Testing and Evaluation

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