Workshop 1

Students: Daniela Melipilln, Michael Ruiz.

Aim: Analyze assessment qualities of artifacts available.

I. Choose 4 different artifacts and complete table 1 below taken

from Luomas specifications.
II. Analyze each artifact considering aspects in table 2.
III. Decide how you can improve the weak aspects of the
assessments artifacts.

Artifact 1: The artifact can be improved by promoting the use of the

grammatical function instead of the form of it. Therefore, in this way
students will have the chance for using the language more actively.

Artifact 2: This artifact has no content validity, because what is

trying to assess cannot be measured by a written paragraph based on
the topic given. Moreover, as the test does not have content validity
the rater reliability cannot be measured. What we need to improve is
to change the methodology for evaluating the content.

Artifact 3: The artifact is not practical due to the length of the text
the students have to read. Therefore, the assessment is measuring a
writing skill, but is contaminated by the reading the learners have to
do first. For improving this artifact, it is necessary to make the
reading shorter.

Artifact 4: This artifact corresponds to a listening assessment, which

according to our criteria achieves appropriately the principles of
assessment. However, it can be improve by changing the focus for
completing the gaps, to full ideas instead of concepts

IV.

Revise integrative assessment (IA) table and decide if

any of the artifacts available evidences some aspects of
IA.
Integrative assessment

Artifact 1:

Item sequence: The first artifact possesses a correct item sequence;

because the items follow a logical sequence were the level of difficulty of
the items go from simpler to harder.
Language Skills: The artifact is not integrative, because it is just
measuring the grammatical aspect of the language not the function of it.
Learning strategies: The artifact does not possess any item that
encourages learners to apply strategies for develop a specific task.
Type of test: The type of test is correctly specified at the top of the sheet
(summative assessment).
Test learning artifacts: The test corresponds to a teacher generated
artifact. Furthermore, the aim is specified, but it is not clear enough,
because the activity that follows presents a lack of coherence in relation
to the aim.
Type of item: The type of items present in the assessment only
corresponds to filling the gaps activities.
Instructions quality: The instructions given for each item are clear
enough and they have no bias.
Assessment criteria: The criteria for assessing are easy for being
analyzed.

Artifact 2:

Item sequence: This artifact possesses just one item, therefore is not a
sequence to follow.
Language skill: The language skill to be tested in the present assessment
is writing.
Learning strategies: The artifact does not possess any type of strategy.
Type of test: The type of test is specified at the top of the sheet
(formative test).
Test learning artifacts: The test corresponds to a teacher generated
artifact. Furthermore, the aim is specified, but it is not clear enough,

because the activity that follows presents a lack of coherence in relation

to the aim.
Type of item: The type of items present in the assessment only
corresponds to writing skill.
Instructions quality: The instructions given are clear enough and they
have no bias.
Assessment criteria: The criteria for assessing are easy for being
analyzed.

Artifact 3:

Item sequence: This artifact possesses one item which combines two
skills which are writing and reading.
Language skill: The language skill to be tested in the present assessment
is writing; however it is combined with a reading, in order to work
interactively with the skills.
Learning strategies: The artifact does not possess any type of strategy.
Type of test: The type of test is specified at the top of the sheet
(summative assessment).
Test learning artifacts: The test corresponds to a teacher generated
artifact. Furthermore, the aim is specified and clear.
Type of item: The type of items present in the assessment only
corresponds to a combination of reading and writing skill.
Instructions quality: The instructions given are clear enough and they
present no bias.
Assessment criteria: The criteria for assessing are easy for being
analyzed.

Artifact 4:

Item sequence: This artifact possesses one item which combines reading
and listening.
Language skill: The language skill to be tested in the present assessment
is listening; however it is combined with reading for contextualization.
Learning strategies: The artifact does not possess any type of learning
strategy.

Type of test: The type of test is specified at the top of the sheet.
(summative assessment)
Test learning artifacts: The test corresponds to a teacher generated
artifact. However it has no aim.
Type of item: The type of items presented in the assessment only
corresponds to listening skill. However, the students have to write and
read for the realization of the task.
Instructions quality: The instructions are clear and have no bias.
Assessment criteria: The type of items present in the assessment only
corresponds to writing skill.