TEACHING AND ASSESSMENT OF LITERATURE

MODULE STUDIES

CHAPTER 1: PRINCIPLES AND PURPOSES OF LANGUAGE ASSESSMENT

Objectives:

a) Explore the different definition of concepts related to language and

literature assessment.
b) Explain the principles that govern effective assessment and evaluation
c) Discuss the purpose of language setting
d) Acknowledge the value of assessment in the language learning-
teaching process.

INTRODUCTION:
This Chapter explores how principles of language assessment can and should be
applied to formal test, but with the ultimate recognition that these principles also apply
to assessments of all kinds. Principles will be used to evaluate an existing, previously
published, or created test.

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A. KEY CONCEPT
It is essential at the begin of these modules to define terms related to language
assessment often confused with one another because in some books they are used
interchangeably.
Evaluation and assessment explained

1. Assessment is the act of gathering

information on a daily basis in order to
understand individual student’s
learning and needs. “in the context of
language teaching and learning,
‘assessment’ refers to the act of
collecting information and making
judgements about a language
learner’s knowledge of a language
and ability to use it.” (Carol Chapelle
and Geoff Brindley)

2. Testing refers to procedures that are

based on tests. In learning, it is a
salient part of assessment.

3. Language testing is “the practical and study of evaluating the proficiency of an

individual in using a particular language effectively.” (Priscilla Allen)

4. Measurement more broadly includes testing and other types of measurement, as

well as other types of information that result in quantitative data such as
attendance, records, questionnaires, teacher rating of students, ect.

5. Evaluation is the culminating act of interpreting the information gathered for the
purpose of making decisions or judgements about students’ learning and needs,
often at reporting time. It forms as part of assessment.

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B. ASSESSMENT AND EVALUATION PRINCIPLES

The following principles are intended to assist teachers in planning for student
assessment and evaluation:

1. Assessment and evaluation are essential components of the teaching-learning

process. They should be planned, continuous activities which are derived from
curriculum objectives and consistent with the instructional and learning
strategies.

2. A variety of assessment and evaluation techniques should be used.

Techniques should be selected for their appropriateness to students’ learning
styles and to the intended purposes. Students should be given opportunities to
demonstrate the extent of their knowledge, abilities, and attitudes in a variety
of ways.

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3. Teachers should communicate assessment and evaluation strategies and plan

in advance, informing the student of the objectives and the assessment
procedure related to their objectives. Students should have opportunities for
input into the evaluation process.

4. Assessment and evaluation should be fair and equitable. They should be

sensitive to family, classroom, school and community situations, and to cultural
or gender requirements; they should be free of bias.

5. Assessment and evaluation should help students. They should provide positive
feedback and encourage students to participate actively in their own
assessment in order to foster lifelong learning and enable them to transfer
knowledge and abilities to their life experiences.

6. Assessment and evaluation data and results should be communicated to

students and parents/guardians regularly, in meaningful ways.

7. Assessment and evaluation should use a variety of techniques and tools. The
teacher collects assessment information about students’ language
development and their growth in speaking, listening, writing, and reading
knowledge and abilities. The data gathered during assessment becomes the
basis for an evaluation. Comparing assessment information to curriculum
objectives allows the teacher to make a decision or judgement regarding the
progress of a student’s learning.

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C. PURPOSES OF ASSESSMENT
1. Assessment for learning
Assessment for learning focuses on the gap between
where a learner is in his/her learning, and where he/she
needs to be – the desired goal. This can be achieved
through processes such as sharing criteria with
learners, effective questioning and feedback.
Black and Willian define assessment for learning as
all those activities undertaken by teachers and/or by
their students, which provide information to be used as
feedback to modify the teaching and learning activities in
which they are engaged.
Learners learn best when…
They understand clearly what they are trying to learn, and what is
expected of them.
They are given feedback about the quality of their work and what they
can do to make it better.
They are given advice about how to go about making
improvements.
They are fully involved in deciding what
needs to be done next, and who can give them
help if they need it.
2. Assessment as learning
Assessment as learning is about
reflecting on the evidence of learning. 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.

Through this, learners become more aware of:

 What they learn
 How they learn
 What helps them learn
Learners are able to build knowledge of themselves as learners, and
become metacognitive. In other words, they become aware of how they learn.

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It also helps them to take more responsibility for their learning and participate
more in process of learning.
3. Assessment of learning
Assessment of learning involves working with the range
of available evidence that enables staff and the
wider assessment community to check on
students’ progress and using this information in
the number of ways.
Assessment of learning provides an arena for
the management and planning of assessment, and
for teachers to work collaboratively with the
evidence. It connects assessment with curriculum.
Judgements about students learning need to be
dependable. This means that:
 They are valid (based on sound criteria)
 They are reliable (accuracy and assessment practice).
 They are comparable (they stand up when compared to judgements
in other departments of schools).

Understanding the Assessment FOR, OF and AS learning

D. FUNCTIONS OF LANGUAGE TESTS

Test are essential parts of assessment, thus it is
important that their functions are clearly identified.
In learning
In learning, test are used to measure
students’ language ability, to discover how much
they have been learning, to diagnose students’
strengths and weaknesses, and to motivate
students in learning.

a. Sometimes, language teachers choose to test students through periodic

quizzes and test achievement.

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b. At other times, instructors assess students’ language proficiency [i.e.,

their global ability to use the foreign or second language], maybe after
the end of several years of language study.

c. At other times, language teachers use tests for placement and

diagnostic reasons and other purposes.

1. In teaching
a. Tests are used in teaching as a means of ensure effective teaching to
improve teaching quality, to obtain feedback on student learning place
on a course.
b. Test can have a backwash effect,
which means that they may result in
changes of instructional programs or
teaching practices to reflect the test
contents because language teachers
want their students to do well on high
stakes for many different reasons.

2. In research
Language tests have a potentially
important role in virtually all research,
both basic and applied, that is related to the nature of language proficiency,
language processing, language acquisition, language attrition, and
language teaching.

For more knowledge:

https://www.youtube.com/watch?v=54O7tLHi5xk

References:
Language and Literature Assessment –A comprehensive Guide /pages 1-5
Authors: Mildred B. Go, Ph.D., Ofelia T. Pocesion, Ph.D.

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