@article{oai:mukogawa.repo.nii.ac.jp:00000048,
 author = {米田, みたか and YONEDA, Mitaka},
 journal = {武庫川女子大学紀要. 人文・社会科学編},
 month = {Mar},
 note = {This article looks at the issue of assessment in language classes, presenting the theory behind it along with three models of classroom assessment. Because assessment is not synonymous with testing, it should be continuous throughout the teaching and learning process in the classroom. Teachers can assess students in many ways other than administering tests. It is important, for example, to apply triangulation, wherein at least three performances or factors are used to formulate a grade. When teachers design assessment tools for class, they need to consider the five principles of language assessment: practicality, reliability, validity, authenticity, and washback. By applying triangulation and meeting the standards of the five principles of language assessment, I create a model to assess my students’ achievement in a university Business English II class, a fourth-year course designed to enhance students’ business presentation skills. The planned assessment for this class includes vocabulary quizzes, paper-and-pencil tests, and presentation of a project. Students will obtain feedback, both written and verbal, from the instructor, their peers, and themselves. Through this model, I hope to deepen the understanding of language assessment design and its application in real-life teaching situations.},
 pages = {41--49},
 title = {Designing Assessment Tools: The Principles of Language Assessment},
 volume = {60},
 year = {2013},
 yomi = {ヨネダ, ミタカ}
}