16187414 Language Assessment

8/13/2019 16187414 Language Assessment

1/25

LANGUAGE ASSESSMENTPRACTICAL CLASSROOM APPLICATION


2/25

introduction

An alternative to the traditional

forms of assessment has beenproposed in recent years. This hascome to be termed alternative

assessment, authentic assessment,or informal assessment.

Authentic forms of assessment suchas portfolios, interviews, journal,

project work, and self-or peerassessment have becomeincreasingly common in the ESLclassroom.


3/25

Testing and Assessment;

Are they same?

TestIs an instrument or procedure designed to elicit

performance from learners with the purpose of

measuring their attainment of specified criteria.It is almost always identifiable time periods incurriculum. The learners are usually consciousthat their responses are being measured andevaluated. Test is the mean to assess the

student.


4/25


Are they same?

Assessment encompasses a muchwider than tests. Whenever astudent responds to a question,

offers a comment, or tries out a newword or structure, the teacher makesan assessment of the students

performance


5/25

ASSESSMENT

Sommer (1989)

The process of finding out who thestudents are, what their abilities are,what they need to know, and how

the perceive the learning will affectthem. Assessment places the needsof the students at the center of theteachers planning.


Are they same?


6/25

The Difference with Traditional

Assessment ( Gracfa Pearson,

1994,p.357)

Alternative assessment is difference

from traditional testing in that itactually asks students to show whatthey can do. The main goalalternative assessment is to gatherevidence about how students areapproaching, processing andcompleting real-life tasks in a

particular domain.


7/25

INFORMAL AND FORMAL

ASSESSMENT

INFORMAL/FORMATIVEEVALUATION: involved in allincidental, unplanned evaluative

coaching and feedback on tasksdesigned to elicit performance, butnot for the purpose of recordingresults and making fixed judgments

about a students competence. Itimplies the observation of theprocessof learning


8/25

INFORMAL AND FORMAL

ASSESSMENT

FORMAL ASSESSMENT / SUMMATIVETEST: Exercises or experiencesspecifically designed to tap into a

storehouse of skills and knowledge,usually within a relatively short timelimit. They are systematic, planned

sampling techniques constructed togive teacher an student an appraisalof students achievement.


9/25

DEFINITION OF AUTHENTIC

ASSESSMENT

Garcia and Pearson (1994: 335)

Efforts that do not adhere to thetraditional criteria of standardization,

efficiency, cost-effectiveness, objectivity,and machine scorability

Authentic Assessmentis also calledPerformance Assessment,Alternative

Assessment, Portfolio Assessment, InformalAssessment, Situated Assessment, andAssessment by Exhibition.


10/25

MAIN GOAL OF AUTHENTIC

ASSESSMENT

Gather evidence about howstudents are approaching,processing, and completing

real-life tasks in a particular

domain


11/25

OBJECTION OF AUTHENTIC ASSESSMENT

VALIDITY

Guba & Lincoln (1981) :

Assessment instrument must measure what it issuppose to measure, and must give the same result ifreplicated.

How can we say that theauthentic assessment is valid?

Kirk and Miller (1986)Authentic Assessment represents the best of allworlds in that it looks at actual performance on reallife tasks, such as: Writing, self-editing, reading,participation in collaborative work, and doing ademonstration in front of a group.


12/25

OBJECTION OF AUTHENTIC

ASSESSMENT

RELIABILITY

Authentic Assessment is reliableif it is valid. It will consistentlyproduce the same result ifaudited or replicated.


13/25

OBJECTION OF AUTHENTIC ASSESSMENT

OBJECTIVITYAuthentic Assessment collects the scorefrom the whole performance of students, itmore focus on the process of learning,unlike traditional test which more focus onthe final result. So the score from AuthenticAssessment will be more objective thantraditional.

Is that true that AuthenticAssessment is lack ofObjectivity?

LETS COMPARE


14/25

LETS COMPARE

Traditional Test Authentic Assessment

Identifiable time and period Incidental and intendedConscious Unconscious

In form of Standardized testwhich adheres scoringprocedures, format, content,

number of test, etc.

