1. What is assessed?
1.1. Product? Process? Both?
1.2. Knowledge or competence?
1.2.1. Memory vs. Ability
1.3. Individual or team effort?
1.3.1. Setting
1.4. Teaching or learning?
1.5. Final performance or progress?
1.5.1. The issue of marking
1.6. Individuality or diversity (answers)?
1.6.1. Standardized answers
2. We should not...
2.1. Hide the criteria to be assessed
2.1.1. Subjectivity, bias
2.2. Carry out assessment at the end of the program
2.2.1. Focus on the score
2.3. Assess subjectively
2.3.1. Preferences
2.3.2. Discrimination
2.4. Ignore students' differences
2.4.1. Strenghts/ Weaknesses
2.4.2. Learning styles
2.4.3. Multiple intelligences
2.5. Be inflexible
2.6. Refuse to give written feedback
2.6.1. No long-lasting feedback
2.7. Assess material not covered in class
2.7.1. Not reliable
2.8. Refrain providing a framework or guideline
2.8.1. Unfair assessment
2.9. Ask confusing questions
2.10. Use the same material year on year
2.10.1. Recycling is NOT repeating
2.10.2. Adapt materials
2.10.2.1. Audience
2.10.2.2. Goal
2.10.2.3. Level of difficulty
3. Values for best practice in assessment
3.1. Validity
3.1.1. Assess what you really want to measure.
3.2. Reliability
3.2.1. Assessment criteria & marking should be trustworthy
3.3. Transparency
3.3.1. No hidden agendas.
3.4. Authenticity
3.4.1. Assessing performance in context
3.5. Fairness
3.5.1. Equal opportunities
3.6. Timeliness
3.6.1. Provide early opportunities for rehearsal
3.7. Incrementality
3.7.1. Final is mark built up from small units of assessment
4. Reasons for assessing
4.1. Guide learners' improvement
4.1.1. Continuous feedback.
4.2. Help students learn from their mistakes or difficulties
4.2.1. Reflection + action plan.
4.3. Self- evaluation of language development
4.4. Give teachers feedback on their practice
4.4.1. Reflection + action plan.
4.5. Translate intended learning outcomes into reality
4.5.1. Real-life tasks = Competence