Testing and Evaluation

This article discusses the principles of assessment and design assessment tools for reading and speaking skills. It also evaluates the assessment tools and revises the weak test items or procedures. The article includes learner profiles, reading and speaking assessment tools, marking schemes, assessment procedures and criteria, testing objectives, and reasons for the use of specific testing techniques.

Running Head: TESTING AND EVALUATION 1
Testing and Evaluation
Name
Course Title
Date

TESTING AND EVALUATION 2
Table of Contents
1.0: Application of the principles of Assessment to design assessment tools..................................................3
1.1: Leaner profile........................................................................................................................................3
1.2: Reading Assessment Tools...................................................................................................................4
1.3:Speaking Assessment Tools...................................................................................................................5
1.4: Marking Scheme for Reading Assessment Tools..................................................................................6
1.5: Assessment Procedure and Criteria for the Speaking Assessment Tools..............................................6
1.6: Testing objectives...............................................................................................................................7
1.7: Reasons for the Use of Specific Testing Technique to Assess the Relevant Subskills.........................7
1.8: Reasons for the use of the testing techniques.....................................................................................7
2.0: Evaluation.................................................................................................................................................9
2.1: A Description of Persons and Procedures Used For the Evaluation of Assessment Tools...................9
2.2: Results.................................................................................................................................................10
3.0: Revisions.................................................................................................................................................10
3.1: Analysis of weak test items or procedures according to the results.................................................10
3.2: Revised items...................................................................................................................................10

TESTING AND EVALUATION 3
Testing and Evaluation
1.0: Application of the Principles of Assessment to Design Assessment Tools
1.1: Learner Profile
The students' second language is English. An assessment test carried out by the teacher indicates
that most of them are fluent in their first language, but they have experienced some difficulty in
pronouncing certain sounds. Regarding spelling certain words correctly assessed through the reading of
comprehension, the learners also experience a challenge where they have a slow reading speed (Cohen,
2014). A summary of issues and strategies developed to enhance easy, and quick learning and
understanding are detailed in the table below.
Issue Strategy
For the students to learn some new concepts, it
takes them longer.
• Students to teach someone else any of the
concepts they have learned which will enhance
quick understanding.
• Hold frequent and brief sessions in
determining a particular idea so that learners
can develop mastery and knowledge of the
language.
Encourage learners to have their notes taken by
hand.
A challenge in comprehending information
given verbally during the lessons.
 Give instructions in a sequential
manner to avoid confusion to the
learner.

TESTING AND EVALUATION 4
 Allow students some time in processing
the questions before answering sessions
of question and answer.
 Give essential guidelines in written
form before the lesson begins.
 Provide room for seeking clarification
in areas where learners have not gained
an understanding.
A challenge in comprehension reading.  Offer them an easy method to quickly
manage a comprehension. The method
is achieved by surveying, reading,
reciting and reviewing the set.
1.2: Reading Assessment Tools
These tools will guide students in making decisions and also enable the teacher to monitor
achievements made in the learning process. The three reading tools to be used are:
• Diagnostic Assessment
In every topic that the student is exposed to learn on, they have an idea of what is to be offered by
the teacher. In this kind of assessment, the teacher is concerned in knowing about what the leaner knows
concerning a particular topic. This assessment is achieved by setting short questions which are to be
answered in brief answers concerning the issue at hand. By doing this, one gets an idea of where the

TESTING AND EVALUATION 5
student stands regarding his ideas and intellectual knowledge (Altin et al., 2014). After getting answers
from the set questions, the teacher knows how to approach the topic and the teaching materials to use.
• Benchmark Assessment
The use of this assessment is to mainly engage the students in reading comprehensions so that the
teacher can directly observe a student’s learning process. This is primarily achieved on a direct
conversation between the teacher and the student to see and interpret the reading behaviors (Jordan et al.,
2014). When this method is well adhered to, the instructor can identify anyone who needs extra attention
and support.
• Progress Monitoring
This assessment is to be done consecutively during the learning period. It entails observation of the
student following administered instructions effectively over a period. Implementation of the evaluation can
be done on an individual or entirely on the whole class (Ionita et al., 2014). The strengths of students are
noted, and ways to improve on them are strategized.
1.3: Speaking Assessment Tools
To evaluate the speaking skills that students have gained throughout the learning process, the
following assessment tools are to be used to assess on their vocabulary and interaction with the teacher and
other students.
• Pronunciation
For the learner to conclusively pronounce different words, the teacher has to evaluate this skill by
listening to how the student articulately pronounces them. Students who learn English as their second

