Introducción a la evaluación del aprendizaje de idiomas

ID7756 Evaluación del Aprendizaje de IdiomasEnero-Marzo 2014Prof. Yris Casart ycasart@usb.ve

Objetivos de la sesión

•Presentar y discutir algunos términos del área.

•Identificar diferentes tipos de pruebas de acuerdo a diversos criterios.

Terminología del área• Measurement• Testing• Assessment• Evaluation

measurement

“… is the process of quantifying the characteristics of persons according to explicit procedures and rules.”

Measurement involves assigning numbers tomental abilities which can only be observed indirectly. Because they are based on the same criteria, they may be replicable.

(Bachman, 1990)

testing

The use of tests any procedure for measuring ability, knowledge, or performance or the study of the theory and practice of their use, development, evaluation, etc.

(Richards & Schmidt, 2002)

test

According to Bachman (1990) “a test is a measurement instrument designed to elicit a specific sample of an individual’s behavior.”

H. D. Brown (2004) defines tests as “a method of measuring a person's ability, knowledge, or performance in a given domain.”

assessment

A systematic approach to collecting information and making inferences about the ability of a student or the quality or success of a teaching course on the basis of various sources of evidence. Assessment may be done by test, interview, questionnaire, observation, etc.

(Richards & Schmidt, 2002)

evaluation

The systematic gathering of reliable and relevant information for purposes of decision making. Evaluation may use quantitative methods (e.g. tests), qualitative methods (e.g. observations, ratings), and value judgements.

(Richards & Schmidt, 2002)

Relationships among measurement, tests and evaluation

Bachman (1990) provides examples of…

“…an evaluation that does not involve either tests or measures.”

“…a non-test measure for evaluation.”

“…a test used with the purpose of evaluation.”

“…non-evaluative tests and measures.”

“…non-test measure that is not used for evaluation.”

“Evaluation, therefore, does not necessarily entail testing. By the same token, tests in and of themselves are not evaluative.”

“It is important to distinguish the information-providing function of measurement from the decision-making function of evaluation.”

“In summary, not all measures are tests, not all tests are evaluative, and not all evaluation involves either measurement or tests”

(Bachman, 1990)

Types of tests• According to the purpose or use for which they are

intended

placement test

A test that is designed to place test takers at an appropriate level in a program or course. Various types of test or testing procedure (e.g. dictation, an interview, a grammar test) can be used for placement purposes.

(Richards & Schmidt, 2002)

diagnostic test

A test that is designed to provide information about L2 learners’ strengths and weaknesses. Diagnostic tests may be used to find out how much L2 learners know before beginning a language course to better provide an efficient and effective course of instruction.

(Richards & Schmidt, 2002)

achievement testA test designed to measure how much of a language learners have successfully learned with specific reference to a particular course, textbook, or program of instruction. It is typically given at the end of a course and its results are often used to make advancement or graduation decisions regarding learners or judge the effectiveness of a program, which may lead to curricular changes.

(Richards & Schmidt, 2002)

progress test

A test linked to a particular set of teaching materials or a particular course of instruction. For example, tests prepared by a teacher and given at the end of a chapter, course, or term are progress tests. Progress tests are narrower and much more specific in scope than achievement tests. They help the teacher to judge the degree of success of his/her teaching and to identify the weakness of the learners.

(Richards & Schmidt, 2002)

proficiency test

A test that measures how much of a language someone has learned. A proficiency test is not linked to a particular course of instruction, but measures the learner’s general level of language mastery. Although this may be a result of previous instruction and learning, these factors are not the focus of attention. Some proficiency tests have been standardized for worldwide use.

(Richards & Schmidt, 2002)

Types of tests• According to the purpose or use for which they are

intended• According to the frame of reference within which

their results are to be interpreted.

criterion-referenced test

A test that measures a test taker’s performance according to a particular standard or criterion that has been agreed upon. The test taker must reach this level of performance to pass the test, and a test taker’s score is interpreted with reference to the criterion score, rather than to the scores of other test takers.

(Richards & Schmidt, 2002)

norm-referenced test

A test that measures how the performance of a particular test taker or group of test takers compares with the performance of another test taker or group of test takers whose scores are given as the norm. A test taker’s score is therefore interpreted with reference to the scores of other test takers or groups of test takers, rather than to an agreed criterion score.

(Richards & Schmidt, 2002)

Types of tests• According to the purpose or use for which they are intended• According to the frame of reference within which their

results are to be interpreted.• The way in which they are scored.

A test that can be scored objectively (i.e. scored without the use of the examiner’s personal judgement). Tests that consist of True-False and Multiple-choice items are examples of objective tests.

A test that is subjectively scored (i.e. scored according to the personal judgement of the marker), such as an essay examination.

objective vs. subjective tests

(Richards & Schmidt, 2002)

Types of tests• According to the purpose or use for which they are

intended• According to the frame of reference within which

their results are to be interpreted.• The way in which they are scored.• Their impact

High-stakes tests are those where the results are likely to have a major impact on the life of large number of individuals, or on large programs.

high- vs. low-stakes test

Low-stake tests are those where the results have a relatively minor impact on the lives of the individual or on small programs.

(Coombe, Folse & Hubley, 2007)

Types of tests• According to the purpose or use for which they are

intended• According to the frame of reference within which

their results are to be interpreted.• The way in which they are scored.• Their impact• Depending on the number of subskills involved

An integrative test is one that requires a test taker to use several language skills at the same time, such as a dictation test, which requires the learner to use knowledge of grammar, vocabulary, and listening comprehension. 

integrative vs. discrete-point test

A test that measures knowledge of individual language items, such as a grammar test with different sections on tenses, parts of speech, etc. They are based on the theory that language consists of different parts and skills and these are made up of elements that can be tested separately.

(Richards & Schmidt, 2002)

ReferenciasBachman, L. (1990) Fundamental Considerations in

Language Testing. Oxford, UK: Oxford University Press.

Brown, H. D. (2004) Language Assessment Principles and Classroom practices. White Plains, NY: Longman.

Coombe, C., Folse. K, & Hubley, N. (2007) A Practical Guide to Assessing English Language Learners. Ann Arbor, MI: University of Michigan Press.

Richards, J. & Schmidt, R. (2002) Longman Dictionary of Language Teaching and Applied Linguistics. London: Pearson Education Ltd.