Statistics for Classroom Language Assessment: Using Numbers Meaningfully

Abstract

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.

Situation actuelle de l'évaluation de l'anglais comme langue étrangère en Colombie

“…In an interdisciplinary approach to the assessment using standardized testing, researchers employ statistics derived from large-scale tests to gather meaningful information that can be utilized to enhance construct, task quality and decision-making in the context of classroom language assessment (Giraldo, 2020). Furthermore, national standardized test statistics can also be employed to categorize test takers according to their English language proficiency and usage (Alonso et al, 2015).…”

Colombian Scholars’ Discussion About Language Assessment: A Review of Five Journals

“…Last in this group, Giraldo (2020b) showed, in a reflection article, how language teachers could benefit from the use of basic statistics to understand test scores in their classrooms. In doing so, the author introduced descriptive statistics-aimed at describing scores and their behavior-, and evaluative statistics-focusing on the determination of test quality.…”