TESTING AND EVALUATION 6
language may not utter words effectively with a comparison to native speakers (De Maeyer et al., 2015).
However, with much practice, they can communicate with other people in the right intonation.
• Fluency
Having a proper grammar does not automatically mean that one is a fluent speaker. How quickly a
specific student becomes fluent in a language is different from another. When a learner is comfortable in
speaking and words are coming out easily, it is an indication that they are becoming fluent (Manning et al.,
2017). In the long run, the teacher wants the students to speak English at ease just as native speakers do.
1.4: Marking Scheme for Reading Assessment Tools
Tool Marking scheme
Diagnostic assessment Excellent
Benchmark assessment Excellent
Progress monitoring Excellent
1.5: Assessment Procedure and Criteria for the Speaking Assessment Tools
This assessment is to be carried out in two primary methods of approach. As discussed above,
fluency and pronunciation are the two tools assessed in this procedure. These methods are;
• Observational approach. It involves observation of the students on how they carry out various
tasks given to them by the teacher and how well they participate in open forums (Lai & Hwang, 2015). In
assessing the fluency of the students, the approach can be achieved without altering or disturbing them in
any way.

TESTING AND EVALUATION 7
• Structured approach. The approach tests on the pronunciation ability of a student by asking him
or her to perform a specific task which involves an examination of communication skills.
1.6: Testing objectives
By the end of this test, the student will be able to:
• Outline and recall various English vocabularies taught during the learning session.
• Paraphrase an essay presented to them in short and brief sentences making sure that they offer a
summary of the assignment.
• Demonstrate the new words learned in the form of sentences and also apply them while asking
questions.
• Categorize words having the same pronunciation but different spelling.
• Make a presentation to the class demonstrating elaborate fluency in English.
• Design an essay that is original deriving various aspects learned during the coursework.
1.7: Reasons for the Use of Specific Testing Technique to Assess the Relevant Subskills
The main reasons for the use of these testing techniques are;
• They help teachers identify some of the areas that the students might not be getting a clear
understanding.
• It becomes easy for grading students while using the testing techniques.
• Students will demonstrate their knowledge while they offer written answers which help the
teacher assess them on a personal level.

TESTING AND EVALUATION 8
1.8: Reasons for the Use of the Testing Techniques
For an assessment to be valid, it has to entail every outcome of the learner throughout the learning
period. At the end of the unit, the students are supposed to understand and perform tasks as per the
expectations of the teacher after effectively taking them through the subject. Some of the procedures used
in an evaluation of the assessment tools are:
• Use of direct questions to students. When a teacher wants to know whether his or her students
have understood whatever that has been taught, they do it by asking direct questions. However, the
instructor should be keen to ask questions which encourage the student to think creatively and those that
give them zeal to learn more. By doing this, it instills confidence in the student who is not afraid of ridicule
from classmates. When the lesson comes to an end, the teacher can group them and assign them a task to be
presented to the whole class so that they can polish up one another.
• Use of notes from students. This will evaluate on the students understanding of the topic. In
case there is any information that has been left out, the teacher will be able to re-consider addressing it
appropriately.
• Conversations between students and instructors. The discussions are held in an informal set-up
where the teacher seeks feedback on student’s views about a topic and if they need any clarifications on a
particular area.
• An evaluator from outside the institution. The teacher may consider inviting a guest to evaluate
how well students can speak English and pronounce words conclusively. The evaluator may consider
grouping students such that each group will have a representative to present the assignment for more
subjective assessment orally.

TESTING AND EVALUATION 9
• Use of chain notes. The procedure becomes well applicable in classes with a small number of
students. In this instance, the teacher can ask the students to write down on a small piece of paper on what
is being discussed at the moment.
• Assessment at the end of the lesson. The instructor can guide the students to write on a piece of
paper. In this form of evaluation, students also indicate the items which were not evident during the lesson
so that they can be further elaborated in the next reading (Rajadurai, 2016)
• Index cards. During the term sessions, the teacher can use index cards which have a set of two
questions one on each side. These questions can ask on the impression students have on the course and any
suggestions to update the course outline.
2.0: Evaluation
2.1: A Description of Persons and Procedures Used For the Evaluation of Assessment Tools
The teacher is the primary person who conducts an assessment of learners. This is done after a
certain period of learning session so that various skills learned can be assessed appropriately. When an
assessment has been conducted, the institution gets a clear picture of the student’s progress to improve on
their strengths and at the same time work on weaknesses found.
Procedures used in analyzing reading tools needs much attention since this is the primary skill that
enhances easier learning in schools. For learning to take place efficiently, students ought to achieve the
ability to read effectively. An individual is supposed to read a comprehension as the tutor listens to note on
any serious mistakes in pronunciation and fluency through the session( Hosni,2014). The results will be
analyzed so that individual attention can be paid to those students experiencing serious challenges in
reading.

