INTRODUCTION This module uses basic concepts in language and literature testing in assessing language proficiency. In this module, testing, measurement and evaluation shall be subsumed under the term assessment. It also discusses the concepts of basic grammar which includes nouns, pronouns, adjectives, adverbs, verbs, conjunctions, prepositions and articles, Ww LEARNING OBJECTIVES At the end of this module, students should be able to; A. explore the different definitions of concepts related to language and literature assessment, B. explain the principles that govern effective assessment and evaluation and; C. acknowledge the value of assessment in the language learning-teaching process. %LEARNING EXPERIENCE What is grammar? In linguistics, grammar is the set of structural rules governing the composition of clauses, phrases and words in a natural language. The term refers also to the study of such rules and this field includes phonology, morphology and syntax, often complemented by phonetics, semantics and pragmatics. Basic grammar - parts of speech Grammar is the system and structure of a language. The rules of grammar help us decide the order we put words in and which form of a word to use. When you're talking about grammar, it's useful to know some basic terms. The following are called parts of speech and they each have their own function. 1. Verbs- Verbs are often known as ‘doing words'. They can also show ‘having’ or ‘being’. For example: "= The horse jumped the fence. = The rider had a fall. = The rider is not hurt. 2. Nouns- Nouns are the names of people, places, things and ideas. There are four kinds of noun. = Common nouns - dog, computer, river, biscuit Collective nouns (names of a group of something) - a herd of cows, a flock of sheep Proper nouns (the names of people, places and so on) - London, Anne, Plain English Campaign Abstract nouns (names of things we can't see or touch) - love, hope, Sear, decision, poverty 3. Adjectives- Adjectives describe nouns. For examples: = She wore a blue dress. = The small dog barked at me. = A cool breeze made her shiver. 4. Adverbs- Adverbs give us extra information about how, where or when a verb happens.For examples: "= He drove slowly. = She spoke loudly. "= The article is well written. 5. Pronouns- Pronouns are usually small words which stand in place of a noun, often to avoid repeating the noun. They include words such as /, you, he, we, hers, they, it. 6. Prepositions- Prepositions come before nouns or pronouns and usually show aconnection. For example: = Your pen is on the desk. = The children went to the park. * We rested under the tree. = Jim hid behind the door. 7. Conjunctions- Conjunctions link words, sentences or parts of a sentence together. For examples: = The rug is blue and cream. «| The road was busy. And it was loud. = I closed the door but I didn't lock it because I thought she was still inside. 8. Articles- There are two kinds of article: definite and indefinite. The definite article is 'the'. It is used to identify a specific thing. The indefinite article is ‘a and ‘an’. It is used to refer to something in general. For example: = The cat sat on the mat. (We know which cat and which mat.) I need a ruler. (We do not need a specific ruler, any will do.) The car would struggle to get up a hill. (We can identify which car, but are referring to any hill.) It is essential at the beginning of these modules to define terms related to language assessments that are often confused with one another because in some books they are used interchangeably. A. Assessment is the act of gathering information on a daily basis in order to understand individual student’s learning and needs. In the context of language teaching and learning, assessment refers to the act of | collecting information and making Judgements about a language leamer’s knowledge of a language and ability to use it.” (Carol Chapelle and Geoffrey Brindley)B. Testing refers to procedures that are based on tests. In learning, it is a salient part of assessment. C. Language testing is “the practice and study of evaluating the proficiency of an individual in using a particular language effectively.” (Priscilla Allen) D. Measurement more broadly includes testing and other types of ‘measurement, as well as other types of information that result in quantitative data such as attendance, records, questionnaires, teacher ratings of students, etc. E. Evaluation is the culminating act of interpreting the information gathered for the purpose of making decisions or judgments about student’s learning and needs, often at reporting time. It forms as part of assessment. ASSESSMENT AND EVALUATION PRINCIPLES The following principles are intended to assist teachers in planning for student assessment and evaluation. 1. Assessment and evaluation are essential components of the teaching-learning process. They should be planned continuous activities which are derived from curriculum objectives and consistent with the instructional and learning strategies. 