1

INSTRUCTIONS:
Complete the phases with either the term or definition.

1.Needs
Analysis

6.Feedback 2.Standards

ASSESSMENT
IN THE
CURRICULUM
CYCLE

3.Objectives
5.Analysis
or outcomes

Assessments
specification

1. Establishing goals and approach for an English program.

2. They define the overall aims for a particular level of instruction.
3. State what students can be expected to achieve or accomplish in a particular
course.
4. They are the planning documents for particular assessment such as tests and
projects. They describe exactly what is being assessed and how it is being done.
5. Looking at how assessment fits in with the rest of the curriculum.
6. The act of providing recognition and strategies for improvement to students,
teachers, and administrators to better instruction.
 INSTRUCTIONS:
Answer the questions below with the information requested related to PLANNING
and SPECIFICATIONS

1. What are four steps to consider in planning for assessment?

1. 3. 4.
2.
To consider why map the To take stock of
you are content and other kinds of Autonomy
assessing and resources that
main objectives
choose a type may determine
of assessment your choices
that fits your
needs

2. WHAT DO TARGET-LANGUAGE DOMAINS and REAL-LIFE LANGUAGE

DOMAINS CONSIST IN?
TARGET-LANGUAGE DOMAINS: Tasks that the test taker is likely to encounter
outside of the test itself, and to which we want our inferences about language ability to
generalize.
REAL-LIFE LANGUAGE: Resemble communication situations students will
encounter in daily life.
LANGUAGE TEACHING/ LEARNING DOMAINS: featured in teaching and
learning situations.
3. MENTION FOUR ESSENTIAL COMPONENTS OF SPECIFICATIONS.

1. A general description of the assessment

2. A list of skills to be tested and operations students should be able to
3. The techniques for assessing those skills
4. The expected level of performance and grading criteria

2.
4. WHAT IS THE DIFFERENCE BETWEEN ELICITATION AND REPONSE
3.
MODES?
4.
Elicitation modes refer to ways in which responses are prompted, whereas response

modes refer to ways a student can respond to a question.

 INSTRUCTIONS:
Answer the questions below with the information requested related to
CONSTRUCTING ASSESSMENT, PREPARING STUDENTS, AND ASSESSMENT
IN THE LARGE CYCLE.

1. WHAT ARE FIVE STEPS TO FOLLOW TO CONSTRUCT ASSESSMENT?

1.Use specifications for 2. prepare an answer key 3.Create a pilot before

the overall design of the and scoring system for the assessment.
assessment and write writing and speaking.
sections and individual
items.

4. Compare the answer 5.Do a final proofread for

key and scoring system any problems that may
with the results from the have crept in when you
trial. made changes.

2. MENTION A FEW EXAMPLES ON HOW YOU PREPARE STUDENTS FOR

ASSESSEMENT.
2.
1. 3.
4.
Break down
Provide an To have
due dates into Create post
assessment outcome
several interim outcomes
schedule statements
dates.

3. WHY IS ASSESSMENT CONDUCTED IN THE LARGE CYCLE?

1

chance to take a big

4
2

instructions.
3

current aims and

students.
about how our
students are
progressing.
We want information

step and rethink our

needs of current
instruments
themselves are
working for us.

about all aspects of

whether assessment

We want feedback

Assessment gives us a

English programs
We want to know

syllabi of materials to

whether they fit the

our programs from
 1. Its using specifications to
construct tests

2. The design of items to

assess.

Planning

6. Teachers take big step

and rethink English
Developme
programs aims to know Reflection
nt
whether they fit or not in
the students need. The
Process of
Developing

Assessment

Feedback Administra
-tion
5. Providing students with 3. Applying strategies during
formative results and the test administration
assessment in other to make Analysis
helpful suggestions for
further improvement
4. Seeing results on assessment
and teaching.