
analysis–determining what goes into a course
Diagnostic information:
Interpreting results of placement, achievement and
proficiency tests
Analyzing language use: four skills,
conversational activity, interview and self-
assessment with checklists or scales.
MR. VATH
VARY
14. Types of
Monitoring
and
Assessment
Achievement tests/assessment
are based on what the learners have studied and
show their progress through the course.
Measures achievement of learners usually at the end of
a course and perhaps one or two test parts during the
course and effectiveness of the course.
Includes mid-term exams, final exams
Provides valuable washback on teaching and
learning.
Characteristics of good achievement tests:
are based on material taught in the course;
Learners usually know what material will be
covered;
Are criterion-referenced: a criterion set indicating
whether learners have achieved enough to be given a pass for
the course (pass grade 80 / 90%)
MR. VATH
VARY
15. Types of
Monitoring and
Assessment
Proficiency tests/assessment
Used to test learner’s overall
ability
The content of a proficiency test, therefore, is
not based on the content or objectives of any
language
may be done before or at the end of a course
used to enter or exit the course or program
(TOEFL or IELTS)
NOTE: are not usually made by teachers for a
particular course, but are made by some outside
organization or person who is interested in
comparing learners who have studied in
different courses
MR. VATH
VARY
17. Reliability A reliable test is consistent and
dependable.
If you give the same test to the same student
or matched students on two different
occasions, the test should yield similar results.
A test is more reliable if:
(1) it is always given under the same conditions,
(2) it is consistently marked,
(3) it has a large number of points of assessment,
that is, many questions or as in a dictation many
items that are marked,
(4) and its questions and instructions are clear and
unambiguous.
MR. VATH
VARY
18. Validity Validity
refers to the extent to which inferences made
from assessment results are appropriate,
meaningful, and useful in terms of the purpose
of the assessment.
A valid test measures what it is supposed
to measure.
Two types of validity:
Face validity: Does reading test look like a reading
test?/ Does vocabulary test look like a vocabulary
test?
Content validity: analyze the test and compare it to
what it is supposed to test
MR. VATH VARY
19. Practicality Practicality
refers to the logistical, down-to-earth,
administrative issues involved in making,
giving, and scoring an assessment
instrument.
These include “costs, the amount of time it takes
to construct and to administer, the number of
people needed to administer and mark the test,
ease of scoring, and ease of
interpreting/reporting the results”
Tests can be made more practical by:
having reusable test papers, being carefully
formatted for easy marking, being not too long,
and using objectively scored items such as
true/false or multiple choice.
MR. VATH
VARY
20. Authenticity Authenticity
refers to the degree of correspondence of
the characteristics of a given language
test task to the features of a target
language task.
AN AUTHENTIC TEST...
contains language that is as natural as
possible
has items that are contextualized rather than
isolated
includes meaningful, relevant, interesting
topics
provides some thematic organization to items,
such as through a story line or episode
offers tasks that replicate real-world tasks
MR. VATH
VARY
21. Summary
of the Steps
Decide what kinds of
assessment are needed
and when they are
needed.
Write the tests.
Check the reliability,
validity and practicality
and AUTHENTICITY of
the tests.
MR. VATH VARY
22. Conclusion Assessment
is a major source of information
for the evaluation of a course and
thus its gradual improvement.
also contributes significantly to
the teacher’s and learners’ sense
of achievement in a course and
thus is important for motivation.
Curriculum design should
include the planning of a well-
thought-out program of
assessment of various kinds.
MR. VATH
VARY
