space town part 6 - assessment (handout) 2017-2018 town part 6 – assessment net section ... use...

Part 6 ‐ Assessment

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Space Town

© NET Section, CDI, EDB, HKSAR

Space Town Part 6 – Assessment

NET SectionCDI, EDB

Objectives

• To develop understanding of the role of assessment in the four language skills (reading, writing, speaking and listening)

• To identify formative assessment and how to use it to inform learning and teaching

• To understand the importance of standardisation in summative assessments

• To understand the components of effective summative assessments

Learning–Teaching– Assessment Cycle


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Activity

In groups of 3 - 4, compare formative and summative assessment by sorting the cards under the correct headings

Formative Assessment

In Space Town, formative assessment is included in: • informal discussions • instructional conversations• tasks • presentations • dictations• reading and writing strategies lessons

Formative Assessment in Unit of Work

What When HowStudent development in HFW and phonics

SharedReading Lessons(SR)

Students are individually assessed by a teacher using the checklists


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HFW and Phonics Checklists

Formative Assessment in Unit of Work

What When HowStudent development in writing skills

Process WritingLessons(PW)

Conferencing with individual students

Supporting students to revise and edit

Student publishing and presentations

Formative Assessment in GE

What When HowStudent development in • HFW and

phonics

• self-assessment skills

GE Phonics and Dictation Lesson

Phonics and HFW Dictation

Students complete the self-assessmentpage


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Phonics and HFW DictationSelf-assessment


What When HowStudent developmentin basic competency skills in reading

Reading Strategies Lesson

Analysis of student task

Reading Strategies Lesson


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Formative Assessment of Reading in GE

Discussion• Which skill do students most need support with?• How would you use this data to plan for teaching?

(consider: co-planning; where you can give support – which lessons)


What When How

Student developmentin basic competency skills in writing

Writing Strategies Lesson(s)

Analysis of student task


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Formative Assessment of Writing in GE

Writing Assessment Data Sample

Content

Grammar

Punctuation and Spelling

Organisation 31% 26% 21% 22%

28% 27% 20% 25%

39% 34% 17% 10%

Working below the expected outcome

Working towards the expected

outcome

Working at the expected outcome

Working above the expected outcome

25% 23% 22% 30%

Working belowthe expectedoutcome

Working towardsthe expectedoutcome

Working at theexpectedoutcome

Working abovethe expectedoutcome

Content 25% 23% 22% 30%

Grammar 28% 27% 20% 25%

Punctuation and Spelling 39% 34% 17% 10%


25%23%

22%

30%28%

27%

20%

25%

39%

34%

17%

10%

31%

26%

21%22%

Our Cousins in Canada

Writing Assessment Data Sample


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Activity• Each group will receive Excel sheet data from one class

• Identify the skill most students need support with

• Plan how you will use this information to inform teaching

Other Areas of Formative Assessment

• Teacher observations

• Feedback and conferencing

• Matching students to book levels

Formative FeedbackTeachers can make use of the success criteria at the bottom of worksheets in UOW to guide written feedback.

Reading SkillsSemantic – Identify key words, visualiseWriting Skill: Construct sentences


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Can you find a word that

starts with /b/?

Can the picture help?

ConferencingWhat sound

does the word start with? Can you point to

the picture of the dog?

Matching Students to Book Levels

• Student reading levels are used to establish suitable groups for Guided Reading

• Information collected during matching informs teachers about students’ progress in reading

P1 P2 P3Start of Term 1 X X

End of Term 2 End of Term 2 End of Term 2

How to Use the Information Collected


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Coffee Break

Space Town

Space Town connects all areas of English learning into a holistic curriculum.

Assessment

In your groups discuss the following:

• What kind of assessments do you use in

your school and how often?

• What difficulties do you face with setting summative assessment papers?


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Achievement Proficiency

e.g. mid-terms e.g. Teachers’ English benchmark assessment or TOEFL

Types of Summative Tests

• What is the difference? • What is the purpose and content?

Activity

• In pairs, read the statements about achievement tests

• Decide if the statements are true or false and put a tick or cross in the column

Statements True or

False

1Achievement tests measure the amount of knowledge a student has acquired, usually as a result of classroom instruction.

T

2Achievement tests measure how proficient a student is.

