NATIONAL TECHNOLOGICAL INSTITUTE

DIRECCIÓN GENERAL DE FORMACIÓN PROFESIONAL

STUDENT MANUAL
LANGUAGE ASSESSMENT

Discipline: English Language Teaching (ELT)

Formative Level: Certificate in ELT for Primary School

May, 2019
 Language Assessment Module

LANGUAGE ASSESSMENT
 Language Assessment Module

CREDITS

This is a National Technological Institute INATEC publication.

The contents used to create this manual come from different authors. We have put a lot
of effort to make sure that this study material provides students with accurate and
valuable information. In fact, this information is being constantly revised and updated.
Nevertheless, INATEC will not be responsible for the validation of this material nor the
outcomes achieved by its usage.

Reproduction and diffusion of this material for educational or any other non-commercial
usage is authorized without previous written authorization. However, the information
source must be emphasized.
 Language Assessment Module

INTRODUCTION

The manual “Language Assessment” is aimed to help Primary School English teachers to improve
the teaching–learning process in the classroom.

This manual is composed by the following units:

Unit I: Language Assessment Basics

Unit II: Principles of Assessment
Unit III: Assessment tools

General, technical and scientific information you need to know in order to acquire the
competence unit and competences elements are provided in the unit contents. This manual
contains illustrations, drawings, and graphics intended to help you internalize target
information.

Unknown words and technical terms not commonly used are defined and placed along the text.
You can find them within the text as footnotes which are labeled with numbers.

In the manual you will also find the following information:

 Annexes
 Index of table and figures
 Bibliography

We hope that this information will help you to improve your language teaching skills.
Unit 1. Language Assessment Basics

In this unit, you will go through the definition, guide questions and types of assessment, which
must be taken into account when evaluating young learners.

“The more you teach without finding out who understands the concepts and who doesn’t, the
greater the likelihood that only already-proficient students will succeed” Grant Wiggins.

As language learners and educators, Although students and teachers

we have been involved in a number
of assessment activities as part of
the English subject curriculum. Day
by day, teachers are assessing
students in a different of ways:
written tests and quizzes, oral
presentations, oral questions, reading
comprehension activities, listening tasks or
providing and receiving feedback, which are
evidence of formal and informal
assessment.
very often regard assessment
negatively, it is a fundamental
part of teaching and learning
process. Therefore, every
teacher should know where each
student is in terms of language
skills, where students should go next and
how students can succeed.

Henrik Bohn, in his book Teaching and Learning English (2018), sees assessment as
“the gathering of information about students’ learning in order to make
judgments about their learning”

In education, the terms “language assessment” and “language testing” refer to the practice of
evaluating an individual proficiency in using a particular language. In other words, evaluating to
what extend a student is able to understand and produce the language properly.

Definition
Language assessment is a formal or informal procedure for gathering evidence of students´
learning.
 Language Assessment Module

1.1 Guide questions in assessment

Whenever we talk about language assessment, it is crucial to have three questions in mind: why,
what, and how we are assessing students. This allows us to make clear what purposes,
procedures and decisions will be taken into account in the assessment practice.

• To diagnose • Knowledge • Paper-based tests

• To see progress what do we assess? (vocabulary, • Essays

How do we assess?
why do we assess?

• To place students content) • Portfolios

• To reflect on • Performance • Observations
teaching. (how well
students perform • Projects
• To grade in languages • Rubrics
• To provide with skills) • Debates
feedback • Proficiency • Discussions
• To motivate (where students • Experiments
students are placed in • Presentations
relation to the
standars)

Figure 1

It is necessary to know why we are assessing
students: To diagnose the weakness and
strengths? To know if students learn the
material through a midterm? Or to place
students in different levels? There is no
reason to assess students if we do not
understand the purpose of the assessment
or what we are going to do with the results.
Evaluating how much a student knows
about the language or how well he/she uses
it, and deciding what to assess is connected
to the teaching choices. Paper based tests
may be traditionally used in assessing a
language. However, there are many ways to
evaluate learning.

