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    Assessment of Language

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    PallaviKulshrestha
    Language assessment is a complex multi-dimensional process that is difficult to measure directly like a tangible object. While standardized tests aim to quantify language abilities, they have limitations in fully capturing language and are not widely available in Indian languages. Informal assessment conducted by teachers can help evaluate students' skills if administered consistently with documentation and feedback. Both formal and informal methods are needed to understand students' strengths and needs at different stages.

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    Assessment of Language

    Uploaded by

    PallaviKulshrestha
    2K views28 pages
    Language assessment is a complex multi-dimensional process that is difficult to measure directly like a tangible object. While standardized tests aim to quantify language abilities, they have limitations in fully capturing language and are not widely available in Indian languages. Informal assessment conducted by teachers can help evaluate students' skills if administered consistently with documentation and feedback. Both formal and informal methods are needed to understand students' strengths and needs at different stages.

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    Assessment of Language

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    Language assessment is a complex multi-dimensional process that is difficult to measure directly like a tangible object. While standardized tests aim to quantify language abilities, they have limitations in fully capturing language and are not widely available in Indian languages. Informal assessment conducted by teachers can help evaluate students' skills if administered consistently with documentation and feedback. Both formal and informal methods are needed to understand students' strengths and needs at different stages.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    2K views28 pages

    Assessment of Language

    Uploaded by

    PallaviKulshrestha
    Language assessment is a complex multi-dimensional process that is difficult to measure directly like a tangible object. While standardized tests aim to quantify language abilities, they have limitations in fully capturing language and are not widely available in Indian languages. Informal assessment conducted by teachers can help evaluate students' skills if administered consistently with documentation and feedback. Both formal and informal methods are needed to understand students' strengths and needs at different stages.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 28

    ASSESSMENT OF LANGUAGE

    CAN LANGUAGE BE MEASURED?


     Can language be measured as a cloth is
    measured?
     Do ‘tapes’ for language assessment exist?

     Do language assessors share tapes?

     Does language assessment come as naturally to


    language teachers as measuring cloth comes to a
    tailor?

     Thorndike claimed – “If a thing exists, it exists in


    some amount. If it exists in some amount, it can
    be measured.”
    MEANING & DEFINITION
     Assessment is a process of finding out present
    status of skills /knowledge /development/
    functioning of an individual or group.
    SCOPE OF LANGUAGE ASSESSMENT
     Language assessment is a multi-dimensional
    concept.
     Reception precedes expression.

     Functioning level of reception is better than


    functioning level of expression.
     Assessment should be planned for :
     Reception related areas
     Expression related areas
     Reception-expression interaction areas

     Since direct assessment of competence is not


    possible, assessment of performance is done
    SCOPE OF LANGUAGE ASSESSMENT
     Language assessment can be done in several
    ways : formal/informal or indirect/direct
    procedures
     Formal assessment is done using standardized
    tests, informal assessment are the variety of
    flexible tests/observations made by teacher.
     Direct procedures test the child in field itself (in
    real life), indirect procedures make student
    perform a linguistic task (paper-pencil task)
    THREE PHASES OF LANGUAGE
    ASSESSMENT
     Pre-intervention assessment
     Ongoing assessment
     Post-intervention assessment
    PURPOSE OF LANGUAGE ASSESSMENT
     Checking if communicative behavior is “within
    normal limits” -----To screen/classify – group
    requiring further intervention & group that
    doesn’t
     To diagnose why communicative behavior is not
    “within normal limits”
     To plan teaching strategies to bring the
    communicative behavior “within normal limits”
    MODE OF LANGUAGE ASSESSMENT
     Aural – oral
     Visual –graphical

     Visual – manual

     Visual – facial
    COMPONENT OF LANGUAGE ASSESSMENT
     Phonological knowledge
     Morphological knowledge

     Syntactic knowledge

     Semantic knowledge

     Pragmatic knowledge
    CHARACTERISTICS OF LANGUAGE
    ASSESSMENT
     Reliability : Are the results consistent?
     Validity : Does the test measures what it is
    designed to measure?
     Practicability : Can it be carried out in real life?
    (tools/time/simplicity etc.)
    APPLICATION OF LANGUAGE ASSESSMENT
     Knowing about the test-options
     Selecting

     Administering the test (including interpretation)

     Documentation

     Linking the outcomes with teaching strategies


    ROLE OF LANGUAGE ASSESSMENT IN
    EDUCATION
     It takes a very small portion of teaching time, but
    is very critical.
     It checks whether the students language needs
    are being met or not
     It determines the efficiency of teaching.

