assessment ws

8/8/2019 Assessment WS

http://slidepdf.com/reader/full/assessment-ws 1/56

WhatWhat isis ASSESSMENT?ASSESSMENT?

It is an estimation.

It is how we measure the students· performance.

It measures progressDiagnoses problems for useful feedback.

It is the most useful data on what is happening in a

learning environment.



WhatWhat isis EvaluationEvaluation??

y It involves all the factors that influence

the learning process.

y Aims of the syllabus

y The Course design.

y Materials.

y Methodology.

y Teacher·s performance and assessment.



ProblemsProblems andand PrejudicesPrejudices

Assessment

y Teachers to students.

y

Obligatory.y Separation learning and teaching and

assessment. Because of lack of effective

feedback.



y

Type of feedback.y Real help is not given.

y What is tested.

y

Importance to only one skill.y Exams are given at the end.

y Doesn·t encourage what has been learnt

rather than what hasn·t.y Students are not taken into consideration.



TYPES OF ASSESSMENTSTYPES OF ASSESSMENTS

y Formal Assessment (Official Exams)y Informal assessment.

y Self assessment.



WhenWhen shouldshould wewe assessassess??

y Needs to be continuously.

y Informal assessment shlould be done

every lesson.

y More in-depth assessment (Formal)

should be periodically.

y Self-assessment needs to be done at

regural intervals, so the Ss know what aretheir strength and weaknesses.



WhoWho shouldshould assessassess??

y Traditionally, the teachers job. Formal

assessment should only be done by the

teacher. Ask the Ss to participate in the

process.

y Self assessments help the Ss think for

themselves and doesn·t diminishes the

role of the teacher.



HowHow shouldshould wewe assessassess??

y Must be done constructively.

y Should demostrate what they know.

y Must be reliable. Under the same conditions

and the same performance the Ss shouldgive a similar result.

y Establish criteria and clear procedures. Itwould be bias for some Ss.

y Ensure what you are assessing.y Economical

y Accountable: be able to report.



INFORMAL ASSESSMENTINFORMAL ASSESSMENT

y It is a way of collecting information aboutour students· performance in normalclassroom conditions.

THE HOWWe need to work out what we are going to

assess.

We must establish clear criteria forassessing Ss. Don·t rely on impressions.

Link the assessments.



InformalInformal assessmentassessment isis notnot::

y Replacement.

y A way to avoid tests.

y A form of evaluation without criteria.

y A single system

y Isolated



WhenWhen andand WhatWhat toto assessassess??

y STEPS

y How much we are going to assess?

y Time is limited

y Weighting (Which areas are the most

important)

y Establish clear weighting

y How much informal assessment

compared to Formal assessment?



InformalInformal assessmentassessment of of linguisticlinguistic

factorsfactors??Normally written assignments.

Problems

We omit other skills and areas.We mark through impression

Not a clear idea of what is being assess.

At the end we tend to make judgements interms of impression.

It Is very important to make an effort toassess oral skills.



InformalInformal assessmentassessment of of linguisticlinguistic

factorsfactorsy Assessment criteria can be described in

terms of what we expect our students to

be able to do.

y An alternative is to create a band (e.g. 0

to 5)

y The more bands we have the more

delicate and descriptive the system willbe.



SPEAKINGSPEAKING

y Informal assessment is particularyimportant for speaking as many teachershave practical difficulties in organizing oral

tests.y Informal assessment of speaking can have

an important effect on learners.

y Informal assessment of speaking is doneby observing students· oral performancein class, by monitoring speaking activitiesas they happen.



SPEAKINGSPEAKING

y With time and effort you will become a

whole working unit.

y Give students points based on pre-difined

criteria. (systemize)

y Unreliability and inaccuracy should be

considered.

y Distorted idea do to large classes.

y Monitored students (harder or worse)



SPEAKINGSPEAKING

y Possible solutions for unreliability and

inaccuracy

y Produce a system that is objective and

reliable.

y Create a band (reliable)

y Establish our own criteria.

y Work with collegues on a standard

criteria.



SPEAKINGSPEAKING

ORAL ASSESSMENT CRITERIA

5 Speaks fluently-almost no errors

4 Speaks quite fluently-some errors

3 Some difficulty speaking-many errors.

2 Difficulty with speaking-almost

incomprehensible.

1 Unable to use language-incomprehensible



SPEAKINGSPEAKING

y Fluency

y Message

y Accuracy

y Pronunciation



SPEAKINGSPEAKING

y HOW TO ASSESS SPEAKING

Assess Ss at a particular time.

Assess over a few lessons.

Prepare a series of speaking tasks.Divide the Ss.

Type of tasks:

Pair work, interviews, group surveys,roleplays, information gap activities,expositions



WRITINGWRITING

y Assessing our student·s written work can be verytime consuming and unless you are careful youcan find yourself with many hours of marking.

y We need to decide how many and what sort of

compositions we are going to assess.y The importance should be reflected on your

syllabus plan.y How the writing will be done.y Feedback y Link between writing and self-assessment is vital.



WRITINGWRITING

Crucial factors:

y Must be reliable

y Avoid grading from your head

y Establish criteria



WRITINGWRITING

y Writing Criteria

5 Excellent writer

4 GoodWriter

3 ModestWriter

2 Marginal writer

1 Poor writer

Comprehensibility, Accuracy, Spelling,

Organization



WRITINGWRITING

MARKING

Analytic or Holistic Scales

Focus on a couple of aspects

Clear criteria for self assessment.

De-motivation

Correction code

Complement with formal assessment.



WRITINGWRITING

y CORRECTION CODE

S-spelling

P-pronunciation

WO-word order

V-vocabulary

Involve the Ss.



