TUTORIAL WEEK

2OF TEST
TYPES
CHARACTERISTICS OF ASSESSMENT
FOR(AFL) & OF (AOL) LEARNING
EXAMPLES WHERE AOL & AFL TAKE
PLACE IN THE CLASSROOM
 Types of Test
Language Aptitude Tests
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
 Language Aptitude Tests
refers to the ability of a person to learn second
language.
given the amount of time and under certain conditions.
each person differs in terms of the rate and ease which
they can learn.
Tests: MLAT and Pimsleur LAT.
MLAT components: phonetic coding ability,
grammatical sensitivity, rote learning ability, inductive
learning ability.
PLAT components: Verbal ability and Auditory ability.
Purpose: ability that largely determines how quickly
and easily an individual will learn a language in a
language course or language training program.
 Proficiency Tests
Tests overall ability.
Consists of standardised multiple-choice
items on grammar, vocabulary, reading
comprehension and aural comprehension.
Also involves writing and oral performances.
Usually summative.
Results in form of single score.
Examples: TOEFL and IELTS
Purpose: measure learner's level of language.
 Placement Tests
Usually consists of materials needed
to be covered in a curriculum.
Learners' performance determines
whether the materials are easy or
hard but fairly challenging.
Purpose: to place learners at an
appropriate level in a programme or
course.
 Diagnostic Tests
Purpose: to identify an individual's
specific areas of weakness and
strength in any language aspects.
Usually offers a checklist of features
for teachers to test the pupils.
Example: oral production ( stress and
rhythms, intonation)
 Achievement Tests
any test that measures the attainments and
accomplishments of an individual after a period
of learning.
specifications are based on the objectives of
lesson.
only contain items which the pupils have been
taught in class.
often summative.
can also act as diagnostic test.
Purpose: measure the pupils' improvement in
relation to their syllabus.
 Characteristics of
Assessment for Learning
(AFL)
is ongoing
is tied to learning outcomes
Provides information that informs
decisions about planning an
instruction
Allows instructors to provide
immediate, descriptive feedback that
guides learning
 Characteristics of
Assessment of Learning
(AOL)
Happens after the learning takes
place
Information is gathered by the
teacher
Information is usually transformed
into marks or grades
Compares one student's
achievement with standards
Looks back on past learning
 Assessment of
Learning (AOF) in
AnecdotalClassroom
notes
Quizzes
Writing samples marked using rubrics
Documented observations
 Assessment for
Learning (AFL) in
Classroom
In-Class Quizzes /Problem Sheets
Formative MCQs in Class
One-minute Test
In-Class Discussions
In-class Holistic Assessment of
student Work
 REFERENCES
http://falconer.herts.sch.uk/wp-conte
nt/uploads/2014/12/Key-Characteristic
s-of-A4L.pdf
http://www.ncca.ie/en/Curriculum_an
d_Assessment/Post-Primary_Education
/Junior_Cycle/Assessment_for_Learni
ng_AfL_/Overview/AfL_-_Overview.htm
l
THANK YOU