Introduction

TERMINOLOGY AND KEY CONCEPTS

The term assessment refers to a variety of ways of collecting information on a learner's language ability or achievement. Although testing and assessment are often used interchangeably, the latter is an umbrella term encompassing measurement instruments administered on a ‘one-off’ basis such as tests, as well as qualitative methods of monitoring and recording student learning such as observation, simulations or project work. Assessment is also distinguished from evaluation which is concerned with the overall language programme and not just with what individual students have learnt (see Chapter 21). Proficiency assessment refers to the assessment of general language abilities acquired by the learner independent of a course of study. This kind of assessment is often done through the administration of standardised commercial language-proficiency tests. On the other hand, assessment of achievement aims to establish what a student has learned in relation to a particular course or curriculum (thus frequently carried out by the teacher). Achievement assessment may be based either on the specific content of the course or on the course objectives (Hughes 1989).

Assessment carried out by teachers during the learning process with the aim of using the results to improve instruction is known as formative assessment. Assessment at the end of a course, term or school year – often for purposes of providing aggregated information on programme outcomes to educational authorities – is referred to as summative assessment.