Assignment - ATC

SUBJECT ASSIGNMENT:
ASSESSMENT AND TESTING IN THE
CLASSROOM
TEACHER: Dr. Antonio Bueno Gonzlez
STUDENT: Alejn!ro A"e#e!o Herrer
Lo$in: ME%&MT%L'''()*+
Grou,: %,-te.-/0'/1'0-AA"e#e!o-ATC
1

Assignment - ATC

INDE2
Introduction . page 3
Rationale . page 4
Conclusion page 9
Bibliography .... page 10
Appendices.. page 11
2

Assignment - ATC

Introduction
The ai o! this assignent is to describe the role that "Assessent and Testing# plays
in supporting the de$elopent o! $alid and reliable practices and trends in assessent
in di!!erent %&' conte(ts.
This assignent describes an instruent that )as adinistered and designed !or
beginner students. It is *usti!ied in relation to its theoretical basis. &irst o! all+ it )ill
discuss the type o! test according to its purposes. Then+ it )ill illustrate i! the test can
be considered second or third generation and at the sae tie identi!y and discuss the
principles o! language testing according to the design o! the test+ the scale that it uses
and its test !orat.
3

Assignment - ATC

Rationale
The !irst purpose o! the progress test that I )ill present is to assist learners and
teachers to easure progress o! soe speci!ic contents o! a course syllabus )ith the
ai o! ,no)ing ho) uch the learners ha$e learnt about graar and $ocabulary+ and
ho) uch they ha$e de$eloped their )riting+ reading+ spea,ing and listening s,ills.
The second purpose is to pro$ide iportant e$idence or in!oration in order to ,no) i!
the course syllabus needs to be ipro$ed or needs to be odi!ied )ith the intention o!
a,ing !uture learning ore e!!ecti$e.
The conte(t o! this progress test is "-oo Anials#. /escribe the and e(plain )hat they
can do are the !unctions o! language o! the unit. 'earners ha$e to identi!y anials
0$ocabulary usage1+ )rite sentences about the using soe graatical structures
learnt in the unit 0)riting1+ coplete in!oration about a speci!ic anial 0reading and
)riting1+ identi!y soe o! the through a listening acti$ity+ and discuss or tal, about
)hat anials can do or ho) they o$e using the graar and $ocabulary thought
0spea,ing1.
Principles of Language Testing
Competence vs. Performance
According to the !undaental principles o! testing+ this progress test gi$es the
opportunity o! practicing copetence and per!orance. Ites such as $ocabulary+
graar+ reading and )riting assess )hat students ha$e learnt about the second
language. 2n the other hand+ the listening and spea,ing ites o!!er the use o!
language that learners ha$e learnt.
Usage vs. Use
As )e ,no) language usage re!ers to the rules !or a,ing language+ !or instance+ the
structures used. 2ther)ise+ language use considers the counicati$e purpose o! it.
Ta,ing this+ the progress test presents in graar+ reading+ )riting+ $ocabulary and
listening ites the usage o! language+ that is to say+ these ites easure the
copetence o! learners. 3ean)hile+ the spea,ing ite gi$es e$idence o! use o!
language in a conte(t and easures the per!orance o! learners.
4

Assignment - ATC

Direct/Indirect Assessment
As I entioned be!ore+ the graar+ $ocabulary+ reading+ listening and )riting ites
assess the copetence o! learners in the progress test presented. These ites do not
assess any production o! language use !ro the language learner4 this eans that
these ites are classi!ied as indirect testing because they do not easure the
per!orance o! learners. 2n the contrary+ the spea,ing ite assesses the per!orance
o! the language that learners ha$e+ conse5uently this ite can be considered as direct
testing.
Discrete Point vs. Integrative Assessment
In y opinion the progress test clearly illustrates that soe ites co$er discrete point.
They ainly consist o! "testing ite by ite# and easure *ust one unit at a tie.
%(aples o! discrete point are the true or !alse+ )ord copletion 0graar1+ atching
0$ocabulary1 ites. These ites ta,e language out o! conte(t and bear no relationship
to the concept or use o! )hole language. In other )ords+ they !ocus on !or o! the
language and learner6s copetence. In the case o! ites such as listening+ reading
and )riting 0e(ercise 71 are ore integrati$e because they attept to "assess a
learner8s capacity to use any bits all at the sae tie+ and e(ercising se$eral
presued coponents o! a graatical syste+ and perhaps ore than one o! the
traditional s,ills or aspects o! s,ills#02ller 1999.391.
Objective vs. Subjective Assessment
2b*ecti$e assessent is a !or o! 5uestioning )hich has a single or ultiple speci!ic
correct ans)er and e(aples o! it in the progress test are the graar 0!ill :in ;blan,s+
copletion1+ reading 0true<!alse1+ $ocabulary 0atching1+ and listening ites+ but in the
case o! the spea,ing and )riting ites+ they can be consider as sub*ecti$e
assessent+ since they ay ha$e ore than one current ans)er or ore than one )ay
o! e(pressing the correct ans)er.
Receptive vs. Productive Skis
5

