ASSESSMENT (FORMAL ASSESSMENT (INFORMAL ASSESSMENT (It is embedded in…
It is embedded in classroom tasks designed to elicit performance without recording results and making fixed judgments about a student´s competence.
For example the expressions: "Good job!", or advice about how to better pronounce a word.
They are exercises or procedures designed to tap into a storehouse of skills and knowledge. They are sistematic, planned sampling techniques constructed to give teacher and student an appraisal of student achievement.
For example, a systematic set of observations os a student´s frequency of oral participation in class is a formal assessment.
Students assess one another during class activities.
TYPES OF SELF-ASSESSMENT AND PEER-ASSESSMENT
Assessment of specific performance (students self monitorin)
Indirect assessment of general competence (evaluation of general ability)
Metacognitive assessment for setting goals (strategic evaluation for setting goals)
Socio-affective assessment (it examinates affective factors in learning)
It is carried out by students themselves designed to measure their own progress and performance.
ALTERNATIVES IN ASSESSMENT
It considers test as a subset of assessment. It requires studens to perform, create, produce or do something; focuses on processes as well as products; provides information about the strengths and weakness of students and taps into a higher-level thinking and problem-solving skills.
For example, instruments like portfolios, journals, conferences and interviews, observations.
Continuous long-term assessment, untimed, free-response format, contextualized communicative tasks, individualized feedback and washback, formative, oriented to process, interactive performance, fosters intrinsic motivation.
It standardized exams, timed, multiple-choice format, focus on the "right" answer, summative, oriented to product, non-interactive performance, fosters extrinsic motivation, one-shote, descontextualized test items.
It is evaluating students in the process of "forming" their competencies and skills with the goal of helping them to continue that growth process.
For example, the ongoing development of the learner´s language.
It aims to measure, or summarize, what a student has grasped, and typically occurs at the end of a course or unit of instruction.
For example, final exams in a course and general profiency exams are examples of summative assessment.
It is an ongoing process that encompasses a much wider domain. It is the measuring our students performance in any one of many different ways, diagnosing the problems and measuring the progress students make.