ASSESSSMENT

PRINCIPLES
 R Y
M A
R I N T
E P ME
T H S S T
1 : S E E N
L E A S U D
IP O F S T
C
IN OSE OV E
R
P RP R
P
PU O IM G
S T I N
I RN
E A
L

EDUCATORS ASSESS STUDENT LEARNING THROUGH SUCH

METHODS AS STRUCTURED AND INFORMAL OBSERVATIONS
AND INTERVIEWS, PROJECTS AND TASKS, TESTS,
PERFORMANCES AND EXHIBITIONS, AUDIO AND
VIDEOTAPES, EXPERIMENTS, PORTFOLIOS, AND JOURNALS.
MULTIPLE-CHOICE METHODS AND ASSESSMENTS INTENDED
TO RANK ORDER OR COMPARE STUDENTS
PRINCIPLE 2: ASSESSMENT
FOR OTHER PURPOSES
SUPPORTS STUDENT
LEARNING

ASSESSMENT SYSTEMS REPORT ON AND

CERTIFY STUDENT LEARNING AND PROVIDE
INFORMATION FOR SCHOOL IMPROVEMENT
AND ACCOUNTABILITY BY USING PRACTICES
THAT SUPPORT IMPORTANT LEARNING.
ASSESSM
ENT
SYSTEMS
ARE FAIR
TO ALL
STUDENT
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THEY ARE CREATED OR APPROPRIATELY ADAPTED

AND ACCOMMODATIONS ARE MADE TO MEET THE
SPECIFIC NEEDS OF PARTICULAR POPULATIONS,
SUCH AS ENGLISH LANGUAGE LEARNERS AND
STUDENTS WITH DISABILITIES.
 PRINCIPLE 4:
PROFESSION
AL
COLLABORATI
ON AND
DEVELOPMEN
T SUPPORT
ASSESSMENT

ASSESSMENT SYSTEMS DEPEND ON EDUCATORS WHO

UNDERSTAND THE FULL RANGE OF ASSESSMENT PURPOSES,
USE APPROPRIATELY A VARIETY OF SUITABLE METHODS,
WORK COLLABORATIVELY, AND ENGAGE IN ONGOING
PROFESSIONAL DEVELOPMENT TO IMPROVE THEIR
CAPABILITY AS ASSESSORS.
PRINCIPLE 5: THE BROAD
COMMUNITY PARTICIPATES
IN ASSESSMENT
DEVELOPMENT

DISCUSSION OF ASSESSMENT PURPOSES AND

METHODS INVOLVES A WIDE RANGE OF PEOPLE
INTERESTED IN EDUCATION. PARENTS, STUDENTS,
AND MEMBERS OF THE PUBLIC JOIN A VARIETY OF
EXPERTS, TEACHERS, AND OTHER EDUCATORS IN
SHAPING THE ASSESSMENT SYSTEM.
 PRINCIPLE 6:
COMMUNICA
TION ABOUT
ASSESSMENT
IS REGULAR
AND CLEAR
THEY FOCUS REPORTING ON WHAT
STUDENTS KNOW AND ARE ABLE TO DO,
WHAT THEY NEED TO LEARN TO DO, AND
WHAT WILL BE DONE TO FACILITATE
IMPROVEMENT.
 PR
SY IN
S C
IPL
RE T
VIE MS E 7:
E
WE AR ASS
DA ER ES
ND EGU SME
IM LAR NT
PR
OV LY
ED

ASSESSMENT SYSTEMS ARE REGULARLY

REVIEWED AND IMPROVED TO ENSURE
THAT THE SYSTEMS ARE EDUCATIONALLY
BENEFICIAL TO ALL STUDENTS.
 ASSESSMENT
Collecting information about learners
performance in order to make judgments
bout their learning.
TYPES

FORMAL INFORMAL
MULTIPLE CHOICE PRODUCTIVE SKILLS
QUESTIONS RECEPIVE SKILLS
MATCHING TASK LANGUAGE GAMES OR QUIZZES
TRUE/ FALSE QUESTIONS MONITORING
 FORMAL ASSESSMENT
Formal Informal
assessment assessment
Assessment task Test , examinations Normal classroom
teaching and
learning activities
Homework task

marking Learners recieve T. Keeps records of

grades progress but does
not give grades

purpose Proficiency test. Feedback for the

Achievement test teacher
Progress test Improve procedures
Next level or choose different
materials or
activities.
Feedback for
 Important:

ASSESSMENT
FORMAL

include different
task to know strengths
and weaknesses.
task are familiar
and not too difficult or
too abstract!
easy to mark.
 Important:

INFORMAL ASSESSMENT

size of class.
the age of learners
( specially for young learners ).
what we want to assess.
frequency.
record opinions ( larger
classes )
reading or listening tasks
and taking notes on their
performance.
monitoring errors.
give feedback.
 Mark the correct letter (A-F) on your answer sheet.
There is one extra option which you do not need to use.
Situations
1.- The teacher has a new class. On the first day of the course, she sets a test which covers
some
language points she expects the students to be familiar with and others that she thinks the
students may not know. The students do not prepare for the test.

2.-The teacher notices that his intermediate students are making careless mistakes with basic
question formation, which they should know. He announces that there will be a test on this the
following week. The students have time to prepare for the test.

3.-The students are going to take a public examination soon. The teacher gives them an
example
paper to do under test conditions.

4.-The teacher monitors students whenever they carry out speaking tasks and keeps notes
about
each student.

5.-The class has recently finished a unit of the course book which focused on the use of the
present perfect simple. The teacher gives the class a surprise test on this.

Reasons for assessment

A to familiarize students with the test format
B to allow the teacher to plan an appropriate scheme of work
C to show students how well they have learned specific language
D to allow students to assess each other
E to motivate the students to revise a particular language area
F to assess students progress on a continuous basis
FOLLOW UP ACTIVITY AND
PRACTICE TASK

T D

F H
E
F
C
T
A
T
G
F
F