BASIC ASSESSMENT CONCEPTS

Gathering information about factors which affect teaching and learning processes (the characteristics of programs and courses; institutional, local or global policies, use of materials and resources, students’ performance, etc.) to monitor programs, courses or pedagogical proposals in order or to adjust them or remediate them.

• ASSESSMENT

• EVALUATION

• TESTING

• SUMMATIVE ASSESSMENT

The ongoing collection of relevant information to determine progress and which may be relied on for making decisions about students’ language learning process.

• ASSESSMENT

• EVALUATION

• TESTING

• SUMMATIVE ASSESSMENT

The use of different techniques, tools or strategies to measure and monitor students’ performance, knowledge or skills in specific linguistic aspects.

• ASSESSMENT

• EVALUATION

• TESTING

• FORMATIVE ASSESSMENT

It judges student learning, skill acquisition and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year. 

• ASSESSMENT

• EVALUATION

• SUMMATIVE ASSESSMENT

• TESTING

It refers to a wide variety of methods that teachers use to collect detailed information that can be used to improve instruction and student learning while it’s happening. It is not the design of a test, technique, or self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching and learning modifications.

• FORMATIVE ASSESSMENT

• SUMMATIVE ASSESSMENT

• ALTERNATIVE ASSESSMENT

• TRADITIONAL ASSESSMENT

The conventional method of testing which usually produce a written document, such as a quiz, exam, or paper.  For example, standardized tests, most state achievement tests and high school graduation examinations.

• FORMATIVE ASSESSMENT

• SUMMATIVE ASSESSMENT

• TRADITIONAL ASSESSMENT

• ALTERNATIVE ASSESSMENT

An assessment that requires students to generate a response to a question rather than choose from a set of responses provided to them. Exhibitions, investigations, demonstrations, written or oral responses, journals, and portfolios are some examples. Ideally, it requires students to actively accomplish complex and significant tasks, while bringing to bear prior knowledge, recent learning, and relevant skills to solve realistic or authentic problems.

• FORMATIVE ASSESSMENT

• SUMMATIVE ASSESSMENT

• TRADITIONAL ASSESSMENT

• ALTERNATIVE ASSEESMENT