2. EVALUATION Evaluation is an integral part of teaching variables. Various tests are conducted for evaluation

3. TYPES OF TESTS Proficiency Tests Achievement Tests Aptitude Tests Diagnostic Tests

4. Qualities of a good test Learner friendly Down to earth and practical Validity Reliability Natural Meeting instructional values Extent ion of class room activity Scorability Economy Administrability Fair, equitable and diverse

5. Why should we assess? To measure student progress To guide students and encourage improvement To grade according to level or ability To diagnose weakness and to remedy errors To provide feedback on the effectiveness of the teaching method To provide motivation for students To evaluate communication competence To promote creativity To develop cognitive and linguistic competencies

6. What to assess? Product or process? Knowledge of language or ability to use it? Teaching or learning? For allocation of grades and marks or for feedback on the student’s performance? Whether holistic, integrating material from a variety of areas? Whether serialist? Non-referenced or criterion –referenced?

7. When to assess? Throughout the year. Based on the objective to be measured. Before covering certain portions. Stick to deadline After covering the portion

8. How to maintain? Be meticulous. Keep assessment records on computer Keep several back up copies

9. Reduce the burden? Reduce the number of assignments Reduce the length of assessments Include variety of assessment procedures Encourage peer assessments Encourage self assessments

10. Feed back Targeted to enhance learning Orally or written Consider group feed back in case of general mistakes Consider students’ feeling Add short comments Personalize Prepare model answers and hand out to students

11. Evaluation should promote: Digital Age literacy Inventive Thinking Effective Communication Enculturation Self-awareness High productivity Emotional harmony and unity Overall improvement

12. A few assumptions about evaluation It should : Look like teaching(an extension of classroom process) Be a generative process Be in tune with pedagogical and curricular visions Multi-level and multi-faceted Inspire students to explore and reconstruct knowledge

13. Writing involves: 1. Higher Order Skills Generating ideas Sequencing Drafting Evaluating Reviewing Revising and editing redrafting

14. 2.Critical Thinking Ability for: Deep analysis Comparing and contrasting Making suppositions Divergent thinking Evaluating,summarising and substantiating Critique Paraphrasing Applying the knowledge

15. 3. Basic Elements Grammar Vocabulary Punctuatiion Spelling handwriting

16. Techniques of Testing OBJECTIVE True/falseMultiple choiceMatchingCompletion Rearrangement/ Transformation SUBJECTIVE Short answer Essay and paragraph/Discourses Reports/letter/Notice

17. Abilities an essay can test Vocabulary Spelling and Punctuation Coherence Cohesion Style Organization Ideas Grammar Essay

18. Popular views “to form and encourage learning” – Smith “Assessment should be guided by teaching and learning, congruent with it, follow the same principles as in teaching and learning and it should be valid, reliable and fair” - Cameron