Statistics for Classroom Language Assessment: Using Numbers Meaningfully | Zendy

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Statistics for Classroom Language Assessment: Using Numbers Meaningfully

Author(s) -

Frank Giraldo

Publication year - 2020

Publication title -

how

Language(s) - English

Resource type - Journals

ISSN - 0120-5927

DOI - 10.19183/how.27.2.541

Subject(s) - context (archaeology) , quality (philosophy) , language assessment , psychology , scale (ratio) , statistical hypothesis testing , statistical analysis , mathematics education , reflection (computer programming) , test (biology) , computer science , statistics , mathematics , epistemology , paleontology , philosophy , physics , quantum mechanics , biology , programming language

Large-scale language testing uses statistical information to account for the quality of an assessment system. In this reflection article, I explain how basic statistics can be used meaningfully in the context of classroom language assessment. The paper explores a series of statistical calculations that can be used to examine test scores and assessment decisions in the language classroom. Therefore, interpretations for criterion-referenced assessment underlie the paper. Finally, I discuss limitations and include recommendations for teachers to use statistics.

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