Principles of
Language
Assessment
Objectives
Explain the definition of Differentiate between
assessment education; the five principles of
language assessment
Compare various models of
language assessment
Familiarize themselves with the
traditional and non- traditional Analyze sample assessment
assessment partinent to mother in mother tongue instruction
tongue instructions; and
What is Assessment ?
Assessment is a vital part in the teaching and
learning process. Assessment are forms of
verification and evidence that aids the teacher
in making informed decision with regards to
the future plans for the discussion and
activities that are age and grade appropriate
to the learners.
Why do teachers need to
assess learning?
Assessment in education provides concrete
evidence that a students has learned and
experienced a certain process.
1. Assessing concept
about print
Learners need to acquire and basic master
concept of print and literature inorder to
achieve mature reading and writing behaviors.
Book and Print knowledge (concepts of print)
is defined as knowing and being aquanted with
books and how print works.
2. Assessing Alphabet
Knowledge (letter sounds and
letter names)
Alphabetic knowledge is learners
understanding that letters represent sounds so
that words may be ready by saying the sounds
represented by the letters and words may be
spelled by writing the letters that represent
the sounds in a word.
3. Assessing phonemic
awareness
Phonemic awareness is a subset of
phonological awareness in which listeners are
able to hear, identify, and manipulate
phonemes,the smallest units of sound that can
differentiate meaning.
4. Assessing decoding
skills
Decoding is the ability to read words by
translating written symbols into the sounds of
spoken language (Mother tongue, Filipino
English).
5. Assessing word recognition
Word recognition is the ability of learners to
read word by sight with automaticity and not
resort to blending..
6. Assessing comprehension of
narrative text
Assessing comprehension of narrative text
differ very much from informational text
because of the elements.
7.Assessing interest
Language learning must be contextualize not
just in local settings where learners can see an
immediate application of the language skills
they are acquiring from class.
8. Anecdotal records
Anecdotal recordss are description of students
action written as they occur or soon
afterwards.
9 .Portfolio assessment
Portfolio assessment is an assessment form
where students and teachers collaborate in
collecting samples of student learning
progress.
10. Observation
Students observation are done informally while
monitoring classroom work and participation.
They can also be recorded on checklist or
anecdotal records.
Assessment of
Early Literacy
Skills
Language
assessment
Strategies
ASSESSMENT
ALLEN 2004
Assessment Involves the use of emperical data
on student learning to refine programs and
improve student learing
HUBA & FREED 2000
Assessment Process of gathering and
discussing information from multiple and
diverse sources in order to develop a deep
understanding of what students
know,understand, and can do with their
knowledge as a result of their educational
experiences;...
ERWIN 1991
Assessment is the systematic basis for making
inferences about the learning and
development of students.
It is the process of defining, selecting,
designing, collecting, analyzing, interpreting
and using information to increase
students’learning and development
PALOMBA &BANTA 1999
Assessment systematic collection of review
and use of information about educational
programs undertaken for the purpose of
improving student learning and development
Systematic process of strategically
selecting appropriate assessment
tool for each learning situation to
evaluate learning outcomes
against pre-identified standards
and learning competencies
In order to
01 02 03
Develop a better
understanding of what Evaluate programs and
students know, Improve student’s make decision on how to
understand and can do learning and improve student
with their knowledge as development learning
a result of their
education experiences
Assessment
For Learning As Learning Of Learning
What students Where our students What our students
already know before are in terms of level have learned after
a learning episode processing during the the learning episode
learning episode
Goals and Purpose
Broad Assessment Specific
Goals & purposes Assessment Goals
& purposes
Broad Assessment
Goals & purposes
Tools
are those that aims to gauge the curricular
and co-curricular activities whether they meet
the the institutional mission , vision and
goals
Revised ECCD (Early Childhood Care and Development)
Phil IRI (Philippine Informal Reading Inventory)
EGRA (Early Grade Reading Assessment)
NAT (National Achievement Test)
Specific Assessment
Goals & Purpose
also known as the CLASSROOM ASSESSMENT
which tries to assess progress of learners in
real classroom situations
→It aims to capture real time and concrete
evidence of individual and even
collaborative outcomes
→ It may not be aligned to the broad
assessment goals and purposes
→School must strike a balance between the
specific and broad assessment goals and
purposes
→ School can create standard-based
assessment tools in order to evaluate
Steps on creating the
Standard-based
departmental quarter
assessments
1. Create a Table of Specification ( TOS)
2. Construct the test Based on the approved
TOS
3. Validate the constructed test against the
approved TOS to ensure content validity
4. Testing the validated test for reliability
Types of reliability Test
a. Test - retest reliability
b. Parallel Form reliability
c. Inter-rater Reliability
d. Internal consistency reliability
1. Average Inter -Item correlation
2. Split-Half Reliability
Guidlines in Classroom
Assessment
Gail E. Tompkins (2003)
1. Select Appropriate Assessment Tools
2. Use Variety of Assessment Tools
3. Integrate Intruction and Assessment
4. Focus on the positive
5. Examine both processes and products
6. Use multiple contexts
7. Work with individual students
8. Encourage self-assessment
Thanks!
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