assessing projects: a framework - iatefl teasig · 2018. 5. 22. · and stoynoff, s. (2012) the...

Assessing projects:A framework

Leticia MoraesCultura Inglesa São Paulo

11 April 2018

#iatefl2018ylt

Assessing projects: a framework

Alternative assessment

Projects

Evidence oflearning

Learners show

what they cando

Alternative tool for assessment

Can project-generated data be translated into a grade?

Assessing projects: a framework

Grading?

Individual and group work: fair?

External and contextual factors

Construct validity

Assessing projects: a few ideas

Assessing projects: a framework

How projects can be assessed

• Formative assessment

• Collaborative assessment

• Breaking the project into a

series of steps

• Self- and peer-assessment

• Assessed as writing tasks

• A combination of methods

Context: Cultura Inglesa São Paulo

Assessing projects: a framework

Context

+50 schools

+30 citiesin 2 states

+400 teachers

+80,000 students

Context: curriculum, parents and teachers

• Courses for lower secondary learners:8,000+ o importance of reliability

• Parents:

o value summative assessment

o grades = evidence of learning

• Teachers:

o what to assess?

o how to use data?

o validity

Assessing projects: a framework

Teaching context

Framework should cater for:

Assessing projects: a framework

What we needed from the framework

• Features of projectso Multiple skills

o Interactional

o Group work

Framework should cater for:

• Parents’ beliefs and

learners’ needs

Assessing projects: a framework

What we needed from the framework

o Genuine information

about learners’ performance

o Formal grade

Framework should cater for:

Assessing projects: a framework

What we needed from the framework

• Teachers’ needso What to assess

o How to assess: criteria to use

• Institutional needso Validity

o Reliability

The framework: what to assess

Assessing projects: a framework

The framework

• Graded projects divided into steps

• Different elements are assessed

o Written production: preparation for outcome

o Spoken production: process/ interaction

o Presentation/ final outcome

o Research

o Information/ content

The framework: how to assess

• Analytical scale covering the different

elements

o Written and spoken production current

scales

o Presentation/ outcome, research and

information/ content new scales

Assessing projects: a framework

The framework

The framework: new scale

Assessing projects: a framework

The framework

Adapted from:Coombe, C., Purmensky, K. & Davidson, P. Alternative Assessment in Language Education. In: Coombe, C., Davidson, P., O’Sullivan, B. and Stoynoff, S. (2012) The Cambridge Guide to Second Language Assessment. Cambridge University Press: 151.

The framework: grading overview

Assessing projects: a framework

The framework

Written production 10

Spoken production 10

Presentation/ research/ content

30÷3= 10

TOTAL 30

Questions and answers

Assessing projects: a framework

Questions & Answers

References• Brady, B. Managing Assessment in Large EFL Classes. In: Coombe, C., Davidson, P.,

O’Sullivan, B. and Stoynoff, S. (2012) The Cambridge Guide to Second Language

Assessment. Cambridge University Press: 303

• Coombe, C., Purmensky, K. & Davidson, P. Alternative Assessment in Language Education.

In: Coombe, C., Davidson, P., O’Sullivan, B. and Stoynoff, S. (2012) The Cambridge Guide to

Second Language Assessment. Cambridge University Press: 151.

• Harris, D. & Bell, C. (1996) Evaluating and Assessing for Learning. Kogan Page: 158

• Jang, E. E. (2014) Focus on Assessment. Oxford University Press: 122-134

• McKay, P. (2005) Assessing Young Language Learners. Cambridge University Press: 163-165

• Pinter, A. (2006) Teaching Young Language Learners. Oxford: 139-140

• Richards, J. (2015) Key Issues in Language Teaching. Cambridge University Press: 244

Assessing projects: a framework

References

Thank you

leticiabmoraes@gmail.com

leticia.moraes@culturainglesasp.com.br