Statistics for Classroom Language Assessment: Using Numbers Meaningfully

Main Article Content

Frank Giraldo

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.

Article Details

How to Cite
Giraldo, F. (2020). Statistics for Classroom Language Assessment: Using Numbers Meaningfully. HOW Journal, 27(2), 135-155. https://doi.org/10.19183/how.27.2.541
Section
Reflections and Revision of Themes
Author Biography

Frank Giraldo, Universidad de Caldas, Departamento de Lenguas Extranjeras

Frank Giraldo holds an MA in English Didactics from Universidad de Caldas and an MA in TESL from the University of Illinois at Urbana-Champaign in the USA. He works for the foreign languages department of Universidad de Caldas. His main research interests are language assessment literacy and teachers’ professional development.

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