Unit 6: Assessment

Front 1

diagnostic assessment

Back 1

initial / entry assessment

Front 2

formative / summative

Back 2

final/weighted and unweighted assessment

Front 3

formal or informal assessment

Back 3

test conditions or not

Front 4

self, peer, collaborative or teacher assessment

Back 4

doesn't always have to be tutor led

Front 5

nb difference between

Back 5

evaluation,assessment and testing, and the several different types of tests.

Front 6

evaluation

Back 6

making judgements about whethersomething is acceptable or unacceptable, outstanding, good____encompasses assessment and testing___________________formal / INF_______________judgments about variables that influence the learning process

Front 7

assessment is...

Back 7

measuring how effectivelylearning is occurring___________________teacher/self/collaborative/peer________formal / INF

Front 8

informal assessment

Back 8

observation by tutor_____using criteria________student reflection

Front 9

diagnostic assessment

Back 9

identifies a student's strengths and weaknesses, helps provide adetailed student profile and highlights what further teaching is required. It is usually carried out atthe beginning of a course.

Front 10

initial assessment

Back 10

place students in courses that are at the right level_____________placement / entry test

Front 11

formative assessment

Back 11

when the evidence is actually used to adapt theteaching work to meet the [students’ learning] needs_______________assessment for learning

Front 12

summative assessment

Back 12

assessment of learning

Front 13

testing

Back 13

formal.

___purpose________approach of construction______scoring_______measurement

Front 14

test purpose

Back 14

proficiency and achievement tests,

Front 15

proficiency test

Back 15

assess candidates’ language ability irrespective of any previous instruction

Front 16

achievement tests

Back 16

directly related to the learning process on an individual language course.

Front 17

diagnostic tests (use)

Back 17

to find out areas that students are already good at or are having problemswith, or do not know, ____ to design further course activities.

Front 18

cloze test

Back 18

exercise consisting of a text with every nth word deleted

Front 19

gap fill

Back 19

with selected words deleted

Front 20

direct testing

integrative

hughes 1989

Back 20

candidates perform precisely the skills that the test isintended to assess ______________________________________________________ real life or simulated

Front 21

integrative assessment example

argument essay

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candidate needs knowledge of the conventions of discourse, of the argumentative essay genre, of register, syntax, semantics, morphology, spelling,punctuation, lexical relations, collocation,

Front 22

constructed response formats

Back 22

produce a response in theirown words.

Front 23

Indirect testing

discrete point test

hughes 1989

Back 23

attempts to measure the abilities which underpinparticular skills.

Front 24

example indirect test

Back 24

test writing ability by getting test takers to do a gap-fill, cloze testor a C-test_________________________________paper-and-pencil_______________fixedresponse

Front 25

objective scoring

Back 25

eg an answer key. no judgement required

Front 26

subjective scoring

Back 26

judgement required

Front 27

norm referenced

Back 27

comparisons between individual test takers in order tounderstand a single score.

Front 28

criterion-referenced measurement

Back 28

performances areassessed against a description of a satisfactory performance at a given level in order to find out whatthese individuals can actually do in the language

Front 29

pos / negativebackwash

Back 29

influence and effect that assessment has on the teaching andlearning that precedes it.

Front 30

a good test should..

Back 30

help improve the teaching and learning that precedes it______________________________

Front 31

good assessment can create....

Back 31

motivation, persistence and achievement for learners

Front 32

assessment 3 approaches

Back 32

for, as, of learning

tutor, student, accreditation

Front 33

key concepts testing

Back 33

1__validity___2___reliability___3.___practicality_____4__impact

Front 34

types of test validity

Back 34

content • criterion- • construct • face

Front 35

test validity

Back 35

does it test what it is intended to test?

Front 36

test reliability

Back 36

accurate measure of performance?

Front 37

test impact

Back 37

effects of test: educational, but also social, political or economic

Front 38

practicality

Back 38

resources required toproduce, administer and mark

Front 39

discrete-point item test formats...

Back 39

seem to be the most suitable for reliability, but have low validity as they do not test communication

Front 40

integrative formats...

Back 40

have good validity_________________________________________ but more difficult to mark consistently than fixed response items; results are moredifficult to interpret; and ttake a long time to administer and mark

Front 41

face validity

Back 41

a test viewed as covering the concept it purports to measure.

Front 42

reliability coefficient

Back 42

a measure of the accuracy of a test or measuring instrument obtained by measuring the same individuals twice and computing the correlation of the two sets of measures.