Second edition

& Assessment can affect what we teach, how we teach and our learners' motivation for learning. It is very important for tests to have a good influence on teaching and learning.
@ Some assessment tasks are easy to write, e.g. essay titles, or mark, e.g. categorising tasks. But we need to cheek if they reflect what we have taught. It is not a good idea to use a particular testing task just because it is easy to use or easy to mark. For example, for administrative reasons, it is often difficult to assess learners' speaking, so speaking is often not assessed, and as a result learners may start thinking that speaking isn't important. Speaking skills can sometimes be more easily assessed informally than formally,
® To really reflect the level of learners' learning, the content and tasks included in progress and summative tests should reflect the content and tasks in our teaching. This may mean that our tests include a mixture of objective and subjective tasks.
• Assessment, needs to be fair. This means that progress and summative tests should only test what has been taught and that they should be reliable and accurate in their marking. Using bands to help us mark subjective tasks helps achieve this.
© Feedback to learners on what they got right or wrong, their strengths and
weaknesses, and what they can do to improve, is very important. Through feedback, assessment helps learning.


108

	proficiency test progress test portfolio
I would use a	continuous assessment diagnostic test summatiee test placement test	to...		if...

109

Module i

Think about: these comments from teachers. Which do you agree with and why?

1. 
   I just use the tests my school gives me, so I don't have to worry whether they're subjective or objective or about the assessment criteria.
   
2. 
   The tests I use are mainly objective - I think they're fairer and really test what the students have learnt.
   
3. 
   I much prefer informal assessment to formal assessment and so do my students, so we don't have tests in my classes.
   

1. 
   Find examples of the task types mentioned in the table in the Key concepts section. Look in your coursebook or at these websites: http://www.english-online.org.uk/exani.htm htlp://www.cambridgcesokorg/resources/teacher/yle.himi
   

http://www.one$topengIish.com/section.asp?sectionType~listsummary&catki™^c>8065

2. 
   Look at a test from your coursebook or your school.
   

What does it aim to test?
Does it use objective or subjective tasks? Why?
Does it focus on accuracy or communication?
Does it match what and how you teach?
Is it fair?

3. 
   Carry out some informal assessment with one of your classes by observing them and taking notes on an aspect of their speaking skills or of their behaviour. Do this over several lessons if necessary. Read your notes and write up what you have learnt about your students in your Teacher Portfolio.
   
4. 
   Read up more on assessment at: bUp://www.teachingenglish. org.uk/think/artides/testing-assessment hup://www.teadimgeng]ish.org.uk/thmk/artides/yotmg-leamer-testing http;//www.teachingengIish.org.uk/thmk/artides/test~quesiion-types http://www.teadiingengIish.org.uk/tbink/artides/tesDwriting
   
5. 
   Do you know the meaning of these terms: 'can-do' statements, ora! test? Use the TKT Glossary to cheek your answers.
   

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Unit IS Assessment types and tasks

For questions 1-6, match the teachers’ descriptions of assessment tasks with the assessment task features listed A, В and C.
You will need to use some of the options more than once.