    GOALS

    IMPLEMENTATION ASSESSMENT
    ASSESSMENT ACTIVITIES

    Language
    Knowledge

    Informal Assessment

    Competitions Examinations

    Application Teacher
    Scales Formal
    of learned Made
    Tests Standardized
    aspects
    tests
    ROLE OF ASSESSMENT IN CLASSROOM

    PLANNING OF ASSESSMENT

    Teaching EXECUTION
    EXECUTION
    Learning OF
    OF
    Process ASSESSMENT
    TEACHING

    PLANNING OF TEACHING
    DIFFERENCES BETWEEN FORMAL &
    INFORMAL ASSESSMENT
     Consistency : Formal tests are highly consistent
    but informal tests are inconsistent.
     Qualitative vs. Quantitative Judgment: Formal
    tests are Quantitative, informal are qualitative.
     Applicability: Formal tests are easy & convenient
    to administer
     General vs. Specific skills: Formal tests test
    general skills, informal tests can be used to test
    specific skills
     Tool dependent vs. user dependent: Formal tests
    are tool dependent while Informal tests are user
    dependent.
    DIFFERENCES BETWEEN FORMAL &
    INFORMAL ASSESSMENT
     Rigidity vs. Flexibility: Formal tests are rigid,
    whereas informal tests are flexible.
     Norm reference vs. Criterion reference: Formal
    tests use norm reference i.e. the child who is
    undergoing the test is automatically tested with
    all other children with same details. Informal
    tests are checking the capacity of child in
    isolation, only the criteria on which he/she is
    tested becomes important i.e. Criterion reference.
    STANDARDIZED LANGUAGE TESTING
     Why do you think measuring language is not as
    simple as measuring cloth?
     Cloth is a concrete object in front of you. It is
    tangible & hence easy to measure.
     Language & other concepts are abstract,
    intangible, complex & hence difficult to measure.

     Standard test : test is a situation aimed at


    quantifying present status of an individual’s
    capacity by consistent use of a set of material &
    procedure that assumes to represent that
    capacity.
    STANDARD TESTS: SET OF MATERIALS
     Manual
     Objectives of test

     Scope of test

     Procedure of administer

     Test material or Test Plates

     Scoring sheet
    STANDARD TESTS: SET OF MATERIALS
     Manual
     Objectives of test
     Scope of test
     Procedure of administration
     Requirements
     Specifications – age/language background etc.
     Instructions for interpretations
    STANDARD TESTS: SET OF MATERIALS
     Test Material or Test Plates:
     Consists of pictures
     3 or 4 pictures on one plate
     The tester either verbally/using Sign
    Language/written language asks about a sentence
     The child points to the appropriate picture
     AYJNIHH developed ELS (Estimate of Literacy
    Skills)
    STANDARD TESTS: SET OF MATERIALS
     Scoring Sheet:
     Result/scores of various sub-tests are marked.
    TEACHER MADE TEST
     The school tests or examinations if made in a
    scientific manner could be called TMTs.
     They are Reliable, Valid & Practical

     Planning the test :


     Selection of Objectives & Sub-units
     Weightage of Objectives (Knowledge /Understanding
    /Comprehension /Application/ Skill/ Expression)
     Weightage of content
     Weightage of different forms of question
     Scheme of options
     Weightage of Difficulty level (Difficult/ Average/
    Easy)
    Content Knowledge Understand Application Skill
    E S O ing
    E S O

    Communicatio 10 10 2
    n

    Language 10 10 10 2

    Methods 10 20 5 1 10

    Assessment 5
    SELECTION OF ASSESSMENT TECHNIQUES
     Availability of the Tool
     Exposure to Test Tools

     Age of the child

     Principle of Variety

     Combination of both Options


    STANDARDIZED LANGUAGE TESTING IN
    INDIA
     Non-Availability of Standard language tests
    in Indian Languages
     Some available language tests are:

     Modified 3D – Language Acquisition Test

     Test of Psycholinguistic Abilities in Kannada

     Test of Acquisition of Syntax in Kannada

     Syntax Screening Test in Tamil

     A screening Picture Vocabulary Test in Kannada

     Assessing Syntax in Children – A test in Marathi

     Early Development Scale (Herlekar)

     Vocabulary Test (Shreedevi & Ojha) etc.


    STANDARDIZED LANGUAGE TESTING IN
    INDIA
     Inadequate Adaptations
     Less than 5 to 10 % Indian children are exposed
    to English
     There are structural & cultural difference in
    English & Indian languages.
     Some available adapted language tests are:

     REEL

     Northwestern Syntax Screening Test

     Bankson’s Test of Psycholinguistic Abilities

     Utah Test of Language Development

     Pea-body Picture Vocabulary Test


    STANDARDIZED LANGUAGE TESTING IN
    INDIA
     Rare use in Educational Set up
     Assessment Restricted to Knowledge

     Lack of Commercial Availability

     LPT (Linguistic Profile Test) developed by


    AYJNIHH & RRTC – available in 7 Indian
    languages – assesses Syntactic & Semantic
    component
    INFORMAL ASSESSMENT
     Systemization of Informal Assessment is very
    essential in absence of standardized tools as in
    the case of India.
     Consistency or giving the appropriate results
    repeatedly
     Consistency of tools (pattern of questions)
     Consistency of strategies (correcting)
     Consistency in administration (instructions)

     Documentation (so that it could be linked to


    past & future assessments)
     Feedback (systematic & clear feedback to the
    child)

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