assessment types and activities

1. Assessment types and activities

3. Assessment word association Types of assessment Types of tasks used in assessment Vocabulary associated with assessment

4. Types of assessment Continuous assessment Formal /Informal assessment Portfolio assessment Subjective/Objective assessment Placement test Diagnostic test Achievement test Proficiency test Progress test Formative/summative assessment

5. Types of tasks used in assessment Multiple choice Gap-fill tasks Matching tasks Sentence transformation Sentence completion Cloze tasks Open comprehension questions etc

6. Vocabulary associated with assessment Finding out about learning Progress Performance Marking Grades Examinations Feedback Accuracy Evaluation Fluency Reliability Test items Validity Criteria

7. Why assess ?

8. Why assess? to provide feedback to learners on their progress (e.g. what they have done well and what they need to improve) to provide feedback to learners on their achievement (ie how much they have learned at a particular point in time) to get information about learners' ability to understand or use target language structures or ? vocabulary help teachers know how to help their learners to get information about learners' skills development to find out whether learners like or dislike specific classroom activities (you could collect this information by asking and by observing) For diagnostic purposes: to use information about learners' strengths and weaknesses to provide information which can feed in to planning to let learners know what standards they need to reach to see whether learning objectives are being achieved to provide records for schools to provide information to parents

9. Testing and assessment

10. Testing and assessment What different kinds of tests have you taken? What were the reasons for taking these tests?

11. Types of tests

12. Types of tests Achievement test - measure what learners have learnt on a language course - usually given at the end of the course Diagnostic test - identify learners' strengths and weaknesses. Helps teachers to make decisions on what needs to be taught Objective test - scored according to 'right' or 'wrong' answers, i.e., non-judgmental on part of examiners Placement test - used before the beginning of courses, to determine learners' language levels' and based on this information 'place' them in the classes most appropriate for them Oral test - measures learners' speaking abilities Proficiency test - measures language ability and based on what is needed for a particular purpose, e.g., English for secretaries, English for car mechanics etc Progress test - measure learners' progress during a language course Subjective test - compared to objective tests, the examiner judges learners' answers Summative test - end of year/end of course test measuring learners' overall achievement of course objectives

13. Assessment types and definitions

14. Assessment task types: what can you assess?

15. Which assessment activity?

16. Formal vs informal assessment

17. Formal vs informal assessment Likely to be formal Standardized Certificates Objective Likely to be informal � Self-assessment informal- Subjective informal Could be both � Score usually formal, but may be used in informal assessment depending on the task type Projects usually associated with informal, but learners in some countries can be formallyassessed on project work Portfolio same case as for projects Report usually associated with formai assessment, but reports can sometimes accompanyinformal assessments Grade formal associations but may also be given by some teachers in informal assessment

18. Why use informal and formal assessment activities?

19. Reflection