Assignment - ATC

The progress test attepts to assess recepti$e and producti$e s,ills. In order to assess
the spea,ing s,ill o! learners ore ob*ecti$ely the teacher has created an analytic
rubric and a chec,list. In the )riting s,ill the teachers has gi$en speci!ic instructions o!
the graatical rules that they ha$e to use.
!ack"ard # and $or"ard% &ooking Assessment
Bac,)ard:loo,ing assessents include those that as, students to recall or recogni=e
in!oration or to sol$e probles that are nearly identical to those presented in class. In
contrast+ !or)ard:loo,ing assessent starts !ro the 5uestion ">hat do I )ant
students to be able to do )ith the ,no)ledge ac5uired in this class?# The progress test
ay contain both because it assesses the contents that learners ha$e seen and learnt
in a unit the last three )ee,s. @o)e$er+ it ay also contain !or)ard loo,ing assessent
because the graatical rules and $ocabulary that teacher has thought in conte(t ay
be used by learners not only !or describing anials+ but in other real language
situation.
Conte'tuai(ed vs. Disembodied &anguage
The progress test has cobined the ,no)ledge o! di!!erent parts o! the language such
as graatical rules and $ocabulary in a conte(t )here learners ha$e to use the !or
describing soe anials.
Criterion Referenced and )orm # Referenced Assessment
2ne o! the ais o! criterion re!erencing is to !ocus on indi$idual+ di!!erentiated
assessent. It describes )hat students ,no)+ understand and can do. 2ne o! the
purposes o! the progress test+ as )as entioned abo$e is to obtain a description o! the
speci!ic ,no)ledge and s,ills each student can deonstrate in the test. This test can
also be used to pro$ide !eedbac, and to in!or !uture teaching and learning needs.
Bro)n de!ined criterion re!erenced assessent as "An e$aluati$e description o! the
5ualities )hich are to be assessed 0e.g. an account o! )hat pupils ,no) and can do1
)ithout re!erence to the per!orance o! others# 0Bro)n+ 19AA+ p.4.1
Reiabiit* vs. +aidit*
6

Assignment - ATC

/oes it produce consistent results? Boe o! the ites o! the progress test ha$e been
considered as an ob*ecti$e testing+ !or e(aple graar 0!ill :in ;blan,s+ copletion1+
reading 0true<!alse1+ $ocabulary 0atching1+ and listening. These ites can be ar,ed
clearly as right or )rong and they should gi$e per!ect reliability and as a conse5uence
the test can be trusted to produce the sae result upon repeated adinistrations.
/oes it easure )hat it is supposed to easure? The test is also $alid because it
easures e!!ecti$ely )hat it is intended to easure and i! it is $alid is reliable too.
Content alidit!" All the test ites correspond to the instructional ob*ecti$es o! the
course or the language o! the syllabus and !ocus on the content.
Construct alidit!" the progress test does indeed easure the trait it )as intended to
easure the recepti$e and producti$e s,ills.
Predictie alidit!" In y opinion the test does assess !uture language per!orance
o! learners or predicts their success do)n the road.
Concurrent alidit!" I thin, that the progress test )ould pro$ide siilar results to
those produced by an established test.
Ot,er C,aracteristics
#tilit!" The progress test pro$ides enough in!oration to assist the planning o! the
course+ that is to say+ it has high utility.
$iscrimination" The results o! the test cannot be used as the basis !or !oring groups
because the progress test )ill clearly !ail to discriinate bet)een stronger and )ea,er
learners. It is based on prescribed learning outcoes and it is also possible that all
learners )ill get a good grade.
Practicalit!" The progress test does not re5uire a lot o! e5uipent and it does not ta,e
a lot tie to set+ adinister or ar, either. It only needs or re5uires *ust one person to
adinister.
-*pe of Scae
%