F

3Achievement tests measure if a student has attained a standardised benchmark.

F

4Achievement tests are not essential to student learning.

T


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Statements True or

False

5Achievement tests provide a picture of a student's intellectual ability.

F

6Achievement tests only assess taught vocabulary, content and/or language structures.

T

7Achievements tests vary in difficulty depending on the cohort.

F

8Achievement tests reflect the school curriculum.

T

What factors impact students’ success?

• Design, structure and weighting (%)

• Scoring

• Techniques

(MC, fill in the blanks, etc.)

Activity 1: Assessment Overview

• In pairs, analyse Paper A and B using the assessment overview charts

• For each part of the paper, decide what skill it assesses, the technique used and the scoring

A B


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Compare Paper A and Paper B

• In groups discuss the differences in:- Organisation - Number of parts and techniques used - Weighting of each skill

• How does design, structure and weighting impact on students’ success?

Activity 2: Scoring Sentences

Look at Part A (Do not turn over the paper to Part B).

Individually mark the activity by giving each sentence a maximum score of 3%.

Total the score at the bottom of the page.

H2

Activity 2: Scoring Sentences

Now, look at Part B.

Individually mark the activity by following the marking scheme and completing the scoring table.

Total the score at the bottom of the page.

H2


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Compare Part A and Part B

• In groups discuss the differences in:- consistency - accuracy of information (for teachers, students and parents)

• How does scoring impact on students’ success?

Reading Grammar

Multiple Choice / True and False

Fill in the Blanks

Fill in the Blanks Sentence Construction

Short and Long Answers

Jumbled Words

Matching / Sequencing

Assessment Techniques


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Activity 3: Techniques

• Each group will be given two assessment techniques with examples for assessing reading or grammar

• Look at the examples and discuss how the students will answer the questions. Are there any problems with how it is written?

• Discuss the strengths and weaknesses of each assessment technique

Assessment of Reading: Multiple Choice


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Assessment of Reading:

Multiple ChoiceStrengths Weaknesses

• Scoring is quick and reliable • There is an element of guessing

• A range of reading strategies and level of questions can be assessed

• Usually fails to test higher levels of cognitive thinking

• Incorrect alternatives provide diagnostic information

• Difficult to write good items and find plausible distractors

Assessment of Reading: Fill in the Blanks

Strengths Weaknesses

• Scoring is relatively reliable when scoring details are provided

• Harder to score because numerous possible answers may exist

• Good for testing reading when missing words can be found in the text

• Sufficient context needs to be provided before and after the gap

• Limits guessing • A limited range of reading strategies can be assessed

• Easier to write • Clear instructions needs to be given, e.g. whether a word can be used more than once


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Assessment of Reading:Short or Long AnswersStrengths Weaknesses

• Less possibility to guess • Takes longer for students to complete

• Easy to set because no distractors are needed

• Requires students to produce language to respond (long answer question only)

• A range of reading strategies and questions can be included

• Scoring takes longer and requires judgment

• Less possible number of items because of timing


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Assessment of Reading:Matching / Sequencing


• Scoring is quick and reliable

• There is an element of guessing

• Good for assessing basic reading skills, e.g. identification of key words

• Does not work well if there is little difference in meaning

• Does not work well if there are too many items

Assessment of Reading

• A suitable and familiar text type is used

• Questions and choices must be presented in the same order as they appear in the text

• Questions are arranged from easy to difficult

• Questions should assess a range of reading comprehension strategies (skimming, scanning, inferencing, etc.)

• Different levels of questions should be used (literal, interpretive, inferential)

Scoring for Reading

• Spelling and grammar errors in reading assessment should not affect scoring

• Assessing more than one skill / objective in one section, makes the assessment information less reliable


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Assessment of Grammar:

Multiple ChoiceWeaknesses

• Being able to identify the correct response is not a guarantee that students can apply and use the grammar item

• Distractors need to be grammatically correct

• Difficult to write distractors when numerous possible answers may exist

• The text needs to support the questions otherwise many possible answers may exist

Assessment of Grammar:

Fill in the BlanksStrengths Weaknesses

• Good for testing grammar and vocabulary when choices are available (e.g. word bank provided)

• Works better for certain grammar items such as nouns

• Little language production is required

• Does not work well for grammar or vocabulary when there is little difference in meaning (e.g. modals)


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Assessment of Grammar:Sentence Construction /

Jumbled Words


• Requires students to produce language to respond

• Scoring details must be provided when judgment is required

• Students have to apply grammar knowledge to construct sentences


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clear objective2% 1%


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Assessment of Grammar

• Assessing more than one skill/objective, makes the assessment information invalid

• Some techniques only lend themselves to assessing grammar knowledge/rules but not application (Multiple Choice, Fill in the blanks , etc.)

