EVALUATION
Components of a reagent and reagent types
Instruction
The basis
Options
Simple reagent Multi-asset
Direct answer
Caneva
Ordering
Tasks for language assessment
Check each particularity
Process
Get infromation
Processing information
issuance of trials
descision- making for improvement
execution of improvement decision
Qualitative evaluation
Assess competencies
with quialitatives forms
Project
Portfolio
debate
Using grading tools
checklist
Quantitative evaluation
Measures retained knowledge with quantitative instruments
using cognitive taxonomies level 1 to 3 of B. Bloom
Playing with the formats
direct answers
selection of items
Test types
Achievement tests: related directly to classroom lessons, units, or even a total curriculum.
Language aptitude test: designed to measure capacity and general ability to learn foreign languages.
Proficiency tests: test global competence in language
Diagnostics test: designed to diagnose specified aspects of language.
Validity, reliability, and washback
washback refers to the impact that tests have on teaching and learning
reliability is the easiest way to measure reliability, there are problems with that concept.
validity is the extent to which a test really measures what it is supposed to measure
Principles for developing tests
Presentation:test developers should be aware of formatting issues
Using Accessible Language: Using clear and accessible language is a key component of minimizing construct-irrelevant variance
Writing Appropriate Directions Design directions to maximize clarity and minimize the potential for confusion
Defining Expectations:students should be told explicitly what type of response is acceptable for a constructed-response question,
Matching the Task to the Purpose: to link, directly to the test specifications and content standards
Drafting an achievement indicator
Choice of grading tool
Rubric
checklist
Design of indicators
Process
Product
Choice of form and instrument of assessment
Project
Debate
Portfolio
Maps
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
Assessment tools
Product and process indicators, conceptual indicators, procedural indicators and attitudes are organized interchangeably in a table
BlOOM TAXONOMY
ranking of different objectives to be achieved through the formal education, based on the three aspects: cognition, affectivity and psychomotor skills.
Assessment competencies
Functional, systematic, continuous, comprehensive, guiding and cooperative process to obtain information about how the students show their competences.
Through: forms and quantitatives instruments
Grading tools