Tutorial 1
Assessment and Testing
Assessment is an integral part of the teaching–learning cycle. In an interactive,
communicative curriculum, assessment is almost constant.
Tests, which are a subset of assessment, can provide authenticity, motivation, and
feedback to the learner. They are essential components of a successful curriculum and
one of several partners in the learning process.
Basic Principles of Assessment
1. Periodic assessments, both formal and informal, can increase motivation by serving
as milestones of student progress.
2. Appropriate assessments aid in reinforcement and retention of information.
3. Assessments confirm areas of strength and pinpoint areas needing further work.
4. Assessments provide a sense of periodic closure to modules within a curriculum.
5. Assessments promote student autonomy by encouraging learners to self-evaluate
their progress.
6. Assessments help learners set goals for themselves.
7. Assessments aid in evaluating teaching effectiveness.
Exercises
Be ready to express your opinion and discuss and share your thoughts with a group on the
following exercises:
[Note: (I) Individual work; (G) Group or pair work; (C) Whole-class discussion]
1. (G) Assessment in Classroom Techniques
In small groups, look at this figure
that shows tests as a subset of assessment and assessment as a subset of teaching.
Consider classroom techniques such as:
• choral drill
• pair pronunciation practice
• reading aloud
• information gap tasks
• singing songs in English
• writing a description of the weekend’s activities
Describe aspects of each technique that could be used for assessment purposes. Share
your conclusions with the class.
2. (G) Formal vs. Informal, Formative vs. Summative
Reproduce the chart below on large paper. Decide together where each item belongs and
justify your choice.
Techniques/Procedures:
• Placement tests
• Diagnostic tests
• Periodic achievement tests
• Short pop quizzes
• Standardized proficiency tests
• Final exams
• Portfolios
• Journals
• Speeches (prepared and rehearsed)
• Oral presentations (prepared but not rehearsed)
• Impromptu student responses to teacher’s questions
• Student-written response to a reading assignment (one paragraph)
• Drafting and revising writing
• Final essays (after several drafts)
• Oral responses after a videotaped lecture
• Whole-class open-ended discussion of a topic
Categories:
• Informal / Formal
• Formative / Summative
Formative Summative
Informal
Formal
3. (I) Research Task
On your own:
• Research the distinction between norm-referenced and criterion-referenced
testing.
• Explore how bell-shaped and other distributions are derived.
Question: If norm-referenced tests typically yield a bell curve distribution, what
distributions are typical of classroom diagnostic or achievement tests?
Report your findings and discuss with the class.
4. (C) Sharing Experiences
As a whole class, ask volunteers to share personal experiences of taking or administering
the five types of tests (Achievement Tests, Diagnostic Tests, Placement Tests, Proficiency
Tests, Aptitude Tests).
Discuss: To what extent did the test accomplish its purpose?
5. (C) Brainstorming Test Tasks
Brainstorm a variety of test tasks learners have experienced in foreign language study (e.g.,
multiple-choice, true/false, essay).
• List them on the board.
• Categorize: Which are performance-based, communicative, both, or neither?
6. (G) Traditional vs. Alternative Assessment
Look at Table (traditional vs. alternative assessment tasks)
• In pairs, brainstorm positive and negative aspects of each.
• Share conclusions with the class for a balanced perspective.
7. (C) Computer-Based Testing
Share experiences with computer-based testing.
Evaluate the advantages and disadvantages of those experiences.
8. (G) Online Quizzes
With a partner, visit Dave’s ESL Café ([Link]
• Explore the available quizzes.
• Decide: To what extent are they useful for classroom teaching?
• Identify possible problems or disadvantages.
• Report findings to the class.
For Your Further Reading
• Mousavi, S. A. (2009). An Encyclopedic Dictionary of Language Testing (4th ed.).
Tehran: Rahnama Publications.
o A detailed reference of terms, history, and research in language testing (976
pages). Shorter version: Mousavi (1999).
• Fulcher, G., & Davidson, F. (Eds.). (2012). The Routledge Handbook of Language
Testing. Abingdon: Routledge.
o Covers validity, reliability, classroom assessment, social aspects of testing,
administration, ethics. Accessible for both novices and experts.
• Kunnan, A. J. (2014). The Companion to Language Assessment. New York: Wiley.
o Four-volume work addressing teachers, test designers, policymakers, and
scholars.
o Includes historical perspectives, approaches, design, and assessment of
languages beyond English.
