Assessment
What are assessments?
Assessments are different ways for educators to gather information about any student's language ability and achievement. Assessments are subcategories to evaluations, which are used to consider not only the students but also the teachers and the over all educational decisions that are being made. Under assessments are tests, which are formal assessments that are conducted systematically.
Why assess students?
Assessments are used to see the progress and achievements of students in the classroom. Therefore, without these various kinds of assessments it will be hard to see whether or not students understand and retain the information that is being taught to them. It also serves as a basis of making different educational decisions for students in the class. Educators are able to know what they must do in order to help their students learn and grow in their classrooms.
What makes an assessment good?
There are eight principles that should be considered when creating assessments for your class.
Usefulness
It is important to consider the purpose if the assessment that you are creating. Think about what this assessment will be testing and why it is necessary.
Validity
Make sure your tests measure what has been taught in your classroom. Students should not be tested on information that you have not tested. There is no need to trick your students, so create your test in a format that is familiar to your students.
Reliability
In order to have a reliable test, there are three different aspects to consider. The number of test questions need to be created considering the amount of time students have to take the test. It is also important to recognize the administrative factors that might play a part in the assessment. The teacher needs to be mindful of the classroom setting and the noise level. Also, take into consideration the affective factors such as student's conditions, learning styles, and such.
Practicality
How practical is this test? If the test took much longer to create than the worth and purpose that it has, the test is not practical, Do not spend too much time creating a test. Also, consider the costs and resources that are available to you as a teacher.
Washback
Students need good feedback in order to learn from their mistakes. Think about how this tests plays a factor in the student's education. What are some improvements or changes students can make to do better in the next assessment? Do not simply give students the right answers but help them understand why the answer is correct.
Authenticity
The assessment should be created to be a situation that is real and applicable. Be mindful of students with different cultures. If the assessment is focused on knowledge of the culture, it fails to truly assess what is necessary to assess. It is then not a valid test. Make the test as authentic as possible but also consider what your students can relate to and understand.
Transparency
Let your students know what will be on the test and how it will appear. You are not testing their ability to figure out the tricks you may have up your sleeves or guess what you might have been asking for. Be clear in the question you right and let them know exactly what you will be looking for.
Security
Make sure to collect all the assessments that you have created. If you have created a good assessment, it is important to secure it in order to use the assessment consistently. If students want to look at their tests, allow them to in a secure manner and always have it returned.
Usefulness
It is important to consider the purpose if the assessment that you are creating. Think about what this assessment will be testing and why it is necessary.
Validity
Make sure your tests measure what has been taught in your classroom. Students should not be tested on information that you have not tested. There is no need to trick your students, so create your test in a format that is familiar to your students.
Reliability
In order to have a reliable test, there are three different aspects to consider. The number of test questions need to be created considering the amount of time students have to take the test. It is also important to recognize the administrative factors that might play a part in the assessment. The teacher needs to be mindful of the classroom setting and the noise level. Also, take into consideration the affective factors such as student's conditions, learning styles, and such.
Practicality
How practical is this test? If the test took much longer to create than the worth and purpose that it has, the test is not practical, Do not spend too much time creating a test. Also, consider the costs and resources that are available to you as a teacher.
Washback
Students need good feedback in order to learn from their mistakes. Think about how this tests plays a factor in the student's education. What are some improvements or changes students can make to do better in the next assessment? Do not simply give students the right answers but help them understand why the answer is correct.
Authenticity
The assessment should be created to be a situation that is real and applicable. Be mindful of students with different cultures. If the assessment is focused on knowledge of the culture, it fails to truly assess what is necessary to assess. It is then not a valid test. Make the test as authentic as possible but also consider what your students can relate to and understand.
Transparency
Let your students know what will be on the test and how it will appear. You are not testing their ability to figure out the tricks you may have up your sleeves or guess what you might have been asking for. Be clear in the question you right and let them know exactly what you will be looking for.
Security
Make sure to collect all the assessments that you have created. If you have created a good assessment, it is important to secure it in order to use the assessment consistently. If students want to look at their tests, allow them to in a secure manner and always have it returned.
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References:
Brown, D.H. (2007). Teaching by principles: An interactive approach to language pedagogy.
White Plains, NY: Longman.
Coombe, C. & Folse, K. & Hubley N. (2007). A practical guide to assessing English language learners.
United States of America: University of Michigan.
ESL Assessments. Retrieved from http://eslassessments.weebly.com/
Virginia Department of Education. (2010). English Standards of Learning for Virginia Public Schools. Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english4.pdf
References:
Brown, D.H. (2007). Teaching by principles: An interactive approach to language pedagogy.
White Plains, NY: Longman.
Coombe, C. & Folse, K. & Hubley N. (2007). A practical guide to assessing English language learners.
United States of America: University of Michigan.
ESL Assessments. Retrieved from http://eslassessments.weebly.com/
Virginia Department of Education. (2010). English Standards of Learning for Virginia Public Schools. Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english4.pdf