Assignment - ATC

The Analytic scale o! the test is di$ided into separate categories representing di!!erent
aspects or diensions o! per!orance. &or e(aple+ diensions !or spea,ing
per!orance include content+ accuracy+ $ocabulary+ graar+ tas, copletion and
echanics. %ach diension is scored separately+ and then diension scores are
added to deterine an o$erall score.
-,e $ormat of t,e Progress -est
The !orat o! the progress test has soe characteristic o! second and third generation
tests. &or instance+ the test easures one ite o! language or tests one tiny aspect o!
language+ !or instance the $erb !ors ha$e<has got+ can+ and $ocabulary4 these
e(aples belong to second generation tests )hich uses ob*ecti$e testing techni5ues
and discrete point techni5ue. 2ther e(aples are true or !alse+ )ord copletion+
addition 0graar1 and $ocabulary 0atching14 all these techni5ues a,e the test
ore ob*ecti$e.
In the case o! the third generation test !eatures+ this test uses both ob*ecti$e testing
techni5ues+ 0e(aples entioned abo$e1 and sub*ecti$e testing !orats such as
)riting+ reading+ and spea,ing. These sub*ecti$e testing !orats consist o! real
language use. 2n the other hand+ reading !or instance it could be considered as an
integrati$e testing techni5ue )hich could be ar,ed ob*ecti$ely because use clo=e
procedure+ the tas, in the reading ite is to restore the issing )ords. Another
integrati$e ob*ecti$e testing techni5ue e(hibited in the test is Information Transfer
)here graphic stiuli+ or $isual li,e pictures are used+ !or e(aple the true or !alse+
the reading and listening ites.
The reason o! )hy this techni5ue is used in the test is due to the central characteristic
o! counicate language teaching is that it !ocuses attention on the abilities to
understand and con$ey in!orational content. 2ne )ay to practice and test these
abilities is through In!oration Trans!er acti$ities. According to Crodroou 0199D1+
in!oration presented in $isual !or as a starting point !or practising the !our s,ills is
another hallar, o! the Counicati$e Approach. >iddo)son 0199A1 states that the
Information Transfer techni5ue is the "trans!oration o! instances o! discourses !ro
one type into another but these instances o! discourse can also be deri$ed !ro a non:
$erbal ode o! counicating#.
&

Assignment - ATC

In the case o! the listening ite+ it is a counicati$e language testing tas,+ it eans
that the acti$ity eulate real language use+ but at the sae tie it is ob*ecti$e in ters
o! easuring the ans)ers o! learners+ there is *ust one right ans)er. 3oreo$er+ the
listening+ reading and )riting ites are conte(tuali=ed and deand global
coprehension as )ell as coprehension o! discrete ites.
Objectives of t,e Progress -est
1' - (oca)ular!" Btudents )ill correctly identi!y selected $ocabulary )ords by atching
the to pictures. Vocabulary: =oo anials+ colors+ and parts o! the body.
2' - *rammar" Btudents )ill properly coplete each sentence )ith the correct $erb
!or and understand prepositions in conte(t and be able to identi!y the in a picture.
Main structures: CanE !or ability+ has < ha$e got+ deonstrati$es : pronouns and
ad*ecti$es 0This is 1+ prepositions o! place and soe $erbs.
3' - Reading and +riting. Btudents )ill deonstrate understanding by ans)ering true
or !alse+ !illing gaps about "-oo Anials# and )riting siple description o! the.
4' - Listening" Btudents )ill be able to understand in!oration and !ollo) directions by
coloring the right "-oo Anial# in a picture.
5' , -pea.ing" Btudents )ill be able to understand and !ollo) spo,en instructions and
ans)er spo,en 5uestions.
Conclusions
/