In form of actualperformance on real lifetasks,such as: Writing, self-

editing, reading, participationin collaborative work, anddoing a demonstration infront of a group.

The number or statistic can

be manipulated

The scores cannot be

manipulated because italways collect portfolio andcan be seen through the

process.SO, THERE IS NO REASON TO CONSIDER ALTERNATIVE ASSESSMENTAS BEING LESS OBJECTIVE THAN TRADITIONAL TESTING


15/25

The existence of nontraditional forms of

assessment in the classroom reflects the changing

paradigm, as shown below :

Old Paradigm New Paradigm

Focuses on Language Focuses on Communication

Teacher-centered Learner-centeredIsolated Skill Integrated Skill

Emphasis on product Emphasis on process

One Answer, one-waycorrectness

Open-ended, multiplesolution

Tests are test Tests are also teach.


16/25

ALTERNATIVE ASSESSMENT

OPTIONS

Self-and Peer-Assessment

Here are some ways in which Self-and Peer-Assessment can beimplemented:

Oral production

Listening Comprehension

Writing

Reading


17/25

ALTERNATIVE ASSESSMENT

OPTIONS

Journals

ConferencesPortfolios

Cooperative test constructions


18/25

Journal Entries ( Applebee

Langer, 1992).

Some of its advantages are that :

1. It can be enjoyable

2. It offers students the privacy,freedom, and safety to experimentand develop as a writer


19/25

Dialogue Journals

These are written conversationsbetween teacher and student over aperiod time, usually for the duration

of a course, on topics that are ofspecial interest to them.


20/25

Dialogue journals have some essential ingredients that differentiate them from

other forms of written communications, specially journal entries. Some of

distinguishing characteristic between dialogue journal writing and journal

keeping are as follow :

Dialogue journal

- Teacher andstudent write to

each other, takingequal turns inwriting andresponding.

- Teacher andstudent shareideas andinformation.

Journal entries

- Teacher commentson students work,

but there is noequal turn takingin responding.

- Student is not

obligated to shareher writing withanybody.


21/25

CONFERENCES

Teacher response : Conferencing,which is a one-to-one conversationbetween teacher and student, is an

effective means of teacher responseto student writing. Conferencesmake teachers better acquainted

with their students.


22/25

Sommer (1989) further suggest thatthe teacher should makearrangements with students to

confer with him or her on a one-on-one basis after the student havefinished writing their compositions.


23/25

Portfolio Assessment

(Applebee and Langer(1992,p.30)The portfolio in writing classes is a case in point.Disenchantment with the traditional modes of assessmenthas probably contributed to the portfolio approach toassessment of writing.Some of the popular forms are the following:

1. A traditional writing folder in which students keep theirwork.

2. A bound notebook with separate sections kept for work inprogress and final drafts.

3. A loose-leaf notebook in which students keep their draftsand revision.

A typical writing portfolio contains the students total writingoutput to represent his or her overall performance, but itmay also contain only a selection of works which thestudents has chosen for the teacher to evaluate.


24/25

COOPERATIVE TEST

CONSTRUCTION

Students construct their own testitems

One of the most productive of thevarious alternative assessmentprocedures sees students directlyinvolved in the construction of a test

(Tim Murphy: personalcommunication 1993)


25/25

WHAT MAKES AUTHENTIC ASSESSMENT

DIFFERENT WITH TRADITIONAL ASSESSMENT

Authentic Assessment procedures provide teachers with usefulinformation that can form the basis for improving their instructionalplans and practices.Focuses more on measuring learners ability to use language in real-life situation.It is typically carried out continuously over a period of time.

Obtains more accurate picture of students language profile.Evaluates students on what they integrate and produce rather thanwhat they are able to recall or reproduce.It doesnt intrude on regular classroom activities.It reflects the curriculum that is actually being implemented in theclassroom.

Provides information on the strength and weaknesses of eachindividual student.Provides multiple indices that can be used to gauge student progressIt is more multicultural sensitive and free of norm, linguistic, andcultural biases found in traditional testing.

16187414 Language Assessment

Documents

Transcript of 16187414 Language Assessment