Testing & Assessment

Gathering information about student learning, both formal and informal. It helps teachers understand student progress and adjust teaching.

Informal assessment uses observation, questioning, and other non-graded methods to monitor learning in the moment. Think of an informal chat with a student.

Formal assessment uses standardized tests or graded assignments to measure student learning. Think of a written exam or essay.

Tests can be used to evaluate student knowledge, skills, and progress against specific learning objectives. Think of testing vocabulary or grammar.

Tests can be used before, during, and after learning to identify strengths, weaknesses, and measure progress. Think of diagnostic tests, formative tests, and summative tests.

Students actively participate in the evaluation of their own learning by reflecting on their progress and setting goals. Think of a student keeping a learning journal.

This feedback is used to improve student learning and performance. Think of a student reviewing past mistakes on a test.

Teachers use a range of methods to assess student learning, including observation, questioning, tests, and projects.

Small tests focusing on specific language skills or items, used for checking learning, diagnosis, or self-assessment.

Formal assessment of student work during regular classroom activities, like listening, reading, writing, or speaking tasks.

A collection of a student's work, including tests, assignments, projects, feedback, and self-evaluations, used for ongoing monitoring of progress.

Meetings between teachers and students to discuss learning progress, objectives, and assessment results.

The method of evaluating progress through ongoing observation, participation, and feedback, rather than solely relying on formal tests.

Regularly recording student participation, attitude, co-operation, independent work habits, and other non-language-related factors that impact learning.

Provides a more complete picture of a student's progress and achievements, including oral skills, participation, and grammar.

A test used at the beginning of a course to determine a student's existing knowledge and identify areas for improvement.

A test given at the end of a course to measure overall learning. It is usually used to assess whether a student has reached the expected level.

A test used to assess a student's ability in a specific skill or language level, irrespective of the teaching program.

Tests that occur regularly throughout a course, providing feedback on student progress and informing teaching adjustments.

Used to determine a student's appropriate course level at the time of enrollment.

A test that simulates an actual exam, helping students understand the format and difficulty level.

The negative influence of standardized tests on teaching practices, where teachers focus on testing content rather than holistic development.

The systematic process of creating effective tests that reliably measure student learning and provide meaningful feedback.

A test that assesses how well students understand the material covered in a specific unit or section.

A test that uses a variety of question formats to measure different aspects of student learning.

A test that assesses a student's ability to apply their knowledge and skills in real-world situations.

A test that assesses a student's understanding of a specific concept or skill.

A test that helps students understand the skills and knowledge they will need to succeed in a particular subject or course.

Assessment that occurs at the start of a language course to evaluate the learner's existing language knowledge and skills, often for placement into appropriate classes.

Assessing students' language proficiency by focusing on specific aspects of grammar and vocabulary through designed exercises and tasks.

Assessment that evaluates a learner's understanding and interpretation of written text, including comprehension, vocabulary, and inference.

Assessment that evaluates a learner's ability to understand spoken language, encompassing comprehension, pronunciation, and vocabulary.

Assessment that measures a learner's capability to express themselves in writing, including grammar, vocabulary, organization, and style.

Assessment designed to evaluate a learner's speaking abilities, including pronunciation, fluency, grammar, and vocabulary.

Assessment that happens throughout a course to monitor student progress and adapt teaching methods accordingly.

Assessment that takes place at the end of a course to evaluate the learner's overall achievement and mastery of the course objectives.

Assessment that is conducted before a language course begins to place learners into suitable classes based on their level.

Assessment that is conducted after a language course has ended, to measure the overall impact of the course and the learner's progress.

The ongoing process of gathering and evaluating information about students' language development, with the aim of improving their learning.

Assessing the quality of a test by considering its appropriateness and relevance to the learning objectives.

Assessing the consistency and reliability of a test, ensuring it produces similar results over repeated administrations.

A test has face validity if it appears to test what it is supposed to test, from the perspective of students, teachers, and employers.

