ESMERO, JANE P.
BSED-ENGLISH III SIR JOEY HIBEK
TYPES OF ASSESSMENT TOOLS
In the classroom, teachers are the primary assessors of students. Teachers design assessment
tools with two broad purposes: to collect information that will inform classroom instruction,
and to monitor students’ progress towards
achieving year-end learning outcomes. Teachers also assist students in developing self-
monitoring and self-assessment skills and strategies. To do this effectively, teachers must
ensure that students are involved in setting learning goals, developing action plans, and using
assessment processes to monitor their achievement of goals. The different tools and
techniques used in classroom assessment are the following
Observation occurs during the student’s daily reading, writing, listening, and speaking
experiences. It is an unobtrusive means by which teachers and students can determine their
progress during learning
Anecdotal records are reports about the teacher informal observations about students. It
will helps the teacher to collect
details regarding student’s behaviours at different
situations. It will be a good tool to bring positive behavioral patterns through daily observation
and correction
It involves the following informations ;
Social interactions and literacy exchanges that teacher have observed
Children’s learning styles
Recurring patterns in children’s ways of
understanding
Changes in children’s behaviors
Milestones
in children’s development
Rating scale and rubrics
Rating scales record the extent to which specific criteria have been achieved by the student or
are present in the student’s work.
is a term applied to expression of opinion or judgment regarding some situation, object or
character. Opinions are usually expressed on a scale of values
CHECK LIST
A checklist is a simple device consisting of a prepared list of items which are thought by the
researcher to be relevant to the problem being studied. A checklist is a selected list of words,
phrases, or sentences following which an observer records a check ( ) to denote
the presence or absence of whatever being observed. When we want to asses whether some
traits are present or absent in the behavior of an individual, we can use check list method. This
consists of a number of statements on various traits of personality. The statement which
applies to the individuals is checked. Thus responses to the checklist items are a
matter of ‘fact’, not of ‘judgment’.
Speaking and Listening
Oral presentations are incidental observations provide opportunities to gather information
about student’s listening and speaking abilities
Interviews/ conferences
Teacher-student interviews or conferences are productive means of assessing individual
achievement and needs
A self-report is any method which involves asking a participant about their feelings, attitudes,
beliefs and so on.
Project and Presentation
Teachers may assess the attitudes, skill development, knowledge, or learning process
demonstrated by students as they engage in language activities.
Quizzes, test, and Examination
Teacher may
What is a Test?
“A test is an assessment intended to measure a test- taker's
knowledge, skill, aptitude, physical fitness, or
classification in many other topics . A test may be
administered verbally, on paper, on a computer, or in a
confined area that requires a test taker to physically
perform a set of skills. In general, testing is finding out
how well something works. Testing tells what level of
knowledge or skill has been acquired.
Functions of Testing a device to reinforce learning
and to motivate the student a mean of assessing the
student’s performance in the language information
tool for teacher to know about where the students are
at the moment, to help decide what to teach next
information for students to find about what they
know, so that they also have an awareness of what
they need to learn or review
Five Kinds of Language Tests:
Proficiency Test
Achievement Test
Diagnostic Test
Placement Test
Direct & Indirect Test
Proficiency tests are designed to measure people’s ability in language,
regardless any training they may have in that language. The content of a
proficiency test is not based on the content of the objectives of language
courses. It’s based on a specification of what candidates have to be able to do
in the language in order to be considered proficient.
Achievement test The content of the course in achievement tests are
directly related to language course. The purpose is being able to establish
how successful individual students, group 0f students and the course in
achieving the objectives. There are two kinds of achievement tests: Final
achievement test Progress achievement test
Final achievement test: It’s administered at the end of a course of study.
The content of the test must be related to the courses with which they are
concerned the content of a final achievement test should be based directly
on a detailed course syllabus or the books and other materials used.
Progress Achievement Test: as the name suggests, are intended to measure
the progress that students are making. They contribute to formative
assessment. Since 'progress' is towards the achievement of course objectives,
these tests, too, should relate to objectives.
Diagnostic Test It’s used to identify learners’ strength and weaknesses. It’s
intended primarily to ascertain what learning still needs to take place.
Placement Test It’s intended to provide information that will help to place
students at the stage of the teaching program most appropriate to their
abilities. Typically, it’s used to assign students to classes at different level or
sectioning.
