1. Types of assessment
1.1. .
1.1.1. Achievement assessment
1.1.2. Norm-referencing (NR)
1.1.3. Mastery learning CR
1.1.4. Continuous assessment
1.1.5. Formative assessment
1.1.6. Direct assessment
1.1.7. Performance assessment
1.1.8. Subjective assessment
1.1.9. Checklist rating
1.1.10. Impression
1.1.11. Holistic assessment
1.1.12. Series assessment
1.1.13. Assessment by others
1.2. .
1.2.1. Proficiency assessment
1.2.2. Criterion-referencing (CR)
1.2.3. Continuum CR
1.2.4. Fixed assessment points
1.2.5. Summative assessment
1.2.6. Indirect assessment
1.2.7. Knowledge assessment
1.2.8. Objective assessment
1.2.9. Performance rating
1.2.10. Guided judgement
1.2.11. Analytic assessment
1.2.12. Category assessment
1.2.13. Self-assessment
2. Concepts
2.1. Validity = Historically, several facets of validity have been described such as face, content, predictive, concurrent, construct, implying that multiple sources of evidence are required to evaluate validity.
2.2. Reliability= It is basically the extent to which the same rank order of candidates is replicated in two separate (real or simulated) administrations of the same assessment.
2.3. feasibility= An assessment procedure also needs to be practical, to be feasible. Feasibility is particularly an issue with performance testing.
3. The Framework categories for communicative
3.1. Spoken
3.1.1. Production
3.1.1.1. (Prepared, long turns)
3.1.2. Interaction
3.1.2.1. (Spontaneous, short turns)
3.2. Written
3.2.1. Production = Report/Description of his/her academic field
4. All assessment is a form of evaluation, but in a language programmea number of things are evaluated other than learner proficiency.
4.1. LEVELS
4.1.1. BASIC USER
4.1.1.1. A1
4.1.1.1.1. Breakthrough
4.1.1.2. A2
4.1.1.2.1. Waystage
4.1.2. INDENPENT USER
4.1.2.1. B1
4.1.2.1.1. Threshold
4.1.2.2. B2
4.1.2.2.1. Vantage
4.1.3. COMPETENT USER
4.1.3.1. C1
4.1.3.1.1. Effective operational Proficiency
4.1.3.2. C2
4.1.3.2.1. Mastery