Functional, systematic, continuous, comprehensive, guiding and cooperative process to obtain information about how the students show their competences.
BlOOM TAXONOMY
ranking of different objectives to be achieved through the formal education, based on the three aspects: cognition, affectivity and psychomotor skills.
Assessment tools
Product and process indicators, conceptual indicators, procedural indicators and attitudes are organized interchangeably in a table
Achievement levels and indicators
consisting of a list of indicators on the horizontal axis and on the vertical axis only the YES or NO record of compliance with the indicator
Drafting an achievement indicator
Choice of form and instrument of assessment
Maps
Debate
Design of indicators
Product
Choice of grading tool
Rubric
Principles for developing tests
Matching the Task to the Purpose: to link, directly to the test specifications and content standards
Defining Expectations:students should be told explicitly what type of response is acceptable for a constructed-response question,
Writing Appropriate Directions Design directions to maximize clarity and minimize the potential for confusion
Using Accessible Language: Using clear and accessible language is a key component of minimizing construct-irrelevant variance
Presentation:test developers should be aware of formatting issues
Validity, reliability, and washback
validity is the extent to which a test really measures what it is supposed to measure
reliability is the easiest way to measure reliability, there are problems with that concept.
washback refers to the impact that tests have on teaching and learning
Test types
Diagnostics test: designed to diagnose specified aspects of language.
Proficiency tests: test global competence in language
Language aptitude test: designed to measure capacity and general ability to learn foreign languages.
Achievement tests: related directly to classroom lessons, units, or even a total curriculum.
Quantitative evaluation
selection of items
direct answers
Playing with the formats
using cognitive taxonomies level 1 to 3 of B. Bloom
Measures retained knowledge with quantitative instruments
