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„Diagnosekompetenz bezeichnet die Fähigkeit von Lehrerinnen und Lehrern, nach festgelegten Kriterien angemessene Urteile über das Lern- und Leistungsverhalten ihrer Schülerinnen und Schüler anzugeben. Diagnosekompetenz ist insbesondere für die Förderung lernschwacher Schülerinnen und Schüler nötig.“  (Paradies et al. 2007: 55)

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- individuelle Förderung
- differenzierte Lernangebote
- Schulentwicklung & Profilierung

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- Can improve students autonomy
- Can improve students motivation
- Can confirm strengths and weaknesses
- Can evaluate the teachers effectivness  and reflection of objectives (Lernziele)
- Feedback
- Selection (grades decides students future)
- Orientation (students realize their position in class)
- Communication (information for parents through grades)

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Validity is " the extent to which inferences made from assessment results in meaningful and useful in terms of the purpose of the assessment" (Gronlund, 1998, p. 226)
subcategories:
content validity
predictive validity
construct validity
consequential validity
face vilidity
criterion related validity
!test what you teach! --> students know what to expect and can prepare themselves for the exam

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- competence orientation
- proper diagnosis
- educational measures and individual support/workplans
- competence development

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Guidelines for selecting grading criteria (Brown: 284f)

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Guidelines for selecting grading criteria (Brown: 284f)

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- consistence -> embedded in institutional philosophies

- transparency of assessment

- create checklists, charts and note-taking systems -> formative assessment

- provide constant feedback to the students / avoid summative feedback -> give student the chance to improve

- objectivity (grade students' performance and NOT their motivations)

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Definition:
Washback is the Influence of Testing on
Teaching and Learning
> Areas affected by washback (negative):
- Teaching factors ->
• focus on one type of task
• narrowing the curriculum
• no creativity
• less variation
- course content factors
• missing relation to reality

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“A reliable test is consistent and dependable.“ (Brown 20)
"Reliability applies to both the test and the teacher."

= test should yield same results even though the test is written on different occasions

“Reliability can be achieved by making sure that all students receive the same quality of input."

subcategories:
- student-related reliability
- rater reliability
--> Inter-rater reliability
--> Intra-rater reliability
- test administration reliability
- test reliability

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Diagnostik - Reflexion - Intervention - Evaluation

(Helmke et. al., 2011)

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Tests will have Washback effects for some learners and some teachers but not for others. (few studies on classroom impact)
Washback is a complex concept (a lot to consider, e.g. motivation, anxiety, positive vs. negative,..)

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before test:
- hand out practice material
- define competences, learning goals & test objective (e.g.reading, reading for detail, answering short questions about text)
after test:
- no red pen, no aggressive crossing out (better: brackets), visualize, highlight positive aspects
- make sure student knows his/her mistakes + understand your feedback
- again hand out practice material

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LEHRERGESTEUERT
- Checklisten
- Arbeitsproben
- Klassenarbeiten

SCHÜLERGESTEUERT
- Evaluationsbögen
- Portfolio
- Checklisten
- Lerntagebücher
- Berichtigung der Klassenarbeit

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-a class test is practical when these points are fair->
• time frame ( for students to solve tasks+ teachers to evaluate)
•scoring
• language

-requires classroom managment, preperation of material

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washback= how a test influences the teaching before and after it

positive washback: beneficial changes, promotion of language learning in an authentic context, less stressfull environment, attention to student's individual needs = learning for the sake of learning

negative washback: leads to old-fashioned and ineffective techniques, narrows the curriculum

source: Loumbourdi (2014)

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Dina Tsagari (2011).

Washback of a high-stakes English exam on teachers’ perceptions and practices.

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- absolute grading based on fixed criteria
-> problem: failing quote of exams might reach hights of 50%
-> demotivating

relative grading
- based on individual interests of the teacher

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Irrelevant, unrelated factors do not influence the test results if a test is objective.
A test should be able to be solved by different classes, taught by other teachers if its based on the curricula .

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- systematic observation
- collecting “products“
- conversations with colleagues, parents and students
- extracurricular: workshops

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Assessment: process of gathering information about students
Evaluation: process of interpreting/judging the assessed information
Testing: means of assessment

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Aspects which have to be considered while designing a test (cf. Brown 2004:  42-43):

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Aspects which have to be considered while designing a test (cf. Brown 2004:  42-43):

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1) the purpose of the test
2) the objectives of the test
3) the test's structure should reflect the purpose and objectives
4) task selection: valid, reliable, authentic, practical
5) the type of feedback which will be provided

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Performance based assessment
Portfolio
Journal
Conference and interviews
Observations
Self and peer assessment

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Objectivity: diagnosis from colleagues
Reliability: diagnose specific competences regularly
validity: diagnose only what you tested

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-boxing ring: pros and cons of standardized tests
-roleplay : class who got their test back
-teaching to the test stresses both teachers and students

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The test and the classroom environment needs to be authentic!

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error: specific Knowledge is absent -> teacher needs to step in and help out
mistake: bad processing within a Performance
-> possibility to let students self-correct their mistakes

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recast
repetition
clarification request
explicit correction
metalinguistic explanation
elicitation
paralinguistic signal