Learning Outcome 9 - Demonstrated ability to apply the techniques and principles of second language assessment, and to interpret the results of such assessments in determining language proficiency and student progress.

Artifact - Test Guide and Achievement Test

DESCRIPTION:

Second Language Assessment (TESL 570) Spring I 2021 taught by Dr. Richard Robison is a combined Test Guide and Achievement Test. It embeds three sub-skills tests within the test guide, each preceded by its own test specifications and scoring guidelines. It demonstrates my ability to apply the principles and techniques of second language assessment using cultural aspects of language performances and functions in the mainstream.

REFLECTION:

Before this course, I was naïve to the considerations involved in assessing and developing a test. I struggled with understanding the standards of reliability and validity needed for evaluating empirical tests and constructing them. What I learned in TESL 570 are the approaches to assessing learning, particularly regarding language learning. I now know that using multiple-choice tests may seem easy to build but are not as reliable as I once thought. While I am a fan of alternative testing to establish an authentic comprehensive assessment rich in content, I also understand the significance of "test the test" is equally important as Hughes (2003) explained. This ensures the construction of the test meets the standards of validity and reliability. With that understanding, I now appreciate how the data collected from a well-constructed test is used in the teaching context to provide beneficial washback to the students. I am much more conscious of my teaching approach when building tests to use reliable measures to promote student autonomy and positively impact student learning (Hughes, 2003).

APPLICATION:

Understanding cultural similarities and differences are essential in assessing students' language performance. I will use various evaluative techniques to establish validation of my assessments. I will adopt a straightforward resolve for my examinations that launches compatible purposes and procedures. When developing performance measures, I will be mindful of any ethical responsibilities and develop a habit of "jotting down" the difficulties I encounter with the criteria, sharing them with colleagues for feedback, and developing a checklist to evaluate the strengths and weaknesses of the measures I develop. I will familiarize students and keep them aware of the assessment tools evaluating them. I will stay forthright with my objectives for the class and remain aware of generating and testing hypotheses to determine students' needs.