Introduction to Language Assessment
ASSESSMENT CONCEPT &
ITS ROLE IN LANGUAGE
TEACHING
Created by group 12
THE GROUP CONSIST OF :
Muhammad Fikri
1222040109
Lukmanul Hakim
1232040058
THE DISCUSSIONS ARE:
01 WHAT IS ASSESSMENT?
02 IS IT THE SAME WITH TEST??
03 WHAT IS THE ROLE OF ASSESSMENT
LANGUAGE TEACHING?
WHAT IS THE BASIC DEFINITION
OF ASSESSMENT?
Assessment’s definition is the strategic process
of analyzing, gathering, and interpreting
information to what students know understand
and what can do. The processes of assessment
consist of collecting data from various sources,
such as from projects, tests, or observations.
Instead of only giving a final grade, it should be
used to gauge progress, identify learning gaps,
and guide decisions for growth. This aids in
assessing student performance, comprehending
learning obstacles, and improving instruction
and learning opportunities in the field of
education.
THE DIFFERENTIATIONS
BETWEEN
ASSESSMENT,
MEASURE, TEST, AND
EVALUATION:
ASSESSMENT
Assessment, in the words of H. Douglas Brown, is the methodical
process of obtaining and analyzing data in order to draw well-
informed conclusions about a student's learning and growth. It takes
into account more than just test results in order to comprehend a
student's general aptitudes and subject-matter expertise.
TYPES OF ASSESSMENT:
Formative
Summative
Formal
Informal
TESTING
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A test is a technique, a tool, or an
instrument used to assess students'
aptitude, level of proficiency, or learning
accomplishment (Brown & Abeywickrama,
2010: 3). Here, the tool or instrument can
take the shape of multiple-choice
questions, true-false questions, or
questions for students to respond. Tests
are tools or instruments that include
questions, multiple-choice items, true-
false items, and any other forms we
create. Because we plan and create them,
tests—whether oral or written—are
always formal.
TYPES OF TEST:
Profiency
Diagnostic
Placement
Achievement
Aptitude
EVALUATION
The subjective process of analyzing information to reach a
conclusion or judgment is called evaluation. It clarifies the meaning
of a score. According to Bachman (1990), evaluation takes place
when outcomes are "used to make decisions," like failing a course. It
is the process of evaluating a performance's value, worth, or impact,
whether or not a score is assigned.
FORMATIVE a continuous procedure
incorporated into regular
EVALUATION
educational activities.
According to Scriven (1967), the
SUMMATIVE
EVALUATION
main difference is that
summative evaluation focuses
on accountability and final
assessment, whereas formative
evaluation aims to improve.
takes place at the conclusion of
a course or instructional unit to
assess students' learning.
MEASUREMENT
The objective process of measuring performance by allocating a
grade, score, or number is known as measurement. It transforms
intricate skills into information that can be compared and examined.
It entails "quantitative and qualitative descriptions of student
performance," offering objectivity and clarity, according to
Bachman's (1990) definition. But a score might obscure the
subtleties of actual aptitude.
THE DEFINITION OF
ASSESSMENT ROLE IN
LANGUAGE TEACHING:
Assessment can be defined as the systematic
process of evaluating learners’ knowledge, skills, and
abilities—rather than their personality—in order to
support learning and achievement. It functions as a
tool that not only measures progress but also helps
learners improve and reach their goals. In this sense,
assessment serves as a vital bridge connecting
instruction, learning, and development.
THE MAIN ROLES OF
ASSESSMENT IN
LANGUAGE TEACHING:
1. Diagnosis and placement
2. Monitoring progress and fedback
3. Motivation and learner engagement
4. Accountability and decision making
5. Alignment with teaching and learning
THE TEACHER ASSESSMENT
ROLE IN LANGUAGE TEACHING:
1. Teachers as meditators of assessment.
2. Teachers are evaluators and facilitators.
3. Ensure: (Fairness, Validity, Reliability)
4. Central in making assessment meaningfull.
TEACHER’S NEEDS
ASSESSMENT LITERACY:
1. Skills to design, interpret, and apply assessments.
2. Poor assessment: wrong decisions and weaker
outcomes.
CONCLUSION
In language instruction, assessment serves a variety of
purposes, including identifying the needs of students,
monitoring their development, inspiring them, assisting in
decision-making, and guaranteeing alignment with learning
objectives. Rather than being an afterthought, it is an
essential component of the teaching-learning cycle.
REFERENCES:
Brown, H. D., & Abeywickrama, P. (2019). Language
rd
assessment: Principles and classroom practices (3 ed.).
Pearson Education.
Scriven, M. (1967). The methodology of evaluation. In R.W.
Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of
curriculum evaluation (pp. 39-83). Rand McNally.
Brown, H. D., & Abeywickrama, P. (2019). Language
rd
assessment: Principles and classroom practices (3 ed.).
Pearson Education, Coombe, C., Davidson, P., O’Sullivan, B., &
Stoynoff, S. (Eds.). (2012). The Cambridge guide to second
language assessment.
THANK YOU!
