Introduction to Issues in Language Assessment and Terminology

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By

Licda. Guiselle Weelkly W.

Introduction to Issues in Language Assessment and Terminology

"Good assessment mirrors good teaching-they go hand in hand" said Coombe (2007).

As part of the CONARE-MEP-UCR, english teachers throughout Costa Rica have been taking a training on learning assessment that will give them the faculty to determine how much material the students doesn't know or hasn't yet mastered as well as to guide the teachers to practical ways of assessing their pupils taking into account aspects that we will be mastering throughout each English Language Learner encounter.

As teachers it is important to realize that everyone learns differently, so placing students in the right level of classroom instruction is an essential purpose of assessment, said Coombe (2008).  In addition to that very important point, she adds these guidelines that will be essential to follow as ELL, and they are:

• Apply diagnosys to determine level of domain.
• Identify student's  language proficiency.
• Evaluate students academic performance.

According to Hubley ( 2008 ) teachers must participate in different assessment activities for accountability purposes,  in other words; "teachers must provide educational authorities with evidence that their intended learning outcomes have been achieved".

 There are three terminologies that as  english language learners we must be familiar with:

1. Evaluation  is all - inclusive and it involves looking all factors that influence the learning process. 
2. Assessment it is concerned with the student and what the student does, you collect information on a learner's  achievement.
3. Testing is the procedure we use to gather information about student's  behavior,  it can be formal or systematic.

As language teachers we must be aware of the types of tests that we will be applying to our students in order to gather information about them.  Children learn in particular ways, as language teachers we are responsable of selecting the proper ones according to the type of group we manage and their necessities.

Types of Test

* Placement       Test

*Aptitude           Test

*Diagnostic        Test 

*Progress           Test 

*Achievement   Test 

*Proficiency      Test 

 

Tests usually are categorized by the point in the instructional period at which they occur, for example: Aptitude, admissions and general proficiency test often take place before or outside of the program.

Placement and diagnostic tests often occur at the start of a program.

The Cornerstones of Testing

In order to  test language at any level it is important that we take into consideration both theory and practice.  According to Folse ( 2008) the nine guiding principles that govern good tests are:

1. Design
2. Development
3. Analysis and usefulness            
4. Validity
5. Reliability
6. Practicality
7. Washback
8. Authenticity
9. Transparency and security.

It has never been easy for  language teachers nor it will be now, but one thing is sure, if the teacher does his or her part faithfully and following good guidelines,  the probability of excellency is sure, indeed.