Page 184 - Teaching English at Primary Level: From Theory into the Classroom

Basic Principles of Assessment

How Valid is the Assessment Task?
Validity is concerned with the ability of the assessment task to test what it
intends to measure (Brown, 2004). For example, a valid test of skiing skills
should include the actual performance of skiing rather than a writing test in
which test takers are asked to write a description of skiing skills. Assessment
validity gives us an idea of how appropriate our inferences of the learners’
abilities are based on the assessment tasks used and the information gained.
If our assessment aim is to assess YLs’ ability to take part in a simple conver-
sation, for example, then the task needs to include performance in speaking
interaction skills. However, we need to make sure not to include concepts or
topics which the children are not familiar with or are not able to talk about
as we would not be able to make valid inferences about the children’s ability
to take part in a conversation (McKay, 2006).

How Authentic is the Assessment Task?
Authenticity in language assessment refers to the extent to which it trans-
fers the knowledge and skills acquired in the language classroom to every-
day contexts and situations (Brown, 2004). With respect to YLs, we need to
consider their world and think about what is natural and relevant for them.
As McKay (2006) points out, traditional paper-and-pencil tests can hardly be
considered authentic assessment tasks for YLs. Activities (such as games, role
plays, simulations, surveys, etc.) which are tied to real-world contexts which
children arefamiliarwith andinvolvechallengesin which arangeofskillsand
knowledge need to be used in an integrated way are much more authentic
and natural for YLs.

How Practical is the Assessment Task?
Practicality refers to the way assessment procedures are administered in
terms of time, space, materials, and resources. In other words, assessment
tasks need to be easy to design, deliver and evaluate. An important aspect
of evaluation is time, especially when assessing speaking and interaction
skills which are often assessed in individual interviews with the teacher. In
larger classes, this may mean taking several lessons to assess all the students
(McKay, 2006) so teachers should consider other options, such as role plays
in groups.

What is the Washback (Impact) of Assessment?
Washback is the effect that testing has on teaching and learning. In YLs’ as-
sessment, it is crucial to promote a positive washback which can be reflected

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