Liying Cheng (2017) discusses three dimensions of assessment that help us be aware of
why assessment is important: Assessment for learning, Assessment as learning and
Assessment of learning.
 Language Assessment Module

For instance, we sometimes assess in order to decide what we can do to help students progress;
in this suggestion teachers use “assessment” as an investigative tool. On the other hand,
assessment as learning means that students monitor personally what they are learning. That is,
reflecting on their own learning and making adjustments to achieve deeper understanding.
Finally, assessment of learning refers to how we can confirm and demonstrate what students
know and if they achieved the curriculum goals. This assessment contributes to pivotal decisions
that will affect students’ futures.

learning goals or Gathering evidence of students learning is

outcomes: what do I an essential follow-up step in learning
want my students to
learn? process. Additionally, teaching and
assessment become an integral process in
learning a language. Therefore, educators
My students`
need to continuously ask themselves if
learning students have learned or how well they
have progressed through assessment
Classroom Activity: Assessment: what
will my students do practices. The assessment component in
What will I do and
what will my students to show what they figure 2 explains the why, what and how of
do? have learned?
assessment.

Figure 2, what do we assess? Liying Cheng,2017

1.2 Types of Assessment

There are different classifications of Language Assessment. We can classify it by the grade of
formality (formal and informal assessment), purposes (diagnostic, placement, progress,
proficiency), and function (Formative and summative). A set of oral questions can be placed in
the different type categories; nevertheless, it would depend on the purpose, formality and
function we give them.

For instance, if we use oral questions to check comprehension on a reading task, then this
assessment becomes “informal” because it is not planned. Another way to use the set of oral
questions can be used in the first day of classes in order to investigate what students’ strengths
and weaknesses are. Then, the assessment becomes “diagnostic” and “formative” at the same
time. On the other hand, the set of questions activity can be used to control students’ progress
at the end of a unit. Then, the assessment becomes summative.
 Language Assessment Module

Assessment focused on purpose: Harmer, in his book the practice of English Language Teaching
(2001), explains the different types of test regarding their purpose.

Placement tests
Classifying tool, which helps place the students in the right level
based on the English subject curriculum. Placement tests are
useful to assess students productive and receptive skills.

Achievement tests
Are considered to be applied at the end of a unit or term to
evaluate language skills in relation to a syllabus or material.
Teachers often use progress test in their assessment practice

Proficiency tests
Frequently applied for admissions in jobs, at universities or
obtaining any certification. This test gives a general picture of
students’ knowledge in a language.

Assessment focused on function: it is necessary to clarify exactly what is meant by the terms
“Formative and Summative” assessment.

Formative
•Seeks to help students improve their
language skills by providing feedback, which
turns into students´ action. This type of
assessment also helps the teacher modify
future lessons based on students’ needs
Summative
•Aims to collect evidence of what students
know about language in a specific period, it is
usually at the end of a unit or term and it is
based on the syllabus or language curriculum.
The aim of summative assessment appoints to
provide teachers and others with an overview
of learning and accomplishments.

Heritage, et all (2009) define formative assessment as “a systematic process to

continuously gather evidence and provide feedback about learning while instruction is
under way”
 Language Assessment Module

Although the role of summative assessment is essential in language learning, its contributions to
improvements has been limited. That is, summative assessment is not suitable when the purpose
is to make improvement in some skills, it only assesses the level of knowledge gained.

Despite of the fact that these two forms of assessment have different function, they both share
some similarities. For instance, both are used to evaluate students effectively, and can be used
to provide feedback. Additionally, they can guide teacher to make adjustments in future
teaching.

MINED, the Ministry of Nicaraguan Education, in its Didactic Planning Manual and Evaluation
of learning in initial education, describes how both formative and summative assessment
can be used in the assessment of learning process. (MINED, 2010).

Assessment focused on formality: We say a test is formal when it is presented and graded in a
formulated and consistent manner. In other words, formal assessment is systematic, planned
sampling techniques constructed to give teachers an appraisal of students´ achievement and this
type of assessment occur periodically in the course of teaching.

Formal assessment is also known as of oral participation in class is certainly a

Standardized tests. Some examples of the
formal assessments are exams, diagnostic
tests, achievement examinations,
intelligence tests among others. It can be
said that all tests are formal assessments,
but not all formal assessment is testing. For
instance, a student´s portfolio of materials
can be a formal assessment as an
accomplishment of the certain course
objectives, but it is problematic to call this
procedure a “test”. Likewise, a systematic
set of observations of a student’s frequency
formal assessment, but not a “test”.
On the other hand, informal assessment
refers to the incidental and unplanned
comments or responses. For instance,
eliciting student thinking and makes
immediate use of this knowledge in
instruction. An important aspect of informal
assessments is that they actively involve the
students in the evaluation process. They are
not just paper and pencil tests.