Assignment - ATC

Teachers )ho assess learning o! a language ust as, thesel$es a nuber o! basic
5uestions such as these. >ho a I going to assess? @o) a I going to assess the?
>hy a I going to assess the? >hat speci!ic aspects o! language a I going to
assess? >hen a I going to adinister the assessent? Can I e$aluate y students
in y o)n classroo? 3aybe+ there are any ans)ers to these 5uestions+ but the
iportant thing is that teachers need to re!lect on ho) to de$elop the appropriate
assessent !or their students according to their needs and thin, about )hether their
assessent practices are consistent )ith their o)n instructional ob*ecti$es and goals.
>hen teachers thin, about the purposes !or assessent be!orehand+ they can a,e
better decisions about )hat in!oration they should gather about their students.
BIBLIOGRA&H3
10

Assignment - ATC

- Bro)n+ @. /. 019AA1. 'anguage assessent principles and classroo practices.
Fe) Gor,. Cearson %ducation.
- @all+ H and Bur,e+ >3 D003+ Making Formative Assessment Work: Effective
Practice in te Primary !lassroom+ 2pen Ini$ersity Cress+ 3aidenhead+ %ngland.
: 'ennon+ A 0n.d1 Assessent and testing in the classroo+ 0study aterial1
&IFIB%R.
- 2ller+ J. >.+ Jr. 019991. 'anguage tests at school. a pragatic approach. 'ondon.
'ongan.
- Crodroou+ '. 0199D1. 3i(ed ability classes. 'ondon. 3acillan.
- >iddo)son+ @.K. 0199A1. Teaching language as counication. 'ondon. 2(!ord
Ini$ersity Cress.
1ttp"22+++'academicassessment'com'au2
1ttp"22+++'academicassessment'com'au2testing-and-assessment2
1ttp"22englis1teac1ersunitedara)a'+ordpress'com2200%2122102assessment-
testing-master-assignment2
11

Assignment - ATC

A&&ENDICES
-,e Antofagasta !ritis, Sc,oo
/ngis, Department
Progress -est Unit 0
Items 1 2 3 4 5 6 % & -core
Points LLLL< M7
Fae. LLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLL/ate. LLLLLLLLLLLLLLLLLLLLLL
1' - (3CA4#LAR5' 6atc1 t1e +ords +it1 t1e correct 7oo animal'
2' - *RA66AR' Loo. and complete +it1 can or can1t.
12
10 mar.s
MON4E3
SNA4E
&ENGUIN
DOL&HIN
GIRA%%E
LION
BIRD
CROCODILE
BAT
5EBRA

Assignment - ATC

1. The penguin LLLLLLLLLLLL!ly.
D. The tiger LLLLLLLLLLLLLLLL s)i.
3. The elephant LLLLLLLLLLLL clib trees.
4. The cat LLLLLLLLLLLLLLs)i.
7. The on,ey LLLLLLLLLLLL clib trees.
M. The bird LLLLLLLLLLLLL !ly
3' , *RA66AR' Read and ans+er t1e 8uestions'
1. Can it run? 4. Can it )al,?
LLLLL+ LLLLLLLLLLLLLLLLLLL LLLL+ LLLLLLLLLLLLLLLLLLL
D. Can it see at night? 7. Can it !ly?
LLLLL+ LLLLLLLLLLLLLLLLLLLLL LLLL+ LLLLLLLLLLLLLLLLLLLL
3. Can it *up?
LLLL+ LLLLLLLLLLLLLLLLLLL
4'- *RA66AR' Loo. at t1e animals and +rite a)out t1em using 1ae got 2 1as
got9 1aen:t got 2 1asn:t got 9 can and can:t'
13
6 mar.s
5 mar.s

Assignment - ATC

1;
This is a LLLLLLLLLLLLLLLLLLLLL.
It hasnNt got LLLLLLLLLLLLLLLLLLLLLL.
It can LLLLLLLLLLLLLLLLLLLLLLLLLLL.
It LLLLLLLLLLLLLLLLLLLLLLL a long nec, .
2;
This is a LLLLLLLLLLLLLLLL.
It LLLLLLLLLLLLLLLLLLLL a bea,.
It LLLLLLLLLLLLLLLLL !eathers .

