1. Testing and
evaluation
in Foreign Language
Teaching

2. Bloom’s Taxonomy
Three domains of educational activities:
• Cognitive Domain: involves knowledge and the
development of intellectual attitudes and skills
• Affective Domain
• Psychomotor Domain
(Bloom, 1956)

3. Evaluation
Bloom’taxonomy
Colombian view
• Cognitive
• Cognitivo
• Affective
• Actitudinal
• Psychomotor
• Procedimental

4. Cognitive Objectives
• Knowledge
• Comprehension
Simpl
e
• Application
• Analysis
• Synthesis
• Evaluation
Compl
ex

5. Knowledge
The remembering of previously learned
material
Examples of learning objectives:
-know common terms
-know specific facts
-know methods and procedures
-know basic concepts
-know principles

6. Knowledge
(Example)
Who wrote Oliver Twist?
A. D.H. Lawrence
B. Charles Dickens
C. Ernest Hemmingway
D. William Shakespeare

7. Verbs specifying different
sorts of outcome
(Knowledge)
arran e o er
g rd
lab
el
d e
efin
reco n e
g iz
dp
u licate
recall
list
rep
eat
m o e
emriz
state
relate
rep d ce
ro u

8. Comprehension
The ability to grasp the meaning of material
Examples of learning objectives:
-understand facts and principles
-interpret verbal materials
-interpret charts and graphs
-translate verbal material to mathematical
formulae
-justify methods and procedures

9. Comprehension
(Example)
"Ability is nothing without opportunity."
(N. Bonaparte)
A. You need an opportunity to use your abilities
B. You can have an ability but if you do not use,
it’s useless
C. The person who has abilities need to use them

10. Comprehension
classify lo
cate d e reco iz d ss
escrib
gn e iscu
rep rt
o
ex lain restate
p
ex ress
p
id tify select in icate tran
en
d
slate
review

11. Application
The ability to use learned material in new and
concrete situations
Examples of learning objectives:
• -apply concepts and principles to new situations
• apply laws and theories to practical situations
• solve mathematical problems
• construct graphs and charts
• demonstrate the correct usage of a method or
procedure

12. Application
(Example)
In each of the following sentences, indicate
whether the highlighted word is pronoun it,
dummy it, or anticipatory it.
I think you've broken it.
– Pronoun it
– Dummy it
– Anticipatory it

13. Application
ap
ply
o
perate ch o p
o se ractice d o strate
emn
sch u d atiz sk
ed le ram e etch
illu
strate u
se
emlo
py
in ret w
terp
rite
so
lve

14. Analysis
The ability to break down material into its
component parts
Examples of learning objectives:
• recognize unstated assumptions
• recognize logical fallacies in reasoning
• distinguish between facts and inferences
• evaluate the relevancy of data
• analyze the organizational structure of a work

15. Analysis
(Example)
to what extent the content-based
approach differs from the task-based
approach. Give examples.

16. Analysis
an e differen ap
alyz
tiate praise d in
iscrim ate calcu
late
distin ish catego e ex in co pare ex en
gu
riz am e m
perim t
co trast
n
qu n criticiz
estio
e
test

17. Synthesis
The ability to put parts together to form a new
whole
Examples of learning objectives:
• write a well organized theme
• give a well organize speech
• write a creative short story
• propose a plan for an experiment
• integrate learning from different areas into a
plan for solving a problem

18. Synthesis
(Example)
Write a paragraph summarizing the text you
have read. Your summary should have a topi
c sentence defining the problem, some of the
causes, some of the effects, and a conclusion.

19. Synthesis
ar n e fomlae as mle mng
ra g
r u t se b
aae
c lle t
oc
ogn e c moe
r a iz o p s
pe ae
r pr
ce t
r ae
po oe
r ps
p n c ntut
la
o sr c
ds n
eig
wit
re

20. Evaluation
The ability to judge the value of material for a
given purpose based on definite criteria
Examples of learning objectives:
- judge the logical consistency of written material
-judge the adequacy with which conclusions are
supported by data
-judge the value of a work by the use of internal
criteria (organization) or external standards of ex
cellence

21. Evaluation
(Example)
“The United States took part in the Gulf War against
Irak BECAUSE of the lack of civil liberties imposed
on the Kurds by Saddam Hussein’s regime.”
A. The assertion and the reason are both correct and the
reason is valid.
B. The assertion and the reason are both correct but the
reason is invalid.
C. The assertion is correct but the reason is incorrect.
D. The assertion is incorrect but the reason is correct.
E. Both the assertion and the reason are incorrect.

22. Evaluation
ap raise ju g
p
de
rate
attach
arg e p ict
u
red
assess
sco ch o
re
o se
select
co p su p rt estim evalu
mare p o
ate
ate

23. Advantages of specifying
learning outcomes
• Help students learn more effectively.
• Make it clear what students can hope to gain from a
course.
• Help instructors to design their materials more
effectively.
• Help instructors select the appropriate teaching
strategy.
• Assist in setting examinations based on the
materials delivered.
• Ensure that appropriate assessment strategies are
employed.

24. Process
Descriptor
s
Behavioral
Objectives
Product
Descript
ors
Quality
Assuranc
e
in
Teaching