According to Education Standards Authority (NESA) Informal assessment may include a range of
strategies including class work and work in progress, questioning, class discussion, group work,
observations and monitoring, student self-evaluation and reflection, and peer feedback. (NESA,
2019) Both formal and informal assessment are derived from Formative Assessment.
 Language Assessment Module

Other types of assessment: There are other approaches to assessment and feedback which has
yet to be fully explored: ipsative assessment. Gwyneth Hughes in her book Ipsative Assessment:
Motivation through marking progress, defines ipsative assessment as a comparison between an
existing performance with previous a performance.

Student’s previous work

rather than externally set
standards and criteria

compare a person’s
Motivation through knowledge or skills to the
marking progress knowledge or skills of the
norm group

Ipsative
Assessment

1.3 Cyclical Process of Assessment

The evaluation process is cyclical in nature. That is, each phase is linked to and dependent on the
others.

In the preparation
phase, decisions are
made about what is to
be assessed, the type of
evaluation to be used,
the criteria against
which student learning
outcomes will be
judged, and the most
appropriate assessment
techniques for
gathering information.
the assessment phase
involves developing or
selecting assessment
tools, deciding when
and how assessment
will be conducted, then
collecting, organizing,
and interpreting the
information on student
performance.
the reflection phase
During the evaluation
provides teacher with
phase, the teacher
the opportunity to
makes a judgment on
consider the success of
the progress of
the evaluation process
students and the level
used and to make
of achievement reached
modifications to
relative to the learning
subsequent teaching
outcomes.
and evaluation.
 Language Assessment Module

Unit 2. Principles of Assessment

This unit looks at:

The characteristics of the principles of assessment to be considered when designing a test in

language context; reliability, validity, practicality, authenticity and washback. These principles
are crucial to be taken into account since the test is the instrument used to measure and evaluate
student´s language proficiency, and the implementation of these principles will have an effect
on student’s results.

In language context, a “test” is designed to measure and evaluate students ‘language

proficiency according to different qualities.

H. Douglas Brown in his book teaching by Principles: an interactive approach to language

pedagogy, defines the term “test” as a method of measuring a person´s ability or knowledge in a
given domain. Brown also stresses that one of the most common obstacle in the construction of a
good test is measuring the criterion. To what extent is a test reliable, valid, practical or authentic?
What effect does the test have? What is the next step after testing students? So as to answer this
concerns, the following explanations are intended to provide with clarifications and examples.

Reliability is defined as the extent to which a questionnaire,

test, observation or any measurement tool produces the same
1. Reliability results on repeated trials. In short, it is the stability or
consistency of scores over time or across raters (commonly
teachers).

Validity is defined as the extent to which the instrument

measures what it supposed to measure. For example, in a test
that is used to test students‘ listening ability, grammar should
2. Validity not be scored to preserve validity. Validity ensures that
assessment tasks and associated criteria effectively measure
student attainment of the intended learning outcomes at the
appropriate level.

According to Alan Davies (1990), validity is often discussed under the heading of face, content,
construct, predictive, and concurrent.
 Language Assessment Module

Face validity Content validity

It refers to making a decision about It is a logical process where

the appropriateness of use of some
particular measuring instrument in
a given assessment situation
through the process of simple
inspection of that instrument. It is
determined by a review of the
items and not through the use of
statistical analyses.
connections between the test
items and the instructional
objectives are established. For
instance, a semester exam that
only includes content covered
during the last three weeks is not
a valid measure of the course's
overall objectives; it has very low
content validity.

Practicality is the ease with which the items/tasks can be

replicated in terms of resources needed, e. g. time, materials,
and people. For instance, a test that takes two hours for
3. Practicality students to complete or for a teacher to correct is impractical.
Similarly, a test that is designed to be scored with a computer
is impractical if the nearest computer is a thousand mile away.

“A test is considered to be practical as long as it “is not excessively expensive, stays within
appropriate time constraints, is relatively easy to administer, and has a scoring/evaluation
procedure that is specific and time-efficient” (Brown 2004: 19).

Language learners are motivated to perform when they are

faced with task that reflect real-world situations and
contexts. Good testing or assessment strives to use formats
4. Authenticity and tasks that mirror the types of situations in which
students would authentically use the target language.
Whenever possible, teachers should attempt to use
authentic materials in testing language skills.
 Language Assessment Module

Bachman and Palmer (1996, p. 23) define authenticity as “the degree of correspondence
of the characteristics of a given language test task to the features of a target language
task.”

