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The Five Principles of Language Assessment, Murotjonov Abduraxmon XT-2-19 …
The Five Principles of Language Assessment
Practicality
Administrative Issues
Time
to conduct
to administer
ease of scoring
Cost
ease of interpreting/reporting the result
Making, giving, and scoring an assessment instrument
Validity
Construct-Related Evidence
Involves Theoretical construct
Consequential Validity (Impact)
Macro Level
the effect on society and educational systems
Micro Level
the effect of on individual test-takers
Criterion-Related Evidence
Concurrent Validity
Predictive Validity
Face Validity
Psychological State of the learners
Confidence, Anxiety
Content- Related Evidence
Direct Setting
Indirect Setting
Authenticity
To stimulate real-world tasks
An authentic test
Meaningful, relevant, interesting topics
Thematic organization (story line or episodes)
Contextualized items than isolated
the replicate of real-world tasks
Natural language
Wachback
A test that provides beneficial Washback
A chance to adequately prepare
Feedback that enhances language development
Influences what and how learners learn
formative > summative
Influences what and how teachers teach
conditions for peak performers by learner
Effects
Positive
Teacher's Feedback: to diagnoses the strengths and weakness
intrinsic motivations, autonomy, self-confidence, language ego, interlanguage, and strategic investment
Negative
Standardized test
Simply gaining an acceptable score rather than improving language ability
Reliability
The test itself
Measurement errors
Items, distractors
Consistent and Dependable
The test administration
Light
Sounds
Desks
Chairs
Students
Test-taker's test-wiseness
Anxiety, physical or physiological factors
Teachers can increase student's perception of fair tests
Scoring
Rater reliability
Intra-rater Reliability
Unclear scoring criteria
Bias toward 'good' and 'bad' student
Fatigue
Inter-rater Reliability
Preconceived biases
Lack of scoring criteria
Inexperience
Inattention
Human error, subjectivity, bias
Murotjonov Abduraxmon XT-2-19