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Transcript of Assessment WS
8/8/2019 Assessment WS
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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.
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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.
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ProblemsProblems andand PrejudicesPrejudices
Assessment
y Teachers to students.
y
Obligatory.y Separation learning and teaching and
assessment. Because of lack of effective
feedback.
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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.
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TYPES OF ASSESSMENTSTYPES OF ASSESSMENTS
y Formal Assessment (Official Exams)y Informal assessment.
y Self assessment.
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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.
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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.
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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.
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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.
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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
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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?
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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.
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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.
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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.
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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)
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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.
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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
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SPEAKINGSPEAKING
y Fluency
y Message
y Accuracy
y Pronunciation
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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
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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.
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WRITINGWRITING
Crucial factors:
y Must be reliable
y Avoid grading from your head
y Establish criteria
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WRITINGWRITING
y Writing Criteria
5 Excellent writer
4 GoodWriter
3 ModestWriter
2 Marginal writer
1 Poor writer
Comprehensibility, Accuracy, Spelling,
Organization
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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.
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WRITINGWRITING
y CORRECTION CODE
S-spelling
P-pronunciation
WO-word order
V-vocabulary
Involve the Ss.
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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
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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.
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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
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READINGREADING
y HOW DO WE ASSESS READING?
y Skimming
y Scanning
y Reading for gist
y Answering ´comprehensive questionsµ
y Answering multiple choice questions
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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
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READINGREADING
y Something to take into consideration
y Subject knowledge
y Reading Styles
y Reading Speed
y Interets
y Abilities
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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
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ReadingReading
Reading record from page 18
Monitor
Assess understanding
Assess Opinion
In some cases could be combined with
written assessment
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READINGREADING
y Grading criteria should reflect what they
have been reading.
y Bands
y Yes and No
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GRAMMAR AND VOCABULARYGRAMMAR AND VOCABULARY
y Nomarlly assess by periodically progress
tests.
y Other formal instruments
y Homework
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GRAMMAR AND VOCABULARYGRAMMAR AND VOCABULARY
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
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GRAMMAR AND VOCABULARYGRAMMAR AND VOCABULARY
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..
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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
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NONNON--LINGUISTIC FACTORSLINGUISTIC FACTORS
y Attitude
y Group work
y Organization of work
y independence
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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.
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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
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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.
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TypesTypes of Testof Test
y Placement tests
y Diagnostic tests
y Progress and achievement tests
y Proficiency tests
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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.
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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.
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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.
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DISCRETE POINTDISCRETE POINT
y To test one thing at a time.
y Example: Correct verb completion.
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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.
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MCQ·sMCQ·s
y Very popular
y Easy to mark
Problems
Extremely to be written effectively
Distractors
Best answer
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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)___________.
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CLASSROOM MANAGEMENTCLASSROOM MANAGEMENT
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WHAT IS CLASSROOMWHAT IS CLASSROOM
MANAGEMENT?MANAGEMENT?y It is giving the opportunity to the
students to