It refers to the effect of testing on teaching and learning.

Washback is generally said to be positive or negative.
5. Washback Regrettably, both students and teachers tend to think of
negative effects of testing. In contrast, positive Washback
benefits teachers, students and administrators because it
assumes that testing and curriculum design are both based on
clear course outcomes.

Another form of Washback that occurs more in classroom assessment is the information that
“washes back” to students in the form of useful diagnoses of strengths and weaknesses.
Washback also includes the effects of an assessment on teaching and learning prior to the
assessment itself, that is, on preparation for the assessment.

Assessment in young learners.

So as to collect evidence of
children´s progress, a
number of traditional tests
have been applied.
Teachers, who are the
accountable for the
teaching and learning,
have used commonly
paper and pencil based
tests because they are
easy to set and correct.
However, assessing
children traditionally as
aforementioned is not
suitable. It can have
negative effects on
motivation, self-esteem or
even a negative attitude
towards the new language
Each child has special
needs and a different
learning style, which have
been a guide to develop
effective teaching
methodologies. Therefore,
it is crucial for teachers to us the attentional level,
use assessment information-processing
techniques that are “child- patterns, and the first
friendly” and similar to the language literacy skills.
activities used every day in Second, affect. Compared
the classrooms. with adults, young
learners are more
When assessing young vulnerable in assessment
learners, two critical and lose the motivation to
factors need to be taken learn.
into account. First,
developmental stages of
young learners, which tells
 Language Assessment Module

Unit 3. Assessment tools

When we collect information about students’ learning progress, we can see how students are
progressing. Then, we plan future teaching strategies and learning activities based on this
information. Therefore, there is a vast amount of tools and techniques that help teachers assess
students learning. Choosing assessment strategies and tools requires that teachers consider the
range of classroom situations that students will experience. A variety of tools and resources may
be used. See figure below

• interviews • Standarized
• Discussions tests
• Group work • End unit tests
• presentations • Progress tests
Communica Paper- based
-tion Tests

• Class interaction Observations Performance •Debates

• Class •Project
participation •Portfolio
• involvement •Video tapes
•Reports

1. Portfolio

A Portfolio is a purposeful collection of a learner’s work that demonstrates progress in a given

area over time. The collection is kept in a folder, book, box or other mode. Students are involved
in the collection and organization of their portfolios, and they can use their portfolio to describe
their learning and progress to parents. It provides an ideal tool to manage formative assessment.
The collection should demonstrate progress in the development of knowledge, skills, values
and/or attitudes in a given area, e.g. reading, over time. When planning a portfolio, it is crucial to
question ourselves what is your purpose? What will you collect? How will you collect the
information / pieces of work?
 Language Assessment Module

2. Projects
Projects are tools in which students use multiple strategies to demonstrate growth and
performance and it should be related to the curriculum stated goals. Multimedia presentations,
web pages, artwork, or songs may be good examples for projects and are evaluated differently
than traditional written papers. In order to assess this projects, teachers can use strategies such
as: observations and rubrics.

According to Elizabeth Trach, in her article “How students benefit from project-based
assessment” projects engage with learning in a more concrete way. They allow students
apply “theories” previously learned since they are authentic providing a real life
experience, motivational, collaborative and creative (Trach, 2018).

3. Observations
Observation is another very useful task, knowledge acquisition, and
way to assess not only learning but demonstration of abilities.
behaviors and attitudes; nevertheless,
it needs to be carefully planned and Teacher observations will be valid
designed. This technique provides the to the extent that the evidence is
opportunity to monitor a process or a appropriately recorded and
situation and document evidence of what it interpreted, that is, whether the recorded
has been seen or heard in a natural context. evidence represents the observed student
In an observational assessment, an performance accurately, or the
“observer” is presented with questions to interpretation of the evidence is justifiable.
“rate” participant behaviors, skills, and
attitudes such as: performance of a specific

4. Self-assessment
It is defined as “Procedures by which learners themselves evaluate their
language skills and knowledge”. The benefits of self-assessment can extend
beyond learners to teachers and also to the institution. This type of
assessment helps the learner monitor his/her level of success in a
specific task. Although the result is not always a success, it leads to
reflection. It also raises self-awareness of learning, promotes learner
autonomy, and allows learner evaluate themselves in an interactive and low-anxiety way.