It can LLLLLLLLLLLLLLLLLLLLLLLLLL .
3;
LLLLLL LLLLLL a sna,e.
It LLLLLLLLLLLLLLLLL scales.
It can LLLLLLLLLLLLLLLLLLLLLLL.
It LLLLLLLLLLLLLLLLLLLLLLLLLLLlegs.
It canEt LLLLLLLLLLLLLLLLLLLLLL.
5' , R<A$I=* A=$ >RITI=*' Read t1e te?t and complete it c1oosing a +ord
from t1e )o?' >rite t1e correct +ord ne?t to num)ers from one to eig1t'
14
14 mar.s

Assignment - ATC


I a an anial and I ha$e got bro)n 011 LLLLLLLLLLLLL I li$e in 0D1 LLLLLLLLLLLLL.
3y !a$orite !ood is a 031 LLLLLLLLLLLLLL. I ha$e got t)o 041 LLLLLLLLLLLLLLLL and
t)o legs. I ha$e a long 071 LLLLLLLLLLLLLLtoo. I can run and 0M1 LLLLLLLLLLLLLL or
play )ith a big round ball. I li$e )ith gira!!es and 091 LLLLLLLLLLLLLLLL.
>hat a I? I a a 0A1 LLLLLLLLLLLLLLLL.
trees cat banana tail
"um# ele#ants arms air
6'-R<A$I=*' Loo. at t1e picture and +rite if t1e sentences are True or @alse'
15
& mar.s

Assignment - ATC

-entences
1. : There is a crocodile in the )ater. LLLLLLLLLLLLLLLLLLLLL
D. : The on,ey is ne(t to the car. LLLLLLLLLLLLLLLLLLLLL
3. : The tiger is bet)een the gira!!e and the goat. LLLLLLLLLLLLLLLLLLLLL

4. : There is a sna,e under the tree. LLLLLLLLLLLLLLLLLLLLL
7. : The on,ey has got a banana in its hand LLLLLLLLLLLLLLLLLLLLL
M. : The tiger is in !ront o! the hippo. LLLLLLLLLLLLLLLLLLLLL
%'- >RITI=*'$ra+ and +rite a)out !our faourite animal' #se AA(< *3T and
CA= '
16
6 mar.s
>hat is your !a$orite anial?
..
>here ..? It li$es ...
It ..
@as it got a tail? ...
>hat else has it got?
..
>hat does it li,e to eat? .
>hat ? It can .
and .
10 mar.s

Assignment - ATC

&'- LI-T<=I=*' Listen9 colour and dra+'
Listening" Transcript
1
A. @ello+ 3atilda. /o you li,e this picture?
B. Ges. Can I colour it?
1%
6 mar.s

Assignment - ATC

A. 2H. Can you see t)o on,eys in the picture? ThereEs a big one and a sall one.
B. Ges. Fe(t to the gira!!e and abo$e the elephant...
A. Kood. >ell+ colour the sall one green.
B. 2H.
2
A. /o you li,e the birds?
B. Ges+ they can !ly.
A. Can you see the bird bet)een the gira!!e and the on,ey?
B. Bet)een the gira!!e and the on,ey? Ges. Bhall I colour it blue?
A. 2H.
3
A. Fo)+ There is an anial behind the lion in the picture. Can you see?
B. 2h yes+ I can see an elephant.
A. >ell+ Can you colour it yello)?
B. 2H.
4
A. Fo) then+ 3atilda ; )ould you li,e to dra) soething !or e no)?
B. Ges
A. Can you see the hippo?
B. Ges ; I see it ; ne(t to the lion
A. >ell can you dra) a sna,e ne(t to the hippo?
B. A sna,e?
A. Ges.
B. 2H.
5
A. ThatEs goodO Fo) then+ there is a lion 3atilda; can you see it?
B. Ges+ there is one ne(t to the hippo.
A. ThatEs rightO >ell can you colour it bro)n.
B. 2H then.
6
A. Fo) loo, at the anial behind the hippo. It has got a long nec,. Can you see?
B. Ges.
A. >ell+ Can you colour it orange?
B. 2range?
A. Ges. ThatEs a nice colourO
/' - -P<ABI=*' PART 1' Proide personal information' The teachers says hello and
as,s soe 5uestions about personal in!oration o! the student. It is e(pected that the
student ans)ers all the personal 5uestions.
1&