This refers to the degree to which a test accurately measures the underlying concept or skill it is designed to assess. For example, does a grammar test truly measure a student's ability to use grammar accurately?

A test with high predictive validity can accurately forecast future performance. For instance, a placement test that accurately predicts a student's success in a certain language level.

This refers to the consistency of scoring across different markers or raters.

A test is practical if it is feasible and efficient to administer and score, considering factors like available resources, time constraints, and ease of materials production.

A personal record kept by the learner, often including their reflections, observations, and goals. It can be valuable for self-assessment and tracking progress.

A list of learning objectives, skills, or language points that are to be covered in a course. Learners can self-assess their progress by ticking off the items they have mastered.

Statements that describe what learners can do with the language they have learned, focusing on competencies and abilities. Students can assess themselves by comparing their capabilities to these statements.

A method of self-assessment where students mark their own work using a key or answer sheet. This can help them identify areas for improvement.

A potential issue with continuous assessment where teachers may not follow a standardized approach, leading to inconsistent and unreliable evaluation.

A potential negative effect of an assessment method on the teaching and learning process. When students focus too much on passing a test they may neglect genuine learning.

A potential disadvantage of continuous assessment, as it may not be suitable for short courses due to the time commitment.

A potential disadvantage of continuous assessment as it requires more record-keeping and administrative work for the teacher.

A potential disadvantage of continuous assessment as students may not view the various tasks as important as a large, final exam.

A potential disadvantage of continuous assessment as it can be more time-consuming to set up compared to simply using traditional tests.

A potential disadvantage of continuous assessment where students may not take their work seriously throughout the whole course.

A potential advantage of continuous assessment as it can help identify and assist struggling students earlier.

A test is considered valid if it actually measures what it is intended to measure. For example, a test designed to assess grammar should focus on grammatical structures, not just recognition.

Content validity means that the test includes items representing the specific skills and language taught. A test that includes topics not covered in instruction lacks content validity.

Reliability refers to the consistency of a test. A reliable test produces similar results when given to the same group under similar conditions.

Practicality considers the feasibility of a test in terms of time, resources, and ease of administration. A test that takes hours to complete or requires expensive materials is not practical.

Students evaluate each other's work, providing feedback and offering opinions.

Counseling sessions provide a structured space for self-assessment. Students can discuss their objectives, progress, and areas for improvement.

The Distance Delta is a resource that provides helpful guidance and materials for language teachers.

Reports allow learners to document their own progress. They can be used to track development and reflect on learning journey.

Students design tests for their classmates to demonstrate understanding of the material.

In devising tests, prioritize items that represent the student's ability to apply knowledge and use language.

Students working on projects in groups can assess each other's contributions to ensure everyone participates and contributes.

The teacher checks the student-designed test before administering it to ensure accuracy and appropriateness.

Students should have experience with various types of tests and tasks before being asked to design their own.

The effect that a test has on the teaching that leads up to it. It can be positive or negative.

A form of assessment where students are compared to each other, with the top performers being identified.

This type of testing aims to assess whether students can perform a specific task or set of tasks successfully.

The effects a test can have on learners, teaching, and classroom activities after the test.

Students may be motivated to study outside class and improve their overall language ability.

Teachers modify their teaching plans in order to get higher test scores for their students.

This is a specific kind of backwash where teachers adjust their teaching to reflect the content of the test.

This refers to the impact of a test on learners, teachers, and educational systems in general.

This is a type of assessment where the focus is on meeting specific criteria, not on comparing students to each other.

This is a type of backwash that focuses on the specific learning that happens after a test.

This is a type of assessment where students are compared to each other, with the goal of identifying top performers.

This is the ability to carry out a specific task or set of tasks successfully.

This practice involved breaking language down into isolated parts and testing these individual items. Multiple choice questions were favored.

Focuses on how language is used to achieve communication, rather than just testing formal knowledge of the language system.

Integrate knowledge of language systems with an understanding of context.

A gap-filling reading test that was considered an economical and effective replacement for tests of the productive skills.

