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PRINCIPLES AND PURPOSES OF THE ASSESSMENT
Introduction:
This module allows you to explore the various concepts related to language and literature assessment
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More importantly, this module
let you acknowledge the value of assessment in the language learning-teaching process
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Explore the different definitions of concepts related to language and literature assessment;
b
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Discuss the purposes of language testing; and
d
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Motivation:
ACTIVITY #1: Acrostic Time!
Directions: Answer the question below
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(20 points)
Question: What is the role of assessment in the teaching-learning process?
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Presentation:
Among the professional tasks of teachers are to assess the students’ performance and to evaluate
classroom instruction
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Let us define terms related to language
assessment that are often confused with one another and are usually used interchangeably
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KEY CONCEPTS

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"In the context of language teaching and learning, 'assessment' refers
to the act of collecting information and making judgments about a language learner's knowledge of
a language and ability to use it
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Testing refers to procedures that are based on tests
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" (Priscilla Allen)
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It forms
as part of assessment
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ASSESSMENT AND EVALUATION PRINCIPLES
The following principles are intended to assist teachers in planning for student assessment and
evaluation:
1
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They
should be planned, continuous activities which are derived from curriculum objectives and
consistent with the instructional and learning strategies
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A variety of assessment and evaluation techniques should be used
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Students should
be given opportunities to demonstrate the extent of their knowledge, abilities, and attitudes in a
variety of ways
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Teachers should communicate assessment and evaluation strategies and plan in advance,
informing the students of the objectives and the assessment procedures relative to the objectives
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They should be sensitive to family,
classroom, school, and community situations, and to cultural or gender requirements; they should
be free of bias
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Assessment and evaluation should help students
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The teache r collects
assessment information about student’s language development and their growth in speaking, listening,
writing, and reading knowledge and abilities
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Comparing assessment information to curriculum objectives allows the teacher to
make a decision or judgment regarding the progress of a student's learning
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PURPOSES OF ASSESSMENT
1
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This is part of the cycle of assessment
where pupils and staff set learning goals, share learning intentions and success criteria, and evaluate
their learning through dialogue and self and peer assessment
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In other
words, they become aware of how they learn
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3
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Assessment of learning provides an arena for the management and planning of assessment, and for
teachers to work collaboratively with the evidence
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Judgments about students learning need to be dependable
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• they are reliable (accuracy of assessment and practice)
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IV
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Diagnostic assessment and evaluation usually occur at the beginning of the school year and
before each unit of study
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By examining the results of diagnostic
assessment, teachers can determine where to begin instruction and what concepts or skills to
emphasize
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Keeping diagnostic instruments for comparison and further
reference enables teachers and students to determine progress and future direction
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2
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Formative assessment is continuous and is meant to inform the student, the parent/guardian,
and the teacher of the student's progress toward the curriculum objectives
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Involvement in constructing their own assessment instruments or in adapting the ones the teacher
has made allows students to focus on what they are trying to achieve, develops their thinking skills,
and helps them to become reflective learners
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For peer assessment to be successful, students must be provided with
assistance and the opportunity to observe a model peer assessment session
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Instruments such as checklists or learning logs, and
interviews or conferences provide useful data
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Summative assessment and evaluation occur most often at the end of a unit of instruction and
at term or year end when students are ready to demonstrate achievement of curriculum
objectives
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Summative judgments are based upon criteria derived from curriculum objectives
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Often, assessment and evaluation results provide both formative and summative information
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Similarly, formative evaluation
assists teachers in making summative judgments about student progress and determining where
instruction is necessary for individuals or further groups
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Learning Activities:
ACTIVITY #2: Essay it out!
Directions: As you have learned from this lesson, answer each item comprehensively
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Differentiate testing, assessment, evaluation, and measurement
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What essential principles about assessment and evaluation should educators bear in mind?
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4
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(30 points)
What were your misconceptions about the topic
prior to this lesson?
I thought…

What new or additional learning did you gain
from this lesson in terms of skills, content, and
attitude?
I learned that…

RUBRIC:
Content and Comprehensibility

15 points

Organization

10 points

Writing Conventions (Grammar & Spelling)

5 points

Total

30 points

PART II
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Discuss
briefly why it is considered as diagnostic test, formative test, or summative test

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