Teaching English Toolbox

Assessment in General

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When you think about assessment, a lot comes to mind! Think about the following:

  • You can use the same measure (e.g. an observation or a test) for different purposes (formatively OR summatively);
  • Assessment involves informal measures (e.g. observations) and formal measures (e.g. products) of which either can be 'summative' (e.g. you observe the learners playing a game entirely in English when they should know how to play it) or 'formative' (you observe the learners playing a game and take notes on who can do what more or less well);
  • Some literature talks about "assessment FOR learning" as "FORmative" assessment and "assessment OF learning" as "summative" but other literature would say there is a difference between "assessment FOR learning" and "FORmative" assessment. 
  • It is impossible to separate reading, writing, speaking and listening so you have to be careful when you say you're, for example, doing a "reading" test (for instance, you might have a gap fill on there which is for reading AND writing).

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If you are interested in more assessment-related terminology, you can use the ECML website (terms in French as well): HERE

Test and Testing in General

While unit tests are provided very often with coursebooks, there are a few points to think about:

  1. You do NOT have to use tests. And even if you do use tests, you do not have to use them for report cards.
  2. Vocabulary translation tests are not recommended, you can read more about why not in "The Unfairness of Vocabulary Translation Tests" (box on right).
  3. You might, if you are using a coursebook, think about using those end-of-unit tests differently. You will find more information in this toolbox under [could not resolve link target: il_0_pg_186895] " about this.
  4. Small quizzes are better for learning than huge, end-of-unit tests. There are many ways to do this that do not require vocabulary translation. Can you think of some?
  5. You can also use a game for assessing learning instead of giving a test. In these examples, students have analyzed some games for the subskills and constructs that teachers might observe or take note of. There are many examples here, but be aware that a lot of gen AI was used for the task. 
  6. If you are using a test, do you know what constructs you are measuring for each section? Do you know what "reliability" and "validity" mean in terms of testing?
  • Van Blerkom, M. L. (2017). Measurement and statistics for teachers. Taylor & Francis. (Access through PHZH library or google the 2006 version to download for free).
  • Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT course modules 1, 2 and 3. Cambridge university press has an overview of item types.
  • Cambridge Language Assessment
  • Gute Praxis im Fremdsprachenunterricht (below) was released in 2017 and has some concrete ideas for you.
  • Formasumma – Summaforma: Merging Formative and Summative Assessment in the Classroom is below.
  • When does it make sense to "test"? When would a test be better replaced by a performance assessment or task? Give examples.
  • Assessment is a broad term. What does it all entail?
  • Describe a game or an activity and how you can use the same moment for formal or informal assessment, for assessment OF and assessment FOR learning.
  • Why should vocabulary-translation tests not be used for grades and report cards if they are used at all?
  • Why is it impossible to separate the four skills when assessing/testing? Give examples.