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*5 RINCIPLES OF ASSESSMENT * - Coggle Diagram
*5 RINCIPLES OF ASSESSMENT
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WASHBACK
POSITIVELY INFLUENCES WHAT AND HOW TEACHERS
TEACH
POSITIVELY INFLUENCES WHAT AND HOW LEARNERS
LEARN
• OFFERS LEARNERS A CHANCE TO ADEQUATELY PREPARE
• GIVES LEARNERS FEEDBACK THAT ENHANCES THEIR
LANGUAGE DEVELOPMENT
• IS MORE FORMATIVE IN NATURE THAN SUMMATIVE
• PROVIDES CONDITIONS FOR PEAK PERFORMANCE BY THE
LEARNER
RELLABILITY
• IS CONSISTENT IN ITS CONDITIONS ACROSS TWO OR MORE ADMINISTRATIONS
• GIVES CLEAR DIRECTIONS FOR SCORING/EVALUATION
• HAS UNIFORM RUBRICS FOR SCORING/EVALUATION
• LENDS ITSELF TO CONSISTENT APPLICATION OF THOSE RUBRICS BY THE SCORER
• CONTAINS ITEMS/TASKS THAT ARE UNAMBIGUOUS TO THE TEST-TAKER
VALIDITY
• MEASURES EXACTLY WHAT IT PROPOSES TO MEASURE
• DOES NOT MEASURE IRRELEVANT OR “CONTAMINATING” VARIABLES
• RELIES AS MUCH AS POSSIBLE ON EMPIRICAL EVIDENCE (PERFORMANCE)
• INVOLVES PERFORMANCE THAT SAMPLES THE TEST’S CRITERION (OBJECTIVE)
• OFFERS USEFUL, MEANINGFUL INFORMATION ABOUT A TEST-TAKER’S ABILITY
• IS SUPPORTED BY A THEORETICAL RATIONALE OR ARGUMENT
AUTHENTICITY
• CONTAINS LANGUAGE THAT IS AS NATURAL AS POSSIBLE
• HAS ITEMS THAT ARE CONTEXTUALIZED RATHER THAN ISOLATED
• INCLUDES MEANINGFUL, RELEVANT, INTERESTING TOPICS
• PROVIDES SOME THEMATIC ORGANIZATION TO ITEMS, SUCH AS THROUGH A
• STORY LINE OR EPISODE
• OFFERS TASKS THAT REPLICATE REAL-WORLD TASKS
PRACTICALITY
STAYS WITHIN BUDGETARY LIMITS
CAN BE COMPLETED BY THE TEST-TAKER WITHIN APPROPRIATE TIME CONSTRAINTS
HAS CLEAR DIRECTIONS FOR ADMINISTRATION
APPROPRIATELY UTILIZES AVAILABLE HUMAN RESOURCES
DOES NOT EXCEED AVAILABLE MATERIAL RESOURCES
CONSIDERS THE TIME AND EFFORT INVOLVED FOR BOTH DESIGN AND SCORING