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What is ASSESSMENT?
It is an estimation.
It is how we measure the students performance.
It measures progress
Diagnoses problems for useful feedback.
It is the most useful data on what is happeningin a learning environment.
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What is Evaluation?
It involves all the factors that influencethe learning process.
Aims of the syllabus
The Course design. Materials.
Methodology.
Teachers performance andassessment.
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Problems and Prejudices
Assessment Teachers to students.
Obligatory.
Separation learning and teaching andassessment. Because of lack ofeffective feedback.
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Type of feedback.
Real help is not given.
What is tested.
Importance to only one skill. Exams are given at the end.
Doesnt encourage what has been
learnt rather than what hasnt. Students are not taken into
consideration.
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TYPES OF ASSESSMENTS
Formal Assessment (Official Exams) Informal assessment.
Self assessment.
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When should we assess?
Needs to be continuously. Informal assessment shlould be done
every lesson.
More in-depth assessment (Formal)should be periodically.
Self-assessment needs to be done at
regural intervals, so the Ss know whatare their strength and weaknesses.
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Who should assess?
Traditionally, the teachers job. Formalassessment should only be done bythe teacher. Ask the Ss to participate
in the process. Self assessments help the Ss think for
themselves and doesnt diminishes
the role of the teacher.
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INFORMAL ASSESSMENT
It is a way of collecting informationabout our students performance innormal classroom conditions.
THE HOWWe need to work out what we are goingto assess.
We must establish clear criteria forassessing Ss. Dont rely onimpressions.
Link the assessments.
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Informal assessment is not:
Replacement.A way to avoid tests.
A form of evaluation without criteria.
A single system
Isolated
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When and What to assess?
Traditionally, we tend to think of thistype of assessment as consistingsolely of MARKING AN ESSAY done
for homework or the teacher walkingaround the during an activity to get avague idea of whether they are doing
alright or not. In the classroom iswhere we can get the most data andwe can monitor the four skills.
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When and What to assess?
STEPS How much we are going to assess?
Time is limited
Weighting (Which areas are the mostimportant)
Establish clear weighting
How much informal assessmentcompared to Formal assessment?
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Informal assessment of linguisticfactors?Normally written assignments.
Problems
We omit other skills and areas.We mark through impressionNot a clear idea of what is being assess.At the end we tend to make judgements in
terms of impression.It Is very important to make an effort to
assess oral skills.
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Informal assessment of linguisticfactorsAssessment criteria can be described
in terms of what we expect ourstudents to be able to do.
An alternative is to create a band(e.g. 0 to 5)
The more bands we have the more
delicate and descriptive the systemwill be.
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SPEAKING
Informal assessment is particularyimportant for speaking as manyteachers have practical difficulties in
organizing oral tests. Informal assessment of speaking canhave an important effect on learners.
Informal assessment of speaking is
done by observing students oralperformance in class, by monitoringspeaking activities as they happen.
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SPEAKING
With time and effort you will become awhole working unit.
Give students points based on pre-
difined criteria. (systemize) Unreliability and inaccuracy should be
considered.
Distorted idea do to large classes. Monitored students (harder or worse)
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SPEAKING
Possible solutions for unreliability andinaccuracy
Produce a system that is objective and
reliable. Create a band (reliable)
Establish our own criteria.
Work with collegues on a standardcriteria.
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SPEAKING
ORAL ASSESSMENT CRITERIA5 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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SPEAKING
Fluency Message
Accuracy
Pronunciation
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SPEAKING
HOW TO ASSESS SPEAKINGAssess 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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SPEAKING
When should informal assessment ofspeaking be carried out?
Depends on timeFrequency of reports
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SPEAKING
THE ENVIOUS NEIGHBORDivide in groups of four.Each group has a set of pictures.
The pictures make up a story, organizethe picture in the order you think iscorrect.
REMEMBER YOU ARE BEINGASSESSED.
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SPEAKING
THE ENVIOUS NEIGHBOROnce upon a time, there was a man that was walking in the mountains atdusk. As it got dark, he was force to take shelterin a hollow tree. In themiddle of the night, a group of elves gathered at the tree, and the manwas terrified. After some time, the elves began to feast and drink, singand dance. Forgetting his fear, the man came out of his hiding place to
join the party. The next they the elves told the man that they liked him
very much and wanted him to return. To ensure he would return, theytook a wart that had grown on his forehead as a garantee. The man wasvery happy because he had had a wonderful night and got rid of hiswart. He told his friends about his good luck, and they congratulatedhim. However, one of his neighbors also had a wart he wanted to get ridof and, rather than being happy, was envious of his friend. That night, hewent to find the hollow tree and the elves. At midnight, the elves cameand started singing and dancing as before. When they saw the neighbor,they thought that it was the man from the night before, and were happyto see him. To thank him for returning, they took the wart they had keptas garantee, and stuck it on the neighbors forehead next to the otherone. The envious neighbor was very unhappy, and went home crying,with two warts instead of one.
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WRITING
Assessing ourstudents written work can bevery time consuming and unless you arecareful you can find yourself with many hoursof marking.
We need to decide how many and what sortof compositions we are going to assess.
The importance should be reflected on yoursyllabus plan.
How the writing will be done. Feedback Link between writing and self-assessment is
vital.
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WRITING
Crucial factors: Must be reliable
Avoid grading from your head
Establish criteria
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WRITING
Writing Criteria5 Excellent writer
4 Good Writer
3 Modest Writer2 Marginal writer
1 Poor writer
Comprehensibility, Accuracy, Spelling,Organization
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WRITING
HOLISTIC SCALESGeneral Overall Descriptions
ANALYTIC SCALESSeparated aspects of abilities
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WRITING
MARKINGAnalytic 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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WRITING
CORRECTION CODES-spelling
P-pronunciation
WO-word orderV-vocabulary
Involve the Ss.
