ALTERNATIVE

ASSESSMENT
Jana Chocholatá
Types and aims of assessment
Formative assessment: promotes and enhances students learning,
informs the student about his/her strength and weaknesses and helps
him/her to develop further.
Summative assessment: summarizes the development of learners at a
particular time.
Continuous assessment: monitors students‘ progress over the period
of time not only at the end of learning.
Final assessment: checks students´ progress at the end of the learning
period.
Formal assessment: usually implicates a written document, such as a
test, quiz, or paper. It is given a numerical score or grade based on
student performance.
Informal assessment: does not contribute to a student's final grade. It
occurs in a more casual manner and may include observation,
inventories, checklists, rating scales, performance and portfolio
assessments, participation, peer and self evaluation, and discussion.
Types and aims of assessment
Self / Peer assessment: involves students making judgements about their own
work. It‘s often used as part of a formative assessment process, rather than a
summative one, where it requires certification by others.
Norm-referenced vs. criterion-referenced assessment
Achievement tests: check the results of students‘ learning over a period of
time, it shows how the students fulfilled the aims of the course and what level
they have achieved. It‘s usually part of formal, summative assessment.
Proficiency test: assesses overall language ability.
Progress test: checks how the students have mastered a unit, a module in the
course book. It provides feedback both to the learners and the teacher.
Placement test: evaluates the students‘ level of the language and places them
in the right class or group. It is usually quick and easy to administer.
Diagnostic test: shows which areas of language need improvement and helps
teachers to focus on them.
Assessment paradox in ELT
 Pen-and-paper tests x performance tests in Communicative
Language Teaching (CLT)

 Traditional x authentic forms of assessment (testing

declarative knowledge x developing learner autonomy)

 Test results (for diff. stakeholders) x authentic assessment

tools for T feedback (improving instructional plans and
practices)
What is the difference between the items in the two lists below?

LIST A   LIST B

Put a series of questions and Call the front desk of a hotel

answers in sequence to form and complain about the air
a dialogue and then practise conditioning.
it with someone else.  
   
Fill in the blanks in a reading Order a meal in a restaurant.
passage with appropriate  
words.  
 
Study the following multiple Call a friend and invite him
choice questions and select or her to the movies.
the correct response.  
5 key characteristics of a task

a) meaning is primary,
b) learners are not given other people‘s ideas
to regurgitate,
c) it si comparable to real-life activities,
d) task completion has some priority,
e) the assessment of the tasks is in terms of
outcome.
 Reflect

What do you think are some of the ways in

which task-based assessment might differ
from more traditional forms of assessment?
Principles of task-based assessment
 task-based assessment needs to involve some kind of
communicative performance
 teaching and assessment should be in harmony
 performance assessment must be:

based on tasks,
be as authentic as possible,
be rated by “qualified judges“
Reflect on the place of assessment
within the school-based curriculum

 In which areas of the curriculum would you

like greater involvement? What skills do you
have? What skills would you like to have?

 Think about the area of assessment. What do

you see as the major challenges of
developing your own task-based assessment
resources? What do you see as the
advantages of doing so?
Criteria for assessing learner performance
 the criteria are keyed to important learning outcomes;
 the criteria are couched in terms that are

understandable to the learners;

 when feasible should be developed with the learners;
 Reflect
 How can learners be involved in assessment?

 Why is it important to involve learners in the

assessment process?

 What implications does involving learners

have on the design of assessment?
 Reflect
 
Turn the following task into an assessment task by completing the
steps below.  

You are going to have a barbecue on Sunday. Tell your partner how
to get to your house for the event.

Step 1: Identify the specific targets and objectives to which it relates.

Step 2: Decide on the specific aims of the assessment.
Step 3: Modify the task as necessary (scaffolding?)
Step 4: Set out the criteria by which learner performance will be
judged.
Step 5: Decide how you will provide feedback to learners on their
performance.  
Feedback to learners
 
NAME: _____________________ CLASS: ______ DATE: _______
 
TASK: Giving directions
 
Content
Accuracy with which directions are provided
(needs improvement / satisfactory / well done)
 
Communicative strategies
Ability to check speaker’s comprehension
(needs improvement / satisfactory / well done)
 
Pronunciation and fluency
Use of appropriate intonation and stress patterns
(needs improvement / satisfactory / well done)
 
Grammar and structure
Accurate use of imperatives
(needs improvement / satisfactory / well done)
Self-assessment sheet
 
