1. TESTING ASSESSMENTEVALUATIONMEASUREMENT “ PROCESS OF COLLECTING INFORMATION ABOUT SOMETHING WE ARE INTERESTED IN, ACCORDING TO PROCEDURES” SYSTEMATIC SUBSTANTIALLY GROUNDED METHODICAL BASED ON A COURSE PROCEDURES SYLLABUS THE OUTCOME OF THIS PROCESS ASSESSMENT “ ONE POSSIBLE USE OF ASSESSMENT. IT INVOLVES MAKING VALUE JUDGMENTS ON THE BASIS OF INFORMATION ABOUT THE SITUATION IN QUESTION” GOALS STANDARDS PROCEDURES Prof LYLE BACHMAN “THE PROCESS BY WHICH THE ATTRIBUTES OR DIMENSIONS OF SOME PHYSICAL OBJECT ARE DETERMINED” STANDARD INSTRUMENT STANDARD SCALE ( IN A LEARNING OBECTIVE) To sum up We measure distance We assess learning We evaluate results in terms of some set of criteria

2. LANGUAGE TESTING HISTORICAL BACKGROUND LATE 19th CENTURY and EARLY 20th CENTURY RECENT APPROACHES In THE 5Os and THE 60s GRAMMAR-FRAMED EXERCISES STRUCTURALISM TESTS INCLUDED DISCRETE-ITEM TASKS TESTING was mainly INTUITIVE LIST OF LANGUAGE PATTERNS DICTATION OPEN ENDED FUNCTIONAL and HYMESCOMMUNICATIVE COMMUNICATIVE use CANALE COMPETENCE of language SWAIN testing productive skills receptive skills

3. ASSESSMENT PRIMARY PURPOSE COLLECT INFORMATION TO MAKE DECISIONS about INDIVIDUALS PROGRAMS FORMATIVE SUMMATIVE RESEARCH WHEN? WHAT? HOW? IMPLICIT FORMAL/EXPLICIT CONTINUOUSLY PERIODICALLY DURING INSTRUCTION Formative Summative LEARNING OBJECTIVES SYLLABUS MATERIAL ACTIVITIES KIND OF LEARNING ACTIVITIES

4. TASKS LANGUAGE ASSESSMENT ≠ LANGUAGE TEACHING To collect informationto promote learning in order to make decisions PURPOSE OF TESTS HELP TEACHERS TO DECIDE WHAT TO TEACH NEXT GIVE SS A REPORT ON THE PROGRESS THEY HAVE MADE CERTIFY SS CAN PROGRESS TO THE NEXT LEVEL IN A REGULAR PROGRAM AWARD CREDITS PROPERLY MADE TESTS can motivate ss to learn or review material. indicate ss have reached a “stage” in learning give ss a sense of achievement and progress in their learning. WASHBACK EFFECT that testing sas on teaching and learning harmful beneficial

5. TEST TYPES PLACEMENT TESTS SUBJECTIVE vs OBJECTIVE DIAGNOSTIC TESTS (PROGRESS ) ACHIEVEMENT TESTS (ATTAINMENT OR SUMMATIVE) APTITUDE TESTS ( PROGNOSTIC) Language subskill vs Communicative skill Norm referenced vs Criterion-referenced Discreet point vs Integrative Each item tests something Combine various language subskills very specific Compare each student´s progressRate ss according to certain with his classmates´progress standard Measure separate componentAssess ss´use of language of the languagewhile exchanging ideas and information Measure language skill Multiple choice / Matching tests naturally Give an overall picture of ss´ knowledge or ability. Measure ss´language and skill progress in relation to the syllabus after a whole year´s work. Check ss´progress in learing paricular elements of a course. (at the end of a unit or lesson) Place new ss in the right class. (Vocabulary, grammar knowledge and productive and receptive skills.)