Académique Documents
Professionnel Documents
Culture Documents
Yuanyuan Sun
about instruction and learning (Bachman, & Palmer, 2010). A quality assessment demonstrates
attributes of validity, reliability and authencity. To maximize the positive impact of assessment
on teaching and learning, a variety of assessment methods, both formative and summative in
nature, and techniques used in traditional and alternative assessment should be used in light of
Validity indicates the adequacy and appropriateness of the interpretations and uses of
assessment results, which leads to fair treatment to students performance and effective
instructional decisions (Miller, Linn & Gronlund, 2009). A quality assessment has high
construct validity. Generally speaking, construct indicates what teachers try to gather
and reflection of students performance, I have to match the construct for my assessments to
the content and objectives of what I teach, at the same time, I have to ensure that my tests show
evidence of students learning outcomes regarding to the elements in the construct. For example,
rhetorical knowledge to compose a variety of texts effectively. I include tasks such as defining
as well as extended response task with a written product to evaluate students application of
the concepts. Only valid assessments can make sure the reliability of decisions made based on
the results. The results showing students achievement or difficulty can offer me information
Its also necessary for a quality assessment to have content validity. I include more real-
(Bachman, & Palmer, 2010). For example, I choose note-taking tasks as the assessments for
academic listening classes, since generally speaking, students have to perform similar skills
and strategies required in note-taking tasks in their various academic classrooms. I evaluate the
note-taking tasks according to grading rubrics. For example, for a note-taking task that requires
students to take note while listening to a short lecture, the criteria in the rubrics includes the
A quality assessment should involve both formative and summative assessments. A mix
of them is desirable and can be effective (Vandergrift & Goh, 2012). I use alternative
assessments for formative purposes as learning tools for students, which are woven into regular
class activities. I choose alternative assessments such as self and peer assessment to have
students reflect their own learning process and learn collaboratively. For instance, in a writing
class, before students submit their final paper, Ill let them exchange drafts and provide
feedbacks to each other, based on the rubric I offer. Additionally, I use interviews and
conferences to observe and evaluate individuals, as well as give more niche-targeting feedback
and help regarding individual learning strategies or with specific difficulties of comprehending
class content. For the summative assessment, which aims to measure students achievement
with combined items and tasks (e.g. multiple choice, cloze test, short essay), to give both
ASSESSMENT PHILOSOPHY 4
summary of students achievements over time, enhance students motivation for learning and
reflecting, selecting and collecting their work as well as creating supportive learning
environment.
constructs in course objectives and outcomes. Moreover, quality assessments should play the
References
Bachman, L., & Palmer, A. (2010). Language assessment in practice. New York, NY: Oxford
University Press.
Miller, M. D., Linn, R.L., & Gronlund, N.E. (2009). Measurement and assessment in teaching.
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: