Check List

LISTENING

The audibility
The clarity
The spontaneity
Self confidence
Validity
Reliability
Confidence
Structure
Planning

“Which advantages do you think Assessment through computer technology has over traditional assessment?”

As we know the computer allow teachers to create assessments with the tools that internet and multimedia provide, like, video, audio, images, color, text, etc. With this the fourth skills can be tested with more benefits and facilities, without monotony, with organization and following the required structures. This kind of assessment has the ability to measure time, record information, and present information in a variety of ways, assess to different types of information and inputs, encourage learner’s own strategies and can make use of language rules.

Chapelle, Carol A. (2006) Assessing Language through Computer Technology. Iowa State University. Cambridge University Press.

Other types of assessments

Informal assessment.

“Usually refers to classroom assessment carried out during the course of the teaching and learning process”

It must be in the learning process or during the classes, this evaluation can be achieved through the tasks, conversations or discussions, observations in group works, discrete questions, and grammar test.

Formal Assessment

This assessment is previously planned, here is issued formal structured test, and can be at the end of the course.

Classroom assessment

The assessment prepared in classroom based in learning outcomes, this is excellent because it help identify the student’s needs furthermore the teacher monitor the student performance.

External Assessment

It is prepared outside the classroom and administered by school (in order to evaluate the quality of the school or programme).

Pedagogic purposes

In this assessment the teacher write specific objectives about the lessons, activities and structures, the student can focused in a precise purpose.

Administrative purposes

This assessment give information about the development of the educative community and recognize if the teacher centered the curriculum in the student’s needs.

Content Standards

The research about the levels that students can or need to accomplish and what students need to know also what they are be able to do.

Performance Standards

(Describing how much or at what level students need to perform to demonstrate achievement of the content standard).

“Why test language for specific purposes?”

There are professional or vocational fields in which the English have to be used, likewise, the language teaching has specific characteristics where the person that work in the field must manage.

“There are lexical, semantic, syntactic, and even phonological characteristics of language peculiar to any field, and these characteristics allow for people in that field to speak and write more precisely about aspects of the field that outsiders sometimes find impenetrable”.

Test language for specific purposes is more precise and can be more motivating and understandable for the learner due to the field that they already know furthermore in a future business the person can address the issue more easily and with confidence.

A specific purpose language test is one in which test content and methods are derived from an analysis of a specific purpose target language use situation, so that test tasks and content are authentically representative of tasks in the target situation, allowing for an interaction between the test taker's language ability and specific purpose content knowledge, on the one hand, and the test tasks on the other. Such a test allows us to make inferences about a test taker's capacity to use language in the specific purpose domain.

Reference

Douglas, Dan. (1999) Assessing Languages for Specific Purposes. Iowa State University. Cambridge University Press.