Principles of language assessment
practicality reliability validity authenticity washback
Group 4
Is not excessively expensive.
PRACTICALITY
Stays within appropriate time
Is relatively easy to administer.
Has a scoring procedure that is specific and time-efficient.
Student-Related Reliability
RELIABILITY
+info
Rater Reliability
+info
Test Administration Reliability
Test Reliability
+info
VALIDITY
Construct-Related Evidence
Content-Related Evidence
+info
+info
Face Validity
Criterion-Related Evidence
+info
+info
Types of evidence to validate a test
AUTHENTICITY
"The degree of correspondence of the characteristics of a given language test task to the features of a target language task," Bachman and Palmer(1996,p.23)
Topics are meaningful for the learner.
Taks represent, or closely approximate, real word taks
WASHBACK
It includes the effects of an assessment on teaching and learning
It's achieved by a quick consideration of differences between formative- and summative tests
It can have a positive or negative impact on the teaching and learning process
Brown, H. Douglas (2004).
Language assessment: Principles and classroom practices. Longman.
BIBLIOGRAPHIC REFERENCES
Farhady, H. (2012). Principles
of language assessment. The Cambridge guide to second language assessment
2. Imagine that you are an English teacher and you need to take a test where face validity needs to be evidenced, what criteria would you take into account?
Questions
1. What would you do to maintein the intra-reliability principle when evaluating a test?
3. What other examples of washback can you give me, both positive and negative?
-Bobadilla AranaNicole Araceli -Carrasco Cruzado Edik Reynaldo -Chuquimango García María Isabel
STUDENTS:
Group 4
PRINCIPLES
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Transcript
Principles of language assessment
practicality reliability validity authenticity washback
Group 4
Is not excessively expensive.
PRACTICALITY
Stays within appropriate time
Is relatively easy to administer.
Has a scoring procedure that is specific and time-efficient.
Student-Related Reliability
RELIABILITY
+info
Rater Reliability
+info
Test Administration Reliability
Test Reliability
+info
VALIDITY
Construct-Related Evidence
Content-Related Evidence
+info
+info
Face Validity
Criterion-Related Evidence
+info
+info
Types of evidence to validate a test
AUTHENTICITY
"The degree of correspondence of the characteristics of a given language test task to the features of a target language task," Bachman and Palmer(1996,p.23)
Topics are meaningful for the learner.
Taks represent, or closely approximate, real word taks
WASHBACK
It includes the effects of an assessment on teaching and learning
It's achieved by a quick consideration of differences between formative- and summative tests
It can have a positive or negative impact on the teaching and learning process
Brown, H. Douglas (2004).
Language assessment: Principles and classroom practices. Longman.
BIBLIOGRAPHIC REFERENCES
Farhady, H. (2012). Principles
of language assessment. The Cambridge guide to second language assessment
2. Imagine that you are an English teacher and you need to take a test where face validity needs to be evidenced, what criteria would you take into account?
Questions
1. What would you do to maintein the intra-reliability principle when evaluating a test?
3. What other examples of washback can you give me, both positive and negative?
-Bobadilla AranaNicole Araceli -Carrasco Cruzado Edik Reynaldo -Chuquimango García María Isabel
STUDENTS:
Group 4