2. A variety of assessment and evaluation techniques should be used. Techniques should be selected for their appropriateness to student’s learning styles and to the intended purposes. Students should be given opportunities to demonstrates the extent of their knowledge, abilities, and attitudes in a variety of ways. 3. Teachers should communicate assessment and evaluation strategies and plan in advance, informing the students of the objectives and the assessment procedures relative to the objectives. Students should have Opportunities for input into the evaluation process. 4. Assessment and evaluation should be fair and equitable. They should be sensitive to family; classroom, school, and community situations, and to cultural or gender requirements; they should be free of bias. 5. Assessment and evaluation should help feedback and encourage students to in order to foster lifelong learning abilities to their life experiences, P students. They should provide positive Participate actively in their own assessment and enable them to transfer knowledge and6. Assessment and evaluation data and results should be communicated to students and parents/ guardians regularly in meaningful ways. 7. Assessment and evaluation should use a variety of techniques and tools. The teacher collects assessment information about student’s language development and their growth in speaking, listening writing, and reading knowledge and abilities. The data gathered during assessment becomes the basis for an evaluation. Comparing assessment information to curriculum objectives allows the teacher to make a decision or judgement regarding the progress of a student’s learning. PURPOSES OF ASSESSMENT 1, Assessment for Learning Assessment for learning focuses on the gap between where a learner is in his/her learning, and he/she needs to be-the desired goal. This can be achieved through processes such as sharing criteria with learners, effective questioning and feedback. Black and William define assessment for learning as all those activities undertaken by teachers and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Learners learn best when.... = They understand clearly what they are trying to learn, and what is expected of them. * They are given feedback about the quality of their work and what they can do to make it better. = They are fully involved in deciding what needs to be done next, and who can give them help if they need it. 2. Assessment as learning Assessment as learning is about reflecting on evidence of leamnin, Thi: - This is of the cycle assessment where the pupils and staff set learning ee share ering intentions and success criteria, and evaluate their learn th dialogue self and peer assessment. ee = Through this, learners become more aware of:= What they learn * How they learn = What helps them learn Learners are able to build knowledge of themselves as learners, and become metacognitive. In other words, they become aware of how they learn. It also helps them to take more responsibility for their learning and participate more in the process of learning. 3. Assessment of Learning Assessment of learning involves working with the range of available evidence that enables staff and the wider assessment community to check on student’s progress and using this information in a number of ways. Assessment of learning provides an arena for the management and planning of assessment, and for teachers to work collaboratively with the evidence. It connects assessment with the curriculum. Judgements about student’s learning need to be dependable. This means that: = They are valid (based on sound criteria) = They are reliable (accuracy of assessment and practice) = They are comparable (they stand up when compared to judgements in other departments or schools) FUNCTIONS OF LANGUAGE TESTS Tests are essential parts of assessment, thus it is important that their functions are clearly identified. 1, In learning In learning, tests are used to measure student’s language ability, to discover how much they have been learning, to diagnose student’s strengths and weaknesses and to motivate students in learning. a. Sometimes, language teachers choose to test students through periodic quizzes and tests achievement. b. At other times, instructors assess students’ language proficiency (i.e. their global ability to use the foreign or second language) maybe after the end of several years of language study. c. At other times, language teachers use tests for placement and diagnostic reasons and other purposes.2. In teaching a. Tests are used in teaching as a means to ensure effective teaching, to improve teaching quality, to obtain feedback on student learning place on a course. 3. In Research Language tests have potentially important role in virtually all research, both basic and applied, that is related to the nature of language proficiency, language Processing, language acquisition, language attrition, and language teaching. U ACTIVITY 1 1. Differentiate testing, assessment, evaluation and measurement. ——_—— 2. What essential principles about assessment and evaluation should educators, especially teachers bear in mind?3. What are the learning roles of assessment in teaching, in learning, and in research?4. What are the functions of language tests?