TESTING AND EVALUATION 10
For the procedures to take place smoothly, assessment tools are utilized with each of them carrying
a specific achievement, but the ultimate goal is to make sure that no student is left behind while learning is
taking place.
Progress monitoring is a procedure that becomes effective after being used over a period. Learning
is in itself a process. Therefore, a student is monitored progressively to ensure that he or she learns
something new on each day. This procedure intends to help identify anyone who needs a particular kind of
particular attention during the learning period.
Diagnostic assessment procedure is a bit complex compared to progress monitoring. The method
tests on pronunciation, reading out words loudly, identifying meanings of specific words and also
constructing sentences using different words (Harding et al., 2015). Learner’s skills on the above are
defined to measure their weaknesses and strengths
2.2: Results
Results for this type of assessment will be discussed concerning the procedures used and the
estimates which have taken place. With the use of questions raised by the students at the end of the lesson,
the outcome is favorable since the questions give them a clear understanding of the topic discussed and
they are well prepared for the next experience (Teng et al., 2015). The teacher also finds the use of direct
conversations between students as an effective way for students to learn from one another making it easier
for the teacher to teach the topic and subject with ease. What one score is measured directly by counting
the wrongs and rights which corresponds to wrong or correct responses highlighted from a multiple of
choices provided (Bevitt, 2015).

TESTING AND EVALUATION 11
3.0: Revisions
3.1: Analysis of Weak Test Items or Procedures According To the Results
Use of notes from students seems not so useful since not many students are willing to submit the
test notes given to them. On the other hand, some students tend to be shy when asked to present reports to
the entire class (Shao et al., 2014). The use of index cards are is not well done since some students are not
willing to submit them back to the teacher for assessment.
3.2: Revised Items
The revised items are the use of notes from students which are to be replaced by the use of the other
test and evaluation procedures discussed above. Some of these evaluations are the use of conversation
between students and the teacher which can be adhered to and serve as a proper replaced of the revised
items (Rowntree, 2015).
Marking schemes for the analyzed assessment is determined by the teacher who prepares them
specifically for the lesson at hand. When the student has the freedom to choose from the provided choices,
marks will be awarded to them according to the answers they have been able to provided (Lam, 2015). For
instance,where written answers are required, it is the tutors' mandate to go through them and award marks
according to the reason of every individual student.

TESTING AND EVALUATION 12
References
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on
Studies in English Language and Literature (IJSELL), 2(6), 22-30.
Altin, S. V., Finke, I., Kautz-Freimuth, S., & Stock, S. (2014). The evolution of health literacy assessment
tools: a systematic review. BMC public health, 14(1), 1207.
Baker, A. (2014). Exploring teachers' knowledge of second language pronunciation techniques: Teacher
cognitions, observed classroom practices, and student perceptions. Tesol Quarterly, 48(1), 136-163.
Bevitt, S. (2015). Assessment innovation and student experience: A new assessment challenge and call for
a multi-perspective approach to assessment research. Assessment & Evaluation in Higher
Education, 40(1), 103-119.
Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge.
De Maeyer, J., Libert, M., Domingo, D., Heinderyckx, F., & Le Cam, F. (2015). Waiting for data
journalism: A qualitative assessment of the anecdotal take-up of data journalism in French-speaking
Belgium. Digital Journalism, 3(3), 432-446.
Harding, L., Alderson, J. C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a
second or foreign language: Elaborating on diagnostic principles. Language Testing, 32(3), 317-
336.
Ionita, G., & Fitzpatrick, M. (2014). Bringing science to clinical practice: A Canadian survey of
psychological practice and usage of progress monitoring measures. Canadian
Psychology/Psychologiecanadienne, 55(3), 187.
Jordan, A. H., &Litz, B. T. (2014). Prolonged grief disorder: Diagnostic, assessment, and treatment
considerations. Professional Psychology: Research and Practice, 45(3), 180.

TESTING AND EVALUATION 13
Lai, C. L., & Hwang, G. J. (2015). An interactive peer-assessment criteria development approach to
improving students' art design performance using handheld devices. Computers & Education, 85,
149-159.
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment
literacy. Language Testing, 32(2), 169-197.
Manning, W. H., &DiLollo, A. (2017). Clinical decision making in fluency disorders. Plural Publishing.
Rajadurai, J. (2016). Pronunciation issues in non-native contexts: A Malaysian case study. Malaysian
Journal
Rowntree, D. (2015). Assessing students: How shall we know them?. Routledge.
Shao, Z., Janse, E., Visser, K., & Meyer, A. S. (2014). What do verbal fluency tasks measure? Predictors of
verbal fluency performance in older adults. Frontiers in psychology, 5, 772.
Teng, L., Shaw, D., & Barnes, J. (2015). Characteristics and practices of Traditional Chinese Medicine
retail shops in London, UK: A cross-sectional study using an observational approach. Journal of
ethnopharmacology, 173, 318-329.