1. What is assessment(학습자평가) and evaluation(종합평가)
2. Background to assessment and evaluation
3. Principles of classroom assessment and evaluation
4. Classroom techniques and tasks
5. Assessment and evaluation in the classroom
① From the 1950s to about the mid-1970s, it was thought that language proficiency involved mastery of separate parts of the linguistic system such as the sound system, grammar, and vocabulary, so these were the elements that were tested.
→ discrete-point tests, objective types of items such as multiple choice.
② Applied linguists and language test developers began to reassess the notion of language ability and to try to spell out explicitly what happens when people use language for communicative purposes.
· Canale and Swain : a model of communicative competence, in a particular social context.
· Bachman and Palmer : communicative language ability and strategic competence
③ This principle of matching assessment tasks to real-world language use has been increasingly applied to language test construction in recent years. Many test nowadays include authentic-looking texts and similar tasks can be encountered.
This emphasis on real-life language is also evident in classroom assessment. .