1
This involves teachers thinking about learners’ classroom performance to assess how well learners communicate during specific tasks by checking learners’ performance against criteria. Teachers can see if learners have achieved the purpose of the task by using the criteria.
2
A type of assessment aimed at finding out – diagnosing – what language and skills weaknesses or strengths learners have. Teachers use this information to inform their future lesson planning. See teacher roles.
3
A type of assessment which does not involve a final examination. Some or all of the work that learners do during a course is marked by the teacher on a regular basis and these marks go into the calculation of the final grade given to learners. Continuous assessment may include regularly assessing learners’ written work; assessing their listening, reading and speaking skills; talking to learners; observing them in class; looking at self-assessments and thinking about learners’ classroom performance.
4
When the opinion of the person marking a test is needed to make a decision on the quality of the work being assessed. Subjective assessment takes place when marking, for example, stories, compositions, interviews, conversations. The person marking the test makes a judgement about whether the work is good or not. Subjective assessment can be made more reliable by using assessment criteria.
5
When the opinion or judgement of the person marking a test is not needed to assess learners. The questions in the test/assessment have one correct answer. Objective assessment takes place when marking tasks such as multiple-choice questions or true/false questions because the marker does not need to decide if the answer is right or wrong as there are clear correct or incorrect answers.
6
When a teacher uses formal and informal assessment and information on learners’ progress during a course to give learners feedback on their learning or to change their teaching.
7
This is used for formative assessment and also continuous assessment. It consists of a collection of learners’ work done over a course or a year which shows development of their language and skills.
8
When a teacher decides whether a learner is doing well or not, or whether a course is successful or not, by evaluating learners by thinking about their strengths and weaknesses and thinking about their progress rather than setting a test or writing an official report.
9
When a teacher assesses learners and then gives them a formal report or grade, to say how successful or unsuccessful they have been.
10
A type of assessment done at the end of a course where the focus is on learners receiving a grade for their work rather than receiving feedback on their progress.
11
When learners assess themselves, they decide how good they think their progress, learning or language use is.
12
When learners give their opinions on each other’s language or work.
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