TYPES OF

LANGUAGE
ASSESSMENT BY: ROUSHIELL FRANCE
S. LONDON
 LEARNING OBJECTIVES:

- Identify the types of assessment and evaluation

- Explain the different types of assessment tools
- Differentiate the different kinds of tests and testing
- Explain the use of each kind of tests
- Appreciate the value of knowing the various types of
assessment evaluation, tests and assessment tools in teaching.
Instructions: Identify the immediate constituents of each word in
the given sentences below.
1. I find the box empty.
2. Roy kept the room warm.
3. You can sell him a piece of necklace.
4. They showed them a photograph.
5. I handed him a piece of paper.
6. That congressman tells them many lies.
7. They promised her a delicious dinner.
8. They dived in the swimming pool.
9. They feed the cat.
10. Eliza catches butterflies.
 KINDS OF ASSESSMENT AND EVALUATION OF
LANGUAGE:
1. DIAGNOSTIC ASSESSMENT- occur at the
beginning of the school year and before each unit
of study. It provides information essential to
teachers in selecting relevant learning objectives
and in designing appropriate learning experiences
for all students, individually and as group
members.

2. FORMATIVE ASSESSMEN- focus on the processes and

products of learning. It provides information upon which
instructional decisions and adaptations can be made
and provides students with directions for future learning.
KINDS OF ASSESSMENT AND EVALUATION OF
LANGUAGE:

3. SUMMATIVE ASSESSMENT- occur most often at

the end of a unit of instruction and at term or year
end when students are ready to demonstrate
achievement of curriculum objectives.
 TYPES OF ASSESSMENT TOOLS:
1. OBSERVATION- it occurs during
students’ daily reading, writing,
listening, and speaking
experiences. 2. ANECDOTAL RECORDS- are notes written
by the teacher regarding student language
behavior, or learning.
3. CHECKLISTS- it is usually completed
while students are engaged in specific
activities or processes. It used to record
whether students have acquired
specific knowledge, skills, processes,
4. RATING SCALES AND RUBRICS- It is the
abilities, and attitudes.
extent to which specific criteria have been
achieved by the student or are present in
the student’s work. It also record the quality
of the student’s performance at a given
time or within a given process.
 TYPES OF ASSESSMENT TOOLS:
5. PORTFOLIOS- are collections of
relevant work that reflect students’
individual efforts, development, and 7. INTERVIEWS/ CONFERENCES- Teacher-
progress over a designated period of student interviews or conferences are
time. productive means of assessing individual
achievement and needs.

6. SPEAKING AND LISTENING- oral 8. PROJECT AND PRESENTATIONS-

presentations and incidental observations written reports, visual
provide opportunities to gather information representations, oral
about students’ listening and speaking presentations, or projects
abilities.

9. QUIZZES, TESTS AND EXAMINATION- used

for assessing students’ knowledge of
content; however, they may be used to
assess processes, skills, and attitudes.
 KINDS OF LANGUAGE TESTS:
1. PROFICIENCY TESTS- designed to
measure people’s ability in a language,
regardless of any training they may have
had in that language.
2. ACHIEVEMENT TESTS- are directly
related to language courses, their
purpose is to establish how successful
individual students, groups of
students, or the courses themselves
have been in achieving objectives.

TWO KINDS OF ACHIEVEMENT TESTS:

TWO KINDS OF ACHIEVEMENT TESTS:
a. FINAL ACHIEVEMENT TESTS- are
those administered at the end of a
b. PROGRESS ACHIEVEMENT TESTS- are
course of study.
intended to measure the progress that
students are making.
 KINDS OF LANGUAGE TESTS:

4. PLACEMENT TESTS- are intended to

provide information that will help to
place students at the stage (or in part) of
the teaching program.
3. DIAGNOSTIC TESTS- are used to
identify learners’ strengths and
weaknesses. They are intended
primarily to ascertain what learning
still needs to take place.
 PHASES IN LANGUAGE TEST CONSTRUCTION:
PHASE II (PLANNING)- The
tester plans the test with the PHASE III
PHASE 1 (PURPOSE)- The tester aid of the test blueprint and (ITEMS/TASKS)-
decides on WHY he/she is determines the objectives, The tester
testing and WHAT he/she will length of the test, and item construct the
use the results for types items guided
by the test
blueprint and
PHASE VII (REPORTING)- item
The tester converts the raw specifications
testing scores into
meaningful information for
reporting it to specific
audiences.

PHASE V (SCORING/ PHASE IV

RATING)- The test (ADMINISTRATION)- The
PHASE VI (ANALYSIS)- The evaluates the quality
tester analyzes the whole tester considers a
of the language systematic test
test as well as the specific sample according to
items and tasks administration procedure
certain criteria. and administers the test.
 RECAP: DISCUSSION POINTS

1. What are the significance of the following assessments

and evaluation: Diagnostic, Formative, Summative?

2. What are the various assessment tools? When is each tool

utilized?

3. How do language tests measure language

performance?