Self-reflection strategies and learning outcomes are important source for language learning
improvement. For instance, if our students are more reflective about their learning needs, their
personal growth as well as their language communication competences will be enhanced. Self-
reflection offers the opportunity to connect the language learning goals with their personal life.
 Language Assessment Module

5. Peer-assessment
Peer assessment is the student´s learning from and with each other in both formal and informal
ways. It has been said that students learn from explaining their ideas to colleagues and providing
written or oral feedback on the quality of each other´s work. The participation can occur both
outside and inside the classroom.

6. Paper and Pencil Based Tests (Testing)

It is one of the most common and systematic way of gathering information about the learner´s
behavior and performance. There are several reasons that should be taken into consideration
depending on the type of test items. A variety of test items in this section will be covered
including questions where the learner recognizes the answer (true/false, multiple choice,
matching) and questions where the learner supplies the answer (gaps, completion, short
answer, production, procedure).

6.1 Multiple-Choice Items:

One of the most popular and frequently used forms of paper and pencil
test formats is the multiple-choice form. Although it appears fairly easy to
develop, this is very deceiving. Multiple-choice tests -are difficult and time-
consuming if they deal-with intellectual skills above simple recall and
comprehension. There are several advantages and disadvantages to a
multiple-choice test.

-Students can be tested on a large -Sometimes it is difficult to construct

sample of the course content in a them with good distractors.
relatively short period of time.
-There is too often a deal of
-They are quick and efficient to score
ambiguity in the choice of the correct
by hand using an answer key
answer.
-The test items can measure a wide
range of intellectual skills from recall -Guessing can affect the selection of
of factual data, understanding, the right answer.
application, and critical thinking.

All multiple-choice items have three main parts. These include the stem (statement or
question), which begins the multiple-choice item; the distractors (incorrect responses
which usually number three); and the last part is the correct response
 Language Assessment Module

6.2 True and False Items:

The true/false test item is somewhat similar to a multiple-choice item. 1. “Been” is the simple
The true/false item is a two-choice test item. The advantages of the past of verb “Be”
true/false test item include the ease of construction as well as the ease True ○
of scoring by hand, with an answer key, or by computer. False ○

True/false items can form the basis for a future pool of multiple-choice
items. An obvious disadvantage is the susceptibility to guess with a 50% chance for a correct
response. Unfortunately, the ease of preparation leads to an overabundance of low level
recall items that are often very ambiguous. If used exclusively they will overly influence
students to learn lower level skills. Well-constructed true/false test items can measure
knowledge at a variety of levels.

6.3 The Matching Item

Matching items can measure a range of behavior, but are most commonly used to recall
behavior. A matching test consists of a set of "stems or questions” on the left hand side to
which a set of responses on the right hand side are matched by the student. It is fairly easy to
prepare and it is efficient in the respect that the same set of responses can be used with
several similar "stems'". One disadvantage of this item is that it is difficult to measure higher
levels of learning and usually too many tricky questions

6.4 Gap-fills
1. we _____ at school.
They can be used to test a variety of areas such as vocabulary,
2. He _____ a student.
grammar and are very effective at testing listening for specific words.
3. I ______ happy
A gap-fill is a practice exercise in which learners have to replace words
missing from a text. These words are chosen and removed in order to practice a specific
language point. Gap-fill exercises contrast with cloze texts, where words are removed at
regular intervals, e.g. every five words.

6.5 Dictation:
This mainly tests spelling, perhaps punctuation, and, perhaps
surprisingly on the face of it, listening comprehension: people can only
usually write words down accurately from dictation if they understand
them. It does not, however, test other writing skills or speech, and
involves very little reading. It may supply some information on testees’
passive knowledge of pronunciation, grammar and vocabulary. It is very easy to prepare and
administer; it is relatively easy to mark, though there may be a problem deciding how much
weight to attribute to different mistakes.
 Language Assessment Module

6.6 Questions and answers

These can be used to test almost anything. The more 'closed' the question is (that is, the
fewer the possible options for correct answers), the easier the item will be to mark. It is fairly
easy to compose and grade closed-ended questions; more open, thought-provoking ones are
more difficult, but may actually test better.

6.7 Error Correction:

Errors must be found and corrected in a sentence or passage. It could
be an extra word, mistakes with verb forms, words missed etc. One
problem with this question type is that some errors can be corrected
in more than one way. Error correction is useful for testing grammar
and vocabulary as well as readings and listening.

