“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).
In 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:
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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.
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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.
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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.
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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.