Assignment - ATC

PART 2' #se of @las1cards' The teacher presents a set o! !lashcards o!# -oo
Anials#. The student has to listen+ understand and !ollo) the teacherEs directions and
coands using the !lashcards.
PART 3' Animals: $escription' Ising the sae set o! !lashcards the teacher as,s the
student to e(press )hat his<her !a$orite anial and describe it using the graar
structure CAF and @AB<@AP% K2T. It is e(pected that the student elaborates correct
sentences and as,s !or in!oration or clari!ication i! she <he has soe doubts.
C1ec.list -pea.ing -.ill
Btudents )ill be ar,ed !or interacti$e listening ability+ !luency+ and production o! appropriate
responses 0Tas, copletion1+ graar and $ocabulary.
-tudent:s name
PART 1
Introduce Goursel!
5<- =3 C366<=T-
Kreeting
1/

Assignment - ATC

@o) are you?
>hat is your nae?
@o) old are you?
CProide personal Information
PART 2
-oo Anial &lashcards
5<- =3 C366<=T-
Coint the lion?
>ho is ne(t to the sna,e?
Cut the on,ey behind the
elephant
Cut the on,ey on the =ebra
Cut the li=ard bet)een the tiger
and the hippo
Coint the gira!!e
C#nderstand t1e 8uestions and
commands'
PART 3
-oo AnialsE /escriptions
Ise o! @a$e got<Can
5<- =3 C366<=T-
>hatEs o! these your !a$orite
anial? Choose one.
Can your !a$orite anial !ly+ run+
*up+ run+ s)i+ etc.?
/escription 1
/escription D
/escription 3
>hat does it li,e to eat?
>here does it li$e?
C<?press preference'
CCan descri)e t1e animal'
C<la)orate correct sentences'
CAs. for information or
clarification'
Poor
1 pts'
@air
1'5 pts'
*ood
2 pts'
<?cellent
2'5 pts'
20

Assignment - ATC

(oca)ular!
Coor
Btudent used $ery
little o! the
$ocabulary learned in
class to
counicate his<her
ideas.
&air
Btudent used
soe o! the
$ocabulary learned
in class to
counicate
his<her ideas
Kood
Btudent used a
great deal o! the
$ocabulary learned
in class to
counicate
his<her ideas
%(cellent
Btudent used all
the $ocabulary
learned in class
to counicate
his<her ideas
Accurac!
Coor
Coor use o!
graar. 3eaning is
o!ten unclear. 3any
errors. 3ost
$ocabulary )ords
)eren8t used
ade5uately
&air
Ade5uate use o!
graar. 3eaning
is soeties
unclear. Boe
errors are still
present. Boe
$ocabulary )ords
)eren8t used
ade5uately.
Kood
Kood use o!
graar. 3eaning
is ostly clearly
con$eyed. A !e)
errors are still
present. The
student ay sho)
soe )ord order
or noun $erb
agreeent issues.
&e) $ocabulary
)ords )eren8t used
ade5uately.
%(cellent
%(cellent use o!
graar.
3eaning is $ery
clear. Pery !e)
errors present.
Ideas )ere
e(pressed
clearly. All
$ocabulary
)ords )ere
used in the right
conte(t.
Tas.
Completion
Coor
Btudent couldn8t
ans)er ost o! the
5uestions+ not in !ull
nor siple
sentences.
&air
Btudent ans)ered
ost 5uestions+
soe o! the in
!ull sentences.
Kood
Btudent ans)ered
all 5uestions+ ost
in !ull sentences.
%(cellent
Btudent
ans)ered all
5uestions in !ull
sentences.
-pea.ing
6ec1anics
Coor
&luency )as not up
to the le$el+ ost
sentences had long
pauses<interruptions
and con$ersation
)as not !luent at all.
&air
&luency )as
acceptable+
although pauses in
sentences )ere
!re5uent.
Con$ersation )as
not $ery !luent.
Kood
&luency )as
decent4 ost o!
student8s ans)ers
cae out )ith no
proble. A !e)
sentences had
sall pauses as
!luency issues.
Con$ersation )as
still !luent.
%(cellent
&luency )as
sooth+
students
ans)ers cae
)ith no proble.
Con$ersation
)as !luent and
easygoing.
-pea.ing Ru)ric
21