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EVALUATION: It is about making decisions. …

- - - - PLACEMENT:
        -Ss ability to be placed
        -To determine the appropriate group
        -Based on learning objectives
        -At the beginning of a course
        -Institutional use
        -Oxford placement test
      - DIAGNOSTIC:
        -Ss' strenghts and weaknesses, skills
        -Provide remedial instruction
        -Appropriate type of learning and teaching activities
        -Ss' language profile
        -Applied internally, at a local level
      - ACHIEVEMENT:
        -Measures the progress
        -At the end of long period of learning
        -Derived from the syllabus that was taught
        -Covers different abilities
        -Promotion to the next course, certification
        -Formal
      - APTITUDE:
        -It assesses the ability to learn a language
        -Determine an individual's ability to acquire a 2nd language
        -Rote memorisation
        -Grammar analogies
        -Large-scale tests
        -Concerned with future learning
      - PROGRESS:
        -Effectiveness of ss learning (ss & T)
        -Formative assessment
        -Modifications to the program
        -Usually written
        -Look back to recent work
      - PROFICIENCY:
        -Measures how much of a language a person knows
        -Overall capability
        -Doesn't look back to learning
        -Specific academic or professional situations
        -Cover relevant language skills
        -Authentic settings AMAP
        -Large-scale tests
    - - -Discrete: the testing of one element at a time, item by item. -Integrative: requires the ss to combine many language elements in a task
      - -Objective: a test which is scored by comparing the response of a ss with a set of correct responses. -Subjective: it's scored by opinion and personal judgement
      - -Direct: when it requires the candidate to perform precisely the skill that is being measured.
        -Indirect: measure the skills in which we are interested
      - -Traditional: test asks ss what they can recall and produce. Alternative: ask ss what they can do with language
      - -NRT & CRT: are process of evaluating and grading the ss' learning -HOWEVER, NRT: ranking ss against ss while CRT: ranking ss against a set of pre-specified criteria.
        
        NRT: standardized and large-scale tests (multiple choice, pruebas saber)
        -Effectiveness of teaching
        -Measuring performance
        -Skills
        -Increasing difficulty
        -Promoting
        National level, global (CEFR)
        Proficiency test
        
        CRT: go over the material/content taught -Compare ss against the criteria (objective) APTIS
        -Demonstrate knowledge of a topic
        -Local, classroom (IE)
        -placement, achievement, progress test
- - - - Strategic competence: enhance rethorical efforts, real-world tasks
        -What language users do with language, where, when, how, with whom and why language is used