TSL3103LINKING THEORY TO PRACTICE
Assessment refers to the process of data analysis that teachers use to get evidence about their learners performance and progress in English
Teachers want to be able to check whether students are achieving the target objectives
Formative assessment to inform and improve teaching
Summative assessment taking stock of what has been learnt and achieved at the end of a longer period, for example at the end of the semester or a year.
KEY CONCEPTS IN ASSESSMENTAssessment Testing Evaluation
Formative and Summative Assessment
Diagnostic and Achievement Test
Criterion-referenced and Norm-referenced Assessment
Planning the assessment of childrens language learning
TEACHER ASSESSMENT OF LANGUAGE LEARNING
Assessing in relation to goals
Selecting an assessment focus
Assessment by observation
Creating opportunities for assessment during classroom activities
Interview and conferencing
Video/ audio recording and photographs
Combination of assessment instruments
DESIGNING AN ASSESSMENT TASKIdentify the target group
Decide the purpose of the assessment
Decide the type of assessment
Decide the assessment opportunities in a normal teaching and learning activity
Decide what kind of task will most fittingly serve the purposes of the assessment
Decide whether the activity is an individual or group activity and how you will assess it.
Decide the attainment target(s) to be assessed
Decide the range of levels in which the activity will enable you to place students as result of the assessment
Decide how to render the activity as close as possible to everyday classroom practice
Decide the time and the scale of the activity
Decide what assessment evidence you need to collect
Decide the most appropriate ways of gathering the assessment evidence
SELF-ASSESSMENT AND LEARNER AUTONOMY
GIVING FEEDBACKAim - to bring about self-awareness and improvement
Giving positive feedbackAlways lookout for positive points to comment upon
Accurate use of grammar
Use of new vocabulary appropriate expressions
Good pronunciation expressive intonation
Language in the appropriate style good use of colloquial expressions in conversations
Good use of fluency strategies in conversation
Handwriting, spelling and punctuation in written work
Distinguish between mistakes and errors
A mistake can be thought of as a slip of the tongue or pen
The student is able to correct it him/herself
An error is much more deeply ingrained. The student might
Believe that what he/she is saying or writing is correct
Not know what the correct form should be
Know what the correct form should be, but not able to get it right
How do you correct?
Aim to maintain a co-operative working atmosphere
Dont let students think they are picked on
Try not to echo the errors
Main stages in the process of correcting students errors
1 the student must know something is not accurate
2 the student must know where the error is
3 the student must know what kind of error it is
REFERENCESCameron, L. (2001). Teaching languages to young learners.
Cambridge: Cambridge University Press.
Cohen, L. Manion, L and Morrison, K. (2004). A guide to teaching practice. (5th ed.) London: Routledge.
Gower, R. Phillips & Walters, S. (2005). Teaching practice: a handbook for teachers in training. Oxford: Macmillan.
Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.