1. Instituto Pedagógico de Caracas
EVALUACIÓN EN EL
Departamento de Idiomas Modernos
Cátedra de Lingüística
PROCESO DE
ENSEÑANZA DEL
INGLÉS COMO
LENGUA
EXTRANJERA
- Código IIU115 -
Prof. Rosynella Cardozo R.
Prof. Jonathan Magdalena
Prof. Mirna Quintero

2. CONTENT
1.- Review of main concepts
a.- What is evaluation?
b.- Generations in evaluation
c.- Importance of evaluation
d.- Evaluation types and purposes
2.- Evaluation Vs. Assessment
a.-Types of assessment
3.- Principles of test design – test formats

3. CONTENT
5.- Test analysis and design
6.- Informal assessment
7.- Self assessment
8.- Evaluation

4. 1- EVALUATION
Evaluation is a natural activity which consists of making value
judgments constantly. However, evaluation itself is not usually
carried out in a principled and systematic way.
The implications of evaluating in an educational context are more
powerful than those related to the social setting. As a result, it
becomes crucial that careful thought is given to make explicit
what is being evaluated and the criteria by which it is being
judged.
Therefore, Evaluation (in the pedagogical context) refers to the
act of making value judgments in a systematic way, using a
principled, well-defined criteria to determine the product
of education.
.

5. GENERATIONS IN EVALUATION
1st Generation: evaluators measure participants
2nd Generation: evaluators describe participants
3rd Generation: evaluators judge participants
4th Generation: evaluators negotiate with participants
Guba, E. and Lincoln, Y. (1989). Fourth Generation Evaluation.
Newbury Park: Sage Publications Inc.

6. IMPORTANCE OF EVALUATION
 To diagnose the needs of participants.
 To determine how effective a process is (so as to improve it).
 To orient or reorient a process.
 To obtain feedback about classroom practiced and progress.
 To confirm the validity of all features in the education
context.
 To determine and monitor students’ weaknesses or
strengths.
 To determine the program’s appropriateness.
 To check on the strategies and the students’ response to
them.
 To take decisions.
.

7. TYPES OF
EVALUATION
Congruent Formative Summative
•Throughout •At the end of
•Before the
the whole (a stage of) the
process process.
begins. process.
•To reinforce •To quantify it
•To predict
or improve it. through the use
results. of grades.

8. PURPOSES OF EVALUATION
 Accountability: Summative. Determines whether there has been value for money;
whether something has been effective or not. It informs to decide is to continue or
to be drastically removed. How? Analysis of statistical data. Who? Policy makers
and resource providers.
 Curriculum Development: Formative. Involves information to be used as the
basis of future planning and action. Improvement and renewal of curriculum. How?
Responses to questionnaires, interviews, diaries. Who? Teachers and curriculum
developers.
 Teacher self-development: Formative. To raise consciousness on teachers and
other practitioners about what actually happens in the classroom. How? Self-
assessment, awareness-raising activities. Who? Teachers.
 Student’s outcome: Formative/Summative.To check on students’ behavior (non-
linguistic factors) and performance (linguistic factors). How? Teacher, Self, and
peer-assessment; formal and informal assessment. Who? Teachers and Students.

9. EVALUATION VS.
ASSESSMENT
Assessment is the collection of data to describe or better
understand an issue. It is more often used in relation to
educational programs.
A definition to distinguish the two terms:
Assessment refers to the measurement of
performance to determine if the ends of
teaching have been achieved, whereas
evaluation refers to the judgments based
on that information.

10. EVALUATION AND ASSESSMENT
Ev
al
on ua
i t
u at io
n
al Analysis of documents
Ev
Assessment
Teachers’
Ev
Appraisals
n
alu
io
Administrators’
at
at
lu
Counselors’
io n
va
Community members’
E

11. WHO SHOULD USE ASSESSMENT AND
EVALUATION?
Examples of why they need Assessment,
Job Description
Research and Evaluation
Policy Makers set standards, focus on goals, monitor the
quality of education, formulate policies, direct
resources including personnel and money, and
determine effects of tests
Administration are school/departments meeting the goals of
the University, appropriateness of curriculums
and course, identify program strengths and
weaknesses, designate program priorities,
assess alternatives, plan and improve
programs
Teachers refine curriculum, perform individual
diagnosis and prescription, monitor student
progress, how much knowledge students are
retaining from current teaching methods,
provide feedback to students
Researchers is research meeting the goal of the proposal
(especially if funding is reliant on grant money
that requires progress reports), how to improve
the program, find unexpected outcomes
.

12. TYPES OF
ASSESSMENT
Formal Informal Self - Peer
Assessment Assessment Assessment
(TESTING)
•Workshops •Questionnaires
•Tests:
•Projects •Diaries
•Exams
•Presentations •Surveys
•Quizzes
•Homework •Desciptions
•Etc. •Etc.

13. 2.- TEST CHARACTERISTICS
.- Validity
A test is valid “if it measures accurately what it is
intended to measure” (Hughes, A., 1989).
.- Reliability
A test is reliable if it measures consistently.
Results must be stable.
.- Practicality
Aspects affecting time, money, effort, resources.
.- Washback
Influence of tests on teaching and learning.

14. 3.- PRINCIPLES OF TEST DESIGN –
TESTS FORMATS
- Guidelines for item design
- Formats
- Sample items

15. 4.- COMMUNICATIVE TESTING
Relevance
Contextualization
Meaningfulness
Authenticity

16. 5.- TEST ANALYSIS AND
DESIGN
Analysis of authentic tests from different
contexts prior to test/item design
6.- INFORMAL
ASSESSMENT
7.- SELF-
ASSESSMENT