Goal 1.1 Type of Assessment

Type of Assessment	Explanation	APA Reference
Summative Assessment	Summative assessment: aims to measure, or summarize, what a student has grasped, and typically at the end of a course or unit of instruction. (Brown, 2018).   Examples: final exams in a course and general proficiency exams are examples of summative assessment, final projects count as well.	Brown, D. H. (2018). Language Assessment: Principles and Classroom Practices (3rd ed. ed.). San Francisco, California: Pearson Education ESL.
Formative Assessment	Formative Assessment: evaluating in the process of “forming” their competencies and skills with the goal of helping them to continue that growth process. (Brown, 2018).   Examples: Help students identify their strengths and weaknesses and target areas that need work. Help faculty recognize where students are struggling and address problems immediately.	Brown, D. H. (2018). Language Assessment: Principles and Classroom Practices (3rd ed. ed.). San Francisco, California: Pearson Education ESL.
Continuous Assessment	Continuous Assessment: is the periodic and systematic method of assessing and evaluating a Person’s attributes. Continuous Assessment of learners’ progress could also be defined as    a  mechanism  whereby  the  final  grading  of  learners  in  the  cognitive; affective  and  psychomotor domains of learning   systematically  takes account   of   all  their  performances  during   a  given period    of    schooling (Faleyalo,    1986). It is often used as an alternative to the final examination system.   Examples: can be used in two ways; summative assessment on activities contributing to the final grade or formative assessment on activities not contributing to the final grade. In both cases, feedback to the lecturer and students is part of the process.	Faleyalo, A. (1986). Classroom based Evaluation in second language education. Cambridge University press
Alternative Assessment	Achievement tests are more easily able to be innovative, and to reflect progressive aspects of the curriculum, and are associated with some of the most interesting new developments in language assessment in the movement known as alternative assessment. This approach stresses the need for assessment to be integrated with the goals of the curriculum and to have a constructive relationship with teaching and learning. Standardized tests are seen as too often having a negative, restricting influence on progressive teaching.	Leung, Constant. (2008). Language Testing: The Social Dimension– by Tim McNamara and Carsten Roever. International Journal of Applied Linguistics. 18. 218 - 221. 10.1111/j.1473-4192.2008.00187.x.
Formal Assessment	This is mostly composed of “tests”. The different types of test are used for diverse areas. There is the entry / placement test which is similar to the diagnostic test, which is used to evaluate someone’s proficiency in something. The progress test, which is used to evaluate the progress during a course, and the summative test evaluates the progress at the end of a course.There is also a proficiency test that is usually utilized by foregin entities on a language or skill. These are useful to break down a particular student’s strengths and weaknesses that may not be obvious at a glance.	Harris, M., & McCann, P. (1994). Assessment [E-book]. Macmillan Publishers. https://saidnazulfiqar.files.wordpress.com/2008/04/assessment.pdf
Informal Assessment	This is a no test, less stress strategy,. Where the assessment is done continuously as opposed to formal assessment.The criteria to assess is picked and the teacher intuitively assesses the students performance in a passive and continuous way.  This should not be used to replace any other form of assessment but compliment them by adding information to them.	Harris, M., & McCann, P. (1994). Assessment [E-book]. Macmillan Publishers. https://saidnazulfiqar.files.wordpress.com/2008/04/assessment.pdf
Testing	Usually used in formal assessment. This can be a great way to get an overview on the students' skills, encompassing their strong suits and weak points. While some may think of the test as a waste of time (saying things such as: I can be teaching or I know how they are doing, usually by the utilization of informal assessment) there are benefits to this type of assessment, which provide us insight on not so obvious facts about the students’ performance. Although this type of assessment may be viewed as stress inducing and it may apply to much pressure for the students, it can also be a reason for the students to try harder to learn and retain the information given to them during a course.	Harris, M., & McCann, P. (1994). Assessment [E-book]. Macmillan Publishers. https://saidnazulfiqar.files.wordpress.com/2008/04/assessment.pdf
Peer Assessment	It involves students providing feedback to other students on the quality of their work. In some instances, the practice of peer feedback will include the assigning of a grade.	Tharwatel-Sakran Peer and Self-Assessment in a Professional     Communication Course: Does Task Type Make a Difference? Journal of Languages for Specific Purposes, [s. l.], v. 1, n. 7, p. 25–41, 2020.            Disponível em: http://libcon.rec.uabc.mx:2051/login.aspx?direct=true&db=edsdoj&AN=edsdoj.38ffe011e7492e8f54897d1a0305d5&lang=es&site=eds-live. Acesso em: 24 set. 2020.
Self-assessment	This can be a quick and easy way to get an overview on what the student feels like he is lacking in or has a good grasp on. By asking the students what they expect to achieve and together with other forms of assessment, formal and informal, we can confirm their progress to them. You can ask the students to write reports on their progress, ask them directly or have them fill out a questionnaire with pertinent information on how they feel they are doing. This can be employed at any stage during the course.	Harris, M., & McCann, P. (1994). Assessment [E-book]. Macmillan Publishers. https://saidnazulfiqar.files.wordpress.com/2008/04/assessment.pdf