“The main difference between classroom
assessment and large-scale educational assessment
is the context of the classroom. The learners
are there as learners, and the teacher is there to
engage with the learners in the learning process.
This is true irrespective of whether the teacher is
viewed as a facilitator, an imparter of knowledge,an expert interlocutor, or whatever other model
one may choose to use.” (Fulcher; Davidson,
2007, p. 24). Language Testing and Assessment: An advanced
resource book , Fulcher and Davidson (2007) state
that there are important differences between largescale testing and classroom assessment, although
the latter usually benefits from concepts presented
in studies related to the former. Based on such
divergence, it is correct to say that:
a) there is no relevant relation between context
and construct in classroom assessment,
which means that contextual factors do not
play an important role in learners’ scores.
b) the context is part of the construct in
classroom assessment, which means that
learners’ scores are mainly influenced by
their ability to express their knowledge of
the construct.
c) the teacher plays a fundamental role in
controlling contextual factors in classroom
assessment, which means that assessment
shall be carried in the most neutral way
possible.
d) the primary purpose in classroom assessment
is to inform better teaching and more efficient
learning, which means the teacher is deeply
involved in the assessment process.