6.8 Transformation:
This time a candidate has to rewrite a sentence based on an instruction or a key word given.
This type of task is fairly easy to mark, but the problem is that it doesn't test understanding.
A candidate may simply be able to rewrite sentences to a formula. The fact that a candidate
has to paraphrase the whole meaning of the sentence in the example above however
minimizes this drawback. Transformations are particularly effective for testing grammar and
understanding of form. This wouldn't be an appropriate question type if you wanted to test
skills such as reading or listening.
 Language Assessment Module

Independent learning Units 1-3

Dear protagonist, in order to check your own learning through this module, it is suggested to
complete the following tasks.

Task A: Answer the following questions based on this module and your prior knowledge

1. How can you define language Assessment?

2. What assessment type do you commonly use? Justify your response. Why do you use
it? Is it effective?

3. How do Formative and Summative assessment differ?

4. Describe in one sentence the main purpose of each test

Test type Main purpose

Placement test

Diagnostic test

Progress test

5. What is the cyclical assessment process?

. .

Task B: Imagine you taught 5-6 English words to your students. In order to know what extent
they learned, what would you do to collect this information? Justify your answer in terms of
“purpose, technique/tool, and language skill”

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 Language Assessment Module

Paper and Pencil Based tests

Name: ____________________________________________ Date: ___/____/____ Grade: 2nd
Listening 30pts
I. Listen and circle

II. Listen and check.

Writing 20pts
I. Draw yourself and write

II. Write the missing vowel

 Language Assessment Module

Grammar 20pts
Circle and Match

Speaking: 30pts
Look at the pictures
 Language Assessment Module

Assessment record sheet Sample- Based on the CEFRL

AA = Aprendizaje Avanzado
Grade: 1st AS= Aprendizaje Satisfactorio
Name: AF = Aprendizaje Fundamental
Unit Skill / Subskill Descriptor of competences Mark Teacher notes
I can understand the important words in a song.
I can understand the names of clothes I wear
I can understand the words for colors
Listening
I can understand numbers (1-2)
Unit V
I can understand simple instructions given by the teacher during the class
Clothing
(“Stand up”, “Sit down”, “Come in”, “Go out”, etc.)
Items I can name the color of clothes or other familiar objects
I can say words related to cloth items
Speaking
I can express possession of clothes
I can say the number of cloth items (1-2)
Final Mark

The CEFRL
https://www.coe.int/en/web/common-european-framework-reference-languages
 Language Assessment Module

Bibliography
Bohn, H. (2018). Teaching and Learning English. Oslo : Cappelen Damm AS.

Brandt, N. P. (2009). Connecting Formative Assessment RESEARCH to PRACTICE. Retrieved from An

Introductory Guide for Educators : https://files.eric.ed.gov/fulltext/ED509943.pdf

Brown, H. D. (n.d.). Teaching by Principles An interactive approach to language pedagogy second

edition. Longman.

Davies, A. (1990). Principles of Language Testing. Cambridge, Massachusetts: Basil Blackwell.

Harmer, J. (2001). The practice of English Language Teaching third edition. Longman.

Hughes, G. (2014). Ipsative Assessment: Motivation Through Marking Progress. London UK::
Palgrave Macmillan. .

Liying, C. (2017). Assessment in the Language Classroom: Teachers Supporting Student Learning.
Retrieved from ResearchGate:
https://www.researchgate.net/publication/316156116_Assessment_in_the_Language_Cla
ssroom_Teachers_Supporting_Student_Learning

MINED. (2010, May). MANUAL DE PLANEAMIENTO DIDÁCTICO Y EVALUACIÓN DE LOS

APRENDIZAJES EN EDUCACIÓN INICIAL. Retrieved from
https://nicaraguaeduca.mined.gob.ni/nicaragua_educa/wp-
content/uploads/Documentos/Planeam_%20EvalEducinicial.pdf

NESA. (2019). NSW Education Standards. Retrieved from INFORMAL ASSESSMENT:

https://educationstandards.nsw.edu.au/service/htmlToPdf?url=https://educationstandar
ds.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/assessment/assessment-in-practice/informal-
assessment&filename=Informal%20assessment%20|%20NSW%20Education

Norris, J. M. (2000). Purposeful Language Assessment: Selecting the Right Alternative Test.
Reflections, 38.

Trach, E. (2018). Schoology Exchange . Retrieved from How students benefit from Project-Based
Assessment: www.schoology.com/blog/how-students-benefit-project-based-assessments-
examples