Language
Assessment
By : Group 1
Assessment
A. Definition B. Assesment
• Language assessment = • Way to check what students
checking someone’s can do.
language ability. • Can be formal (reading test
• Done through test, with questions) or informal
measurement, assessment, (observation, teacher
comments).
or evaluation.
• Narrower than evaluation but
• All are connected, but not the
broader than measurement.
same.
• “Assess” means “to help
judge.”
C. Types of Assessment :
• Formative: during the learning process E. Conclusion :
(daily test, quiz, mid-term). • Language assessment = checking
• Summative: at the end of a course/program language ability with different
(final exam). methods.
• Four related terms: test, assessment,
D. Functions of Assessment measurement, evaluation → different
• Affects student motivation and learning. meanings.
• Helps teachers choose activities, teaching • Purposes: selection, placement,
methods, and feedback. diagnosis, research, program
• Standardized tests show strengths and evaluation, accountability,
weaknesses. achievement, etc.
Definition of Assessment
Assessment is a systematic process of
collecting, analyzing, and interpreting
information about students’
knowledge, skills, abilities, or attitudes
in order to make instructional
decisions.
C.. Functions of Assessment
A. Key Distinctions
• To provide feedback to learners.
• measurement
• To help teachers adjust their
• test
instructional strategies.
• assessment • To determine whether learning
• evaluation objectives are achieved.
• To serve as a basis for decision-making
B. Types of Assessment (promotion, remediation, enrichment).
• diagnostic assessment
• formative assessment D. Principles of Good Assessment
• summative assessment • Validity
• Reliability
• authentic assessment
• Objectivity
• Fairness
• Transparency
Measurement
A. Definition C. Function of Measurement
The process of assigning a number or • Provides objective data.
value to an ability/trait. Transforming the • Provides the basis for evaluation &
abstract into the quantitative. decision making.
• Allows comparison between
B. Characteristics of Measurement students/groups.
• Results in the form of numbers • Used in research.
(quantitative).
• Describes the ability of D. Examples in Education
individuals/groups. • Math exam score of 80.
• Requires a measuring instrument • TOEFL score = 500.
(test, observation, questionnaire). • Student attendance = 95%.
Test
A. Understanding C. Function of Test :
A test is an instrument/procedure to • To be a tool to measure students'
measure ability, knowledge, skill, or abilities.
attitude. It can be a question, practice, • Shows strengths & weaknesses.
interview, or observation. • Basis for learning improvement.
Examples are semester exams, running • Determine achievement, graduation, or
tests, speaking tests. selection.
B. Test Characteristics : D. Examples in Education
• Only a tool/instrument, not a result. • 40 multiple choice questions (semester
• Varies in form (multiple choice, essay, exam).. Science laboratory practical
practical). test.
• Measures specific aspects according to • Speaking test on the English exam.
objectives. • Fitness test in sports lessons.
• Carried out with certain rules.
Evaluation
A. Definition
C. Types of Evaluation
Evaluation is the process of judging
• Formative Evaluation
students, methods, curriculum, and
• Summative Evaluation
teacher performance as a whole to
• Diagnostic Evaluation
make decisions, unlike assessment
which only measures learning
D. Key Characteristics of Evaluation
outcomes.
• Based on data
• Includes Interpretation
B. The purpose of Evaluation
• Supports decision-making
• ·To check effectiveness
• Covers many aspects :
• · To measure quality
• ·To support decision-making :
• ·To provide feedback
E. The Evaluation Process (Steps)
• ·Define the purpose
• ·Collect data
• ·Analyze the data
• ·Make decisions
F. Example Case of Evaluation (Steps)
• Collect data → Teacher takes pre-test and post-
test results, student feedback, and classroom
observations.
• Analyze data → Compare results: speaking scores
improved by 20%, but grammar is still weak.
• Interpret findings → Group discussion works well
for fluency, but grammar teaching is not strong
enough.
• Make decision → Add a special grammar session
for the next course.
Conclusion
Evaluation is broader than assessment because it does
more than measure scores—it interprets results and
offers solutions. Through evaluation, teachers and
institutions can improve their teaching, students can get
better learning experiences, and language programs can
run more effectively.
Thank You