Tests that require assessment to be carried out when the learner or candidate is engaged in an extended act of communication.

A useful list of 'dos' and 'don'ts' for test writers.

The name associated with the first attempts to base language testing on scientific theory.

The emerging science of the measurement of cognitive abilities.

A key feature of Lado's approach, where language is broken down into isolated parts and tested individually.

Direct testing assesses a specific skill or concept directly by having students perform the task they are being assessed on. For example, if you want to test essay writing, you ask students to write an essay.

Discrete item techniques focus on individual language items, such as grammar rules or specific vocabulary words. Examples include gap-fill exercises or multiple-choice questions.

Integrative testing techniques assess a broader range of language skills and knowledge, requiring students to apply multiple language elements. Think of tasks like writing an essay, participating in a conversation, or engaging in a role-playing activity.

Objective tests have a single correct answer and can be marked without subjective judgment. Think of multiple-choice questions or true/false questions.

Subjective tests require the evaluator to use their judgment to assess the quality of the answer. Think of essay writing or oral presentations assessed for content, structure, and style.

Multiple choice tests offer a selection of answers, with only one correct choice. They are considered reliable in testing recognition of correct language forms.

Transformation tasks require students to rewrite a sentence or phrase using different grammar or vocabulary but conveying the same meaning.

Matching tasks involve pairing items, such as words and definitions, collocations, or sentence halves. They assess vocabulary, grammar, or understanding of concepts.

Gap-filling tasks require students to fill in missing words or phrases in a sentence or paragraph, often focusing on specific grammar structures or vocabulary items.

Teaching programmes often focus on a defined grammar and vocabulary syllabus, and students anticipate being assessed on these areas.

Authentic materials refer to real-world language use, such as newspaper articles, emails, or conversations, which provide a more realistic context for language assessment.

Scoring writing in a test requires clear criteria to ensure consistency and reliability. Two types of scales are used: holistic and analytic.

A holistic scale assesses writing from a global perspective using descriptors, while an analytic scale breaks down writing into specific components.

In assessing speaking, both holistic and analytic scales can be used. Categories can be used in an analytic scale like pronunciation, fluency, grammar, and vocabulary.

These techniques test writing indirectly by assessing subskills like grammar or vocabulary, but not the complete act of writing a text.

They are considered more communicative because they are closer to real-life writing situations. For example, writing a response to a letter or a summary.

Assessment of writing in tests is more complex than objective tests where you can count right answers. Criteria are needed to assess the whole text.

Impression marks are subjective and unreliable. Instead, holistic and analytic scales provide more structured and consistent assessment of writing.

The Cambridge FCE scale is a commonly used holistic scale for assessing writing. It uses descriptors to evaluate the writing from a global point of view.

An analytic scale breaks down the writing skill into different components like content, vocabulary, accuracy, organization, and presentation.

Standardisation meetings help ensure consistency in marking between teachers. They mark the same samples and agree on the marks for better reliability.

A test where students need to put sentences in the correct order.

Involves identifying and correcting errors in written sentences or texts.

Tests that focus on grammatical accuracy, where students need to complete sentences by adding the necessary grammatical elements.

A test that requires combining multiple sentences into one, using linking words and other grammatical structures.

A test where students identify the odd item out from a group, based on a given criteria.

A test where students need to create questions based on given answers, focusing on the question forms.

A test where students need to add items to pre-existing categories or sets, demonstrating vocabulary and categorization skills.

A test that requires matching items from two sets based on specific criteria, such as collocations or definitions.

This type of test focuses on grammatical structures, requiring students to rewrite sentences using different structures.

A common test format used to evaluate various aspects of language, including vocabulary and grammatical forms.

Useful for assessing structures where word order is crucial, for example, in questions.

A practical way to assess language skills, simulating real-life tasks like proofreading.

A way to test students' speaking abilities that involves them working in pairs.

A test that is designed to measure a specific language item, for example, dependent prepositions.