LISTENINGLISTENING

y We normally develop listening skils in the

classroom in lockstep fashion.

y On text at the same time.

y Fill in information

y Ordering

y True or false



LISTENINGLISTENING

y We can monitor and assess students·

listening proficiency while monitoring

activities such as pair work activities or

reactions from instructions from you.y Extralinguistic clues can often be a basis

on which to assess a student·s listening

proficiency.



LISTENINGLISTENING

y MARKING

y Body Language (usually unreliable)

y Answers one by one (least threating)

y Recycle what they have heard

y Summerizing

y Recorded texts as basis for a speaking

activity

y Monitoring speaking tasks



READINGREADING

y HOW DO WE ASSESS READING?

y Skimming

y Scanning

y Reading for gist

y Answering ´comprehensive questionsµ

y Answering multiple choice questions



READINGREADING

y How can we assess reading?

y Monitoring

y Asking opinions about the topic

y Being neutraly Discussion of the reading

y Translation (Low levels/High levels)

y Student·s own tasksy Drawing

y Cloze text



READINGREADING

y Something to take into consideration

y Subject knowledge

y Reading Styles

y Reading Speed

y Interets

y Abilities



READINGREADING

y In mixed abilities classes it can be

interesting to assess individual reading.

y If available at a library

y A mini library

y Graded-readers

y One-to-one conversations

y Reading records



ReadingReading

Reading record from page 18

Monitor

Assess understanding

Assess Opinion

In some cases could be combined with

written assessment



READINGREADING

y Grading criteria should reflect what they

have been reading.

y Bands

y Yes and No



GRAMMAR AND VOCABULARYGRAMMAR AND VOCABULARY

y Nomarlly assess by periodically progress

tests.

y Other formal instruments

y Homework




y How to assess grammar and vocabulary.

y Present the structure and assessunderstanding and ability to use it.

* not immidiatelyy CONTROL PRACTICE ACTIVITIES

y Extra activities when necessary

y

Free writing and speaking activitiesy Focus only on language




y Informal Practices of speaking

y Prepare for formal tests

y Pop quizes

y Short language test throughout the term

y Weekly,Bi-weekly, etc..



NONNON--LINGUISTIC FACTORSLINGUISTIC FACTORS

y Overall educational development

y The ability to take responsibility for and

organize their knowledge

y Not only language is important

y Clear criteria



NONNON--LINGUISTIC FACTORSLINGUISTIC FACTORS

y Attitude

y Group work

y Organization of work

y independence



RESULTS FROM INFORMALRESULTS FROM INFORMAL

ASSESSMENTSASSESSMENTSy Once we have implemented our informal

assessment program we will have results inthe form of information about our Ss.

y

In order to use these results they will needto be recorded against each students nameso it could be accessible to the students, theinstitution and the teacher.

y

As one part of an overall assessmentprogram, the results could be compared tothe other types of assessments.



WhatWhat toto dodo

y In any case, information about students

should be looked at in each individual

case and should at all times feedback into

the teaching-learning process.y As language teachers we are concerned

with linguistic aspects of our Ss·

performance and competence notforgetting the non-linguistic factors



WHAT TO DOWHAT TO DO

y Our job as teachers must be to assess

and through our assessment maximize the

learning potential of our Ss in all aspects

of their learning experience.y It should not be forgotten that we are not

solely concerned with language but in

education in the broadest sense of theword.



TypesTypes of Testof Test

y Placement tests

y Diagnostic tests

y Progress and achievement tests

y Proficiency tests



TYPE OF TEST ITEMSTYPE OF TEST ITEMS

y Whatever the purpose a test or exam

has, a major factor in the success or

failure as a good measuring instrument

will be determined by the types of itemsit contains.



TYPE OF ITEMSTYPE OF ITEMS

y Direct and indirect items

y DIRECT: a test item that asks candidates

to perform the communication skill which

is being tested. It tries to be as much likereal-life language use as possible.



TYPES OF TEST ITEMSTYPES OF TEST ITEMS

y INDIRECT ITEMS: Measures the student·s

knowledge and ability by getting at what

lies beneath their receptive and

productive skills, it tries to find outstudents· knowledge through more

controlled items, like Multiple Choice

Questions or Grammar Transformationitems.



DISCRETE POINTDISCRETE POINT

y To test one thing at a time.

y Example: Correct verb completion.



INTEGRATIVE TESTINGINTEGRATIVE TESTING

y These test items expect students to use a

variety of language at any one given time.

y Example: Written compositions or oral

exams.



MCQ·sMCQ·s

y Very popular

y Easy to mark

Problems

Extremely to be written effectively

Distractors

Best answer



CLOZE PROCEDURECLOZE PROCEDURE

y Deforestation used to be something that few people apart fromenvironmentalists talked about, but in the last twenty years or so, it hasreceived increasing (1)___________ from governments and themedia, and is now generally considered one of the world·s mostserious environmental problems.

y There is (2)___________ about how much forest has beendisappearing, but few people doubt there is much less forest nowthan there was, say, fifty years ago.

y Deforestation leads to the extinction of many (3)___________of forestanimals and the erosion of soil after trees have been removed,but the (4)___________of deforestation that we hear most aboutis its contribution to global warming. Trees naturally absorbcarbon dioxide (CO2) from the Earth·s atmosphere, so

(5)___________ trees means higher levels of CO2, whichcontributes to the atmosphere becoming warmer. Manyscientists estimate that about 20% of global warming is due to(6)___________.



CLASSROOM MANAGEMENTCLASSROOM MANAGEMENT



WHAT IS CLASSROOMWHAT IS CLASSROOM

MANAGEMENT?MANAGEMENT?y It is giving the opportunity to the

students to

assessment ws

Documents