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WRITING
Types of writing assessments:Journals
Blogs
Book ReportsComics
Group Stories
The news
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LISTENING
We normally develop listening skils inthe classroom in lockstep fashion.
On text at the same time.
Fill in information Ordering
True or false
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LISTENING
We can monitor and assess studentslistening proficiency while monitoringactivities such as pair work activities
or reactions from instructions fromyou.
Extralinguistic clues can often be a
basis on which to assess a studentslistening proficiency.
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LISTENING
MARKING Body Language (usually unreliable)
Answers one by one (least threating)
Recycle what they have heard Summerizing
Recorded texts as basis for aspeaking activity
Monitoring speaking tasks
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READING
HOW DO WE ASSESS READING? Skimming
Scanning
Reading for gistAnswering comprehensive questions
Answering multiple choice questions
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READING
How can we assess reading? MonitoringAsking opinions about the topic
Being neutral Discussion of the reading Translation (Low levels/High levels)
Students own tasks Drawing Cloze text
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READING
Something to take into consideration Subject knowledge
Reading Styles
Reading Speed Interets
Abilities
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READING
In mixed abilities classes it can beinteresting to assess individualreading.
If available at a libraryA mini library
Graded-readers
One-to-one conversations Reading records
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Reading
Reading record from page 18Monitor
Assess understanding
Assess OpinionIn some cases could be combined with
written assessment
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READING
Grading criteria should reflect whatthey have been reading.
Bands
Yes and No
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GRAMMAR AND VOCABULARY
Nomarlly assess by periodicallyprogress tests.
Other formal instruments
Homework
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GRAMMAR AND VOCABULARY
How to assess grammar andvocabulary.
Present the structure and assess
understanding and ability to use it.* not immidiately CONTROL PRACTICE ACTIVITIES Extra activities when necessary Free writing and speaking activities Focus only on language
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GRAMMAR AND VOCABULARY
Informal Practices of speaking Prepare for formal tests
Pop quizes
Short language test throughout theterm
Weekly,Bi-weekly, etc..
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THANK YOU VERY MUCH
FOR COMMENTS, COMPLEMENTSOR ANYTHING ELSE:
JORGE LUIS TAVERAS [email protected]
TIPS ARE ALWAYS WELCOMED
mailto:[email protected]:[email protected]:[email protected]:[email protected]7/30/2019 Assessment WSM
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NON-LINGUISTIC FACTORS
Overall educational development The ability to take responsibility for
and organize their knowledge
Not only language is important Clear criteria
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NON-LINGUISTIC FACTORS
Attitude Group work
Organization of work
independence
S S O O
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RESULTS FROM INFORMALASSESSMENTS Once we have implemented our informalassessment program we will have results
in the form of information about our Ss. In order to use these results they will
need to be recorded against eachstudents name so it could be accessibleto the students, the institution and theteacher.
As one part of an overall assessmentprogram, the results could be comparedto the other types of assessments.
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What to do
In any case, information aboutstudents should be looked at in eachindividual case and should at all times
feedback into the teaching-learningprocess.
As language teachers we are
concerned with linguistic aspects ofour Ss performance and competencenot forgetting the non-linguistic factors
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WHAT TO DO
Our job as teachers must be to assessand through our assessmentmaximize the learning potential of our
Ss in all aspects of their learningexperience.
It should not be forgotten that we are
not solely concerned with languagebut in education in the broadest senseof the word.
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Types of Test
Placement tests Diagnostic tests
Progress and achievement tests
Proficiency tests
CHARACTERISTICS OF A
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CHARACTERISTICS OF AGOOD TEST Validity Reliability
Efficiency
Economy
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TYPE OF TEST ITEMS
Whatever the purpose a test or examhas, a major factor in the success orfailure as a good measuring
instrument will be determined by thetypes of items it contains.
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TYPE OF ITEMS
Direct and indirect items DIRECT: a test item that asks
candidates to perform the
communication skill which is beingtested. It tries to be as much like real-life language use as possible.
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TYPES OF TEST ITEMS
INDIRECT ITEMS: Measures thestudents knowledge and ability bygetting at what lies beneath their
receptive and productive skills, it triesto find out students knowledgethrough more controlled items, likeMultiple Choice Questions orGrammar Transformation items.
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DISCRETE POINT
To test one thing at a time.
Example: Correct verb completion.
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INTEGRATIVE TESTING
These test items expect students touse a variety of language at any onegiven time.
Example: Written compositions or oralexams.
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INDIRECT ITEMS
MULTIPLE CHOICE QUESTIONSA traditional vocabulary multiple
choice questions look like this:
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MCQs
Very popular Easy to mark
ProblemsExtremely difficult to write them
effectively
DistractorsBest answer
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CLOZE PROCEDURE
Deforestation used to be something that few people apart fromenvironmentalists talked about, but in the last twenty years or so, ithas received increasing (1)___________ from governments andthe media, and is now generally considered one of the worldsmost serious environmental problems.
There is (2)___________ about how much forest has been
disappearing, but few people doubt there is much less forestnow than there was, say, fifty years ago.
Deforestation leads to the extinction of many (3)___________offorest animals and the erosion of soil after trees have beenremoved, but the (4)___________of deforestation that we hearmost about is its contribution to global warming. Treesnaturally absorb carbon dioxide (CO2) from the Earths
atmosphere, so (5)___________ trees means higher levels ofCO2, which contributes to the atmosphere becoming warmer.Many scientists estimate that about 20% of global warming isdue to (6)___________.
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CLASSROOM MANAGEMENT
WHAT IS CLASSROOM
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WHAT IS CLASSROOMMANAGEMENT?
It is giving the opportunity to thestudents to