• Need to ensure the assessment of grammar includes the application of grammar knowledge/rules (e.g. sentence construction, jumbled sentences)

Scoring for Grammar

• Scoring details must be provided when judgment is required (e.g. sentence construction)

Assessment of Punctuation


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Assessment of Writing

• Writing should be an open-ended task without gaps or sentence starters

• The writing task should allow students to apply the skills and grammar items they have learnt

• Anticipate what students may write and create a marking scheme (modify when necessary)

• Spelling errors can be reduced using word banks

• Prompting questions can be given in KS1

Scoring for Writing

The marking scheme can include the following.

• Content

• Grammar

• Punctuation and spelling

• Organisation

*Weighting for each part should be listed

clearly


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Listening and Speaking

• Only assess what has been taught and learned in the curriculum

• The design, structure and weighting must be appropriate

• Make sure tasks are authentic (e.g. using formulaic expressions)

What Makes a Good Paper?

Standardisation and Consistency

• Assesses what is taught in the curriculum and what students know

• The structure and difficulty doesn’t vary depending on the students or teacher

• There is a progression of difficulty between year levels

• A range of content and techniques are used


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What Makes a Good Paper?

• The techniques are used accurately to assess students’ skills

• Clear instructions and sufficient time are provided

• Weighting of the paper reflect the skills students need to know

• Detailed, objective and fair scoring

Space Town Assessment Guideline

P1


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Moderating a Paper

• Use assessment guidelines when moderating and checking a paper

• Edit, to improve items

• Look at the questions through the eyes of the test taker and imagine how they might interpret them

Moderation Activity

In your group look at the different parts from a summative paper. Discuss the following:

– What is the assessment intention?

– Are the instructions/format clear? Why or why not?

– Is the technique, weighting and scoring appropriate? Why or why not?


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Suggestion

Suggestion


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Suggestion


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Suggestion

Which difficulties have been addressed?

Q and A

Conclusion

• Create conditions that allow the children to perform at their best

• Students should be tested by sympathetic teachers

• Make sure they understand what to do

• Include easy tasks at the beginning of a test in order to give them the confidence to tackle more difficult items

Hughes 2003: pg. 202


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Content

Grammar



30% 19% 26% 25%

29% 33% 18% 20%



outcome



40% 28% 22% 10%

Working below theexpected outcome


Working at theexpected outcome

Working above theexpected outcome

Content 40% 28% 22% 10%

Grammar 30% 19% 26% 25%



40%

28%

22%

10%

30%

19%

26% 25%

29%

33%

18%20%

31%

26%24%

19%


2A





Content 17% 23% 31% 29%

Grammar 38% 27% 18% 17%



17%

23%

31%29%

38%

27%

18% 17%

27%

30%28%

15%

31%

26%24%

19%


Content

Grammar


Organisation



outcome



17% 23% 31% 29%

31% 26% 24% 19%

38% 27% 18% 17%

27% 30% 28% 15%

2B

Content

Grammar


Organisation



outcome



17% 23% 31% 29%

31% 26% 24% 19%

32% 23% 24% 21%

41% 30% 18% 11%





Content 17% 23% 31% 29%

Grammar 32% 23% 24% 21%



17%

23%

31%29%

32%

23% 24%21%

41%

30%

18%

11%

31%

26%24%

19%


2C


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Content

Grammar


Organisation



outcome



17% 23% 31% 29%

36% 26% 22% 16%

28% 27% 23% 22%

27% 30% 22% 21%





Content 17% 23% 31% 29%

Grammar 28% 27% 23% 22%



17%

23%

31%29%28% 27%

23% 22%

27%30%

22% 21%

36%

26%

22%

16%


2D

space town part 6 - assessment (handout) 2017-2018 town part 6 – assessment net section ... use...

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