NAME: _____________________ CLASS: ______ DATE: _______
 
TASK: Giving directions
 
Content: Yes / To some extent /
I can give directions that are understandable No
   
Communicative strategies:  
I have strategies to check that the person I am Yes / To some extent /
talking to understands me No
   
Pronunciation and fluency:  
I can use my voice to communicate meaning and  
interest Yes / To some extent /
  No
Grammar and structure:  
I can give directions grammatically (e.g. Take the  
second on the left) Yes / To some extent /
  No
 
 
 Providing feedback on learner
performance
 Observation sheets
 Feedback forms
 Conferencing
 Journaling
Sample observation sheet
Contribution to small group discussion observation sheet
Key:
5 – outstanding 2 – below average
4 – above average 1 – unsatisfactory
3 – average
 
 Name: ………………………… Class: …………………….. Date: ……………..

1. The learner participates in discussions (1 / 2 / 3 / 4 / 5 )

2. The learner uses appropriate non-verbal signals (1 / 2 / 3 / 4 / 5 )

3. The learner’s contributions are relevant (1 / 2 / 3 / 4 / 5 )

(1 / 2 / 3 / 4 / 5 )
4. The learner is able to negotiate meaning
(1 / 2 / 3 / 4 / 5 )
5. The learner is able to convey factual information
(1 / 2 / 3 / 4 / 5 )
6. The learner can give personal opinions
(1 / 2 / 3 / 4 / 5 )
7. The learner can invite contributions from others (1 / 2 / 3 / 4 / 5 )
8. The learner can agree/disagree appropriately (1 / 2 / 3 / 4 / 5 )
9. The learner can change the topic appropriately (1 / 2 / 3 / 4 / 5 )
Conferencing record sheet
Teacher-Student Conferencing
Record Sheet

Name: Class: Date:

Goals:

Summary of discussion:

Progress noted:

Follow-up:
 Reflect

 Identify a task you have used with a group of

your own learners and design a self
assessment form for your learners. Show the
self assessment form to a colleague for
comment.
Self-assessment form
Self Assessment Form

Instructions: Put a cross (x) in the box which you think best indicates your performance
on the task you have completed. Then complete the comments at the end of the form.

Task: You would like to try out the fancy new Italian restaurant “Il Gondoliero” tonight.
Unfortunately, no one is free to accompany you to dinner (this can be changed to include a dinner
partner). Look up the phone number of the restaurant in the phone book and call to reserve a
table for one at an appropriate time this evening. You will have to speak with the answering
machine as the staff do not come in until 5:00 p.m.

I was able to leave a clear and comprehensible message

giving all the necessary information (name, purpose of call,
time of reservation, no. of guests, appropriate greetings). 4

I was able to give most or all of the information required,

but my message was somewhat hesitant and possibly not
well organized. 3

I was able to give some of the information required hesitantly.

My message lacked fluency. 2

My message was not complete or fluent enough to make

a successful booking. 1

I was not able to say anything. 0

Comments
I did the following well _______________________________________
I need to improve ___________________________________________
Peer feedback form
Peer Feedback Form

As you watch the presentation, put a tick in the appropriate box. 1 = agree; 2 = not
sure; 3 = do not agree

Content: 1 2 3
The content of the presentation was interesting   
The content was relevant   

Organisation:
The content of the presentation was well organized   
The presentation had a clear introduction   
The presentation was brought to an end
with a relevant and clear conclusion   

Language:
The presenter was easy to understand  

The presenter made few mistakes and these did not
prevent me from understanding   
The pronunciation was clear   

Communicative Strategies:
The presenter maintained eye contact with the class   
The presenter used body language to help
get his / her message across   
The presenter used good visual aids to illustrate the content  

Journaling/Keeping a log
Assessment Log

 This week / today I completed the following task:

_________________________________________________________________

 I think I did the following well:

_________________________________________________________________

 I think I could have done the following better:

_________________________________________________________________

 I had the following difficulties:

_________________________________________________________________

 I enjoyed / did not enjoy doing:

_________________________________________________________________

 Other comments:
_________________________________________________________________
_________________________________________________________________

 Teacher’s Response:
_________________________________________________________________
_________________________________________________________________
Changing paradigm

Old Paradigm New Paradigm


Focus on language Focus on communication
 Teacher-centred Learner-centred
 Isolated skills Integrated skills
 Emphasis on product Emphasis on process
 One answer, 1-way correctness Open-ended, multiple
solutions
 Tests that test Tests that also teach
 Negative washback Positive washback
Practicality, validity, reliability
 Clear performance objectives
 Clear performance tasks definition
 Clear assessment criteria

 Remedial tools (e.g. Remedial course)