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Lesson 3 Assessment 1

The document outlines the aims and categories of assessment in teaching, emphasizing its role in determining readiness, placing learners, diagnosing strengths and weaknesses, measuring achievement, evaluating instruction effectiveness, and assessing learning aptitude. It describes three types of tests: General Proficiency Tests, Achievement Tests, and Aptitude Tests, each serving specific aims. Additionally, it details the characteristics of a good test, including validity, reliability, and practicality.

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9 views2 pages

Lesson 3 Assessment 1

The document outlines the aims and categories of assessment in teaching, emphasizing its role in determining readiness, placing learners, diagnosing strengths and weaknesses, measuring achievement, evaluating instruction effectiveness, and assessing learning aptitude. It describes three types of tests: General Proficiency Tests, Achievement Tests, and Aptitude Tests, each serving specific aims. Additionally, it details the characteristics of a good test, including validity, reliability, and practicality.

Uploaded by

weird girl
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Assessment

Assessment is Element 9 of the system of teaching .It is followed by Element 10 (the last element) :
Evaluation of the Feedback , ie correction of the students’productions .
1. Aims of Assessment

1.1 To determine readiness for instruction , i.e. to separate those who are prepared for instruction from
those who are not . It is a pass or fail system : the degree of success or failure is not considered . The
Entrance Test serves this aim .

1.2 To place learners in appropriate groups , i.e. learners are assigned to specific groups on the basis
of their level of performance . There is no pass or fail distinction , we distinguish different degrees of
proficiency so that some training is given to everybody .

1.3 To diagnose the learners’ specific strengths and weaknesses : several tests ( quizzes ) are
given to measure different skills or components of a skill . So, marks are allocated and taken into account in
the final grade .

1.4 To measure the extent of the learners’ achievement of the objectives , i.e to find out how much the
learners have achieved .Continuous assessment serves this aim . Marks are allocated .

1.5 To evaluate the effectiveness of instruction . The same test used for Aim 4 serves this purpose. Sometimes , there
are specific tests developed for this purpose ; in the case of research , to test a specificmethod or coursebook .

1.6 To measure aptitude for learning , i.e. to assess the learners’ potential in learning : whether they can
they learn .This applies to special cases of young learners with problems of learning .

Note : This distinction is in terms of aims , not categories of tests : one test can serve more than one aim .

2. Categories of Tests

2.1 General Proficiency Test

It measures what a learner is capable of doing now , predicting future attainment . ( Aims 1 , 2 , 3 )

2.2 Achievement Test

It measures the extent to which specific abilities are mastered. ( Aims 4 , 5 )


2.3 Aptitude Test

It measures an individual’s facility for acquiring learning. ( Aim 6 )

3. Characteristics of a Good Test

1
3.1 Validity

valid test is a test which measures what it is supposed to measure , which is appropriate in terms of

objectives . It is what precisely the test measures .Validity is divided into :

a. Face validity :

A test has Face validity if it looks appropriate to the objectives .


For example , a multiple choice test ( MC test ) has Face validity if it fulfils the objective of identification
of the correct word in a specific context .

b . Content validity :

A test has content validity if it samples adequately the content of the subject matter .We cannot give
a test about every aspect of the course. The test is a sample of the course . This sample has to be adequate in
terms of number and importance of the points covered in the test in relation to the course .
The number of points covered by the test has to correspond to an acceptable percentage of the course .
c. Construct validity :

A test has construct validity if its results correlate with those obtained in another test which is
accepted as being a valid test .This type of validity is applicable to new tests .

3.2 Reliability :

Reliability refers to the precision with which the test measures what we want it to measure , i.e. how

well a test measures what we want it to measure .A reliable test is a test which produces consistent scores ,

scores we can count on for any decision about the learners. Reliability is related to two aspects :

 Consistency in the scores in the sense that the scores are the same if the test is given any day of the
week and the conditions in which it was given are normal.
 Consistency in terms of the scorer in the sense that the scores are approximately the same if the test
is scored by different scorers independently .
Reliability is often affected by : test conditions , students’motivation to take this particular test , illness
or personal problems , adequacy of sampling of the tasks : the more samples of the students’performance ,
the more reliable will be the assessment of their ability and their knowledge .

3.3 Practicality :A test is practical when it is easy to administer , i.e. all the conditions necessary for it

are existent , and easy to score , i.e. within the possible time and capacity of the scorer .

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