LCD720 - 05/13/09

Assessment and Evaluation

Announcements

• Lesson plan / final paper– Due today

• Evaluations:– Online at

http://www.qc.cuny.edu/courseevaluation– Until Friday, May 22

Issues in implementation

• Techniques

• Curriculum

• Assessment and evaluationToday

Assessment and evaluation

• Goals

• Assessment techniques– Diagnostic passage– Standardized tests and rubrics

• Feedback

• Evaluation

Introspection

• When you were learning a foreign/second language:– Was pronunciation assessed separately?

Was oral production assessed at all?– Were any self- or peer evaluation techniques

used by the instructor? If so, describe them.

• Are you using pronunciation assessment and evaluation in your classroom now?– What techniques do you use, and why?

Goals of assessment

• Diagnostic– Placement: Which class level should a

student be assigned to?– Setting objectives: What are the students’

needs?

• Evaluation– Were the lessons successful?

Assessment techniques

• Assessment techniques can be similar to instructional techniques, esp. for perception:– E.g., listening discrimination, fill in the blanks dictation

• Assessing production– Diagnostic passage

• Containing common problems– Spontaneous speech sample

• Topic• Role play• Picture description / illustrated stories• Oral proficiency testing instruments

Assessment techniques:Diagnostic passage

• If English is not your native language, people may have noticed that you come from another country because of your “foreign accent”. Why do people usually have an accent when they speak a second language? Several theories address this issue. Many people believe that only young children can learn a second language without an accent, but applied linguists have reported cases of older individuals who have mastered a secondlanguage without an accent. …

How would you use this to analyze

a student’s abilities?

See accent checklist, p. 399

• Listen to the native speaker sample

• Listen to the two non-native speakers’ samples, and diagnose their production.– Use accent checklist, p. 399

NS

NNS1

NNS2

Accent checklist

Note major problems in these areas:Vowels IntonationStressed StatementsUnstressed Questions

Other

Consonants Stress and prominenceInitial Word-levelMedial Phrase-levelFinalClusters (initial/final) Adjustments in connected

speechAdditional comments:

NS

NNS1

NNS2

Diagnostic passage

• Things to consider– How to analyze? (see previous slide)– Read text beforehand?– Make audio recording?– How to select the text?

• Drawbacks– Not spontaneous speech: monitoring– “Spelling pronunciation” mistakes

Assessment techniques:Oral proficiency testing instruments• Most oral proficiency tests don’t consider

pronunciation, or only rate pronunciation globally• Example: Test of Spoken English (ETS) –

subscore for pronunciation (p. 347):– 0.0-0.4: Frequent phonemic errors and foreign stress

and intonation patterns that cause the speaker to be unintelligible

– 0.5-1.4: …to be occasionally unintelligible– 1.5-2.4: Some consistent phonemic errors and foreign

stress and intonation patterns, but speaker is intelligible

– 2.5-3.0: Occasional nonnativepronunciation errors, butspeaker is always intelligible

Compare with Speech Intelligibility/

Communicability Index, p. 403

• Use the Test of Spoken English subscores and the Speech Intelligibility/Communicability Index:– Think of a student, friend, or family member:

How would you rate him/her?– How would you rate yourself? (ESL or other

L2)– What difficulties did you encounter?

Feedback

Students should monitor their progress and know what to work on

1. Self-correction and monitoring– How to teach this?

2. Peer feedback

3. Teacher feedback– Dialogue journal: What do they say? Would

you use this in your class?

Evaluation

• Less broad than diagnostic test– Test only those aspects that have been taught

• Test them in more depth

– Various times during course to track progress

• Lower stakes than in placement tests– Less control required, so interviews and role

plays can be used to elicit spontaneous speech

– Use rubrics for evaluation and feedback

ESL speakersthe topic is shopping for food in your &coun my country the same as in USA my country food usually spicy food but USA food is usually swee(t) is sweet usually sweet and … also USA an(d) my country country's food are usually eat [= eaten] vegetable I think vegetable is same thing my my country's food food food is rice some side dishes but USA food is usually vegetable an(d) spaghetti our best food ah I think so I I like I like USA's USA US food but US ah food is ah unhealthy I think ah but so healthy &m my country's food an(d)

• Examples of ESL speakers– Diagnose this

student with the checklist and the SI/C Index: which is more appropriate? Why?

– What objectives would you set for this student?

• Examples of ESL speakers– Diagnose this

student with the checklist and the SI/C Index: which is more appropriate? Why?

– What objectives would you set for this student?

the topic is shopping for food in Bolivia people usually go shopping for food in markets supermarkets are really expensive there and food is more fresh in markets and you can buy all different different types of vegetables meat and &co and and other things in the market you can find more &va variety in markets than supermarkets in the USA I’ve experienced that people go to big big supermarkets like Giant Eagle or other big ones they have everything anything to offer in the supermarket they offer clothes they offer all what the markets have has and lots of other things

ESL speakers

Next week

• Technology and pronunciation teaching – examples