Date post: | 19-Jan-2015 |
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TESTING, EVALUATION & ASSESSMENT IN ELT
ByFitzroy Kennedy. M.A.
School of Education. University of Alabama
*Write down the definition of “teaching”
*Pair up with someone to come up with a definition
*Share your definitions with the group.
•To present information
•To reveal knowledge or skill
•To help students to learn
* All of the above can be accomplished either deliberately or incidentally
* You can teach by means of explicit instruction, ongoing guidance, deliberate modeling, or accidental example.
The general purpose of teaching is to help students to learn…
When you are checking student’s knowledge is…
Assessment
Formative. It is an ongoing process of gathering information on the extent of learning.
Evaluation
Summative. It sums up attainment at the end of the course with a grade.
Assessment
Process-oriented. How learning is going
Evaluation
Product-oriented. What has been learned
Assessment
Reflective. Internally defined (criteria / goals)
Evaluation
Prescriptive. Externally imposed standards
Assessment
Diagnostic. Identify areas of improvement
Evaluation
Judgmental. Arrive at an overall grade / score
Assessment
Flexible. Adjust as problems are clarified
Evaluation
Fixed. To reward success, punish failure
Assessment
Absolute. Tries to reach the ideal outcomes.
Evaluation
Comparative. Divide better from worse
Assessment
Cooperative. Learn from each other
Evaluation
Competitive. To try to do better than the others
Dimension of difference
Assessment Evaluation
Timing Formative Summative
Focus of measurement
Process-oriented Product-oriented
Relationship between administrator and recipient
Reflective Prescriptive
Finding. The use of such findings
Diagnostic Judgmental
Ongoing modifiability of criteria
Flexible Fixed
Standards of measurement
Absolute Comparative
Relationship between objects of A / E
Cooperative Competitive
Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice.
Evaluation is used for summative purposes to give an overview of a particular instructor's teaching in a particular course and setting
•Implement research-based “best practices”
* Put the examples into practice
•Employ an assessment-informed model of teaching focused on measurable student learning outcomes.
•Define learning outcomes (desired by teachers and / or learners) well in advance.
•Assess progress toward outcomes, by and for both teacher and learner, continually during learning.
•Evaluate achievements of outcomes rigorously as each learning opportunity concludes.
- Course by course, semester by semester.
Subject-matter taxonomy by Rebecca Valette and Renee Disick
1. Mechanical skills2. Knowledge3. Transfer4. Communication5. Criticism
1.To improve their teacher, faculty must define learning outcomes and measure their achievement.
2.To improve their learning, students must learn how to use feedback to assess their own progress (“self-assessment”).
3.The best assessment derives from teacher’s questions about their own teaching.
4.Assessment provides an impetus for active student involvement.
Content of the ELP
• The Biography is an ever-changing part of the ELP which children should revisit and update regularly, enabling them to reflect upon and record what they can do in each language.
• The biography contains “can do” statements which children may color in and complete as they progress, building up into a personalized learning diary.
By recording activities like this children become aware of their progress andof the linguistic content of the course.
My Dossier
• It is a personal collection of children’s work• Children may file texts, pictures or
recordings which illustrate their experiences and achievements
• Children take pride of their dossier and they make decisions about what is going to be included, removed or replaced
• When children leave a class, they can select favorite pieces of work which reflect their good job, to show off to their teacher of parents
My language passport
• The passport provides an overview of the languages a child knows, or is learning. It covers both and school contexts and is a way of giving visibility and value to all language-learning experiences.
• It can be to motivate young learners and it may be particularly valuable, together with “My Dossier”, when children move from school to school or when teachers change.
The Language Passport should have…
Evaluation
Testing students
Achievement test
THEORIST INNOVATORS
ORGANIZER HUMANISTIC
Lecture Facts Details Critical thinking Textbooks Readings
Outlining Check lists Exercises Problem-solving
with steps and procedures
Brainstorming Illustrations Pictures Metaphors Mind-mapping Synthesis Holistic
approaches
Cooperative learning
Group discussion Role-playing Dramatization
Adapting to meet learner needs – some Exercise Types:
• COGNITIVE PAIRS• CLOZE EXERCISE• FILL IN THE BLANKS• WORD OR LETTER
UNSCRAMBLE• RE-ORDERING A
SEQUENCE• TRUE or FALSE• GIVE A DESCRIPTION• EXPOSITORY WRITING• COMPLETE THE
PHRASE or SENTENCE
• ERROR CORRECTION• COMPREHENSION
QUESTIONS• WRITE THE QUESTION• COMPLETE A CHART
or GRAPH• MULTIPLE CHOICE• SELECT AN ITEM FROM
A GROUP• RE-WRITE or RE-STATE• GIVE AN OPINION• A COMBINATION of
EXERCISES
EXPLOITING LEARNER CHARACTERISTICSTo Promote Effective Language Acquisition
Some RECOMMENDATIONS:
Use a variety of exercise types Use Multi-Media activities Test only material taught Provide examples for varying
learner characteristics Teach to and Evaluate a wide
range of knowledge and skills Evaluate communicative skills Use adapted readings, materials
and vocabulary at proper levels
Using Task-Based Learning
“A TASK is a goal-oriented activity with a clear purpose. A communication task involves achieving an outcome, creating a final product that can be appreciated by others.”
from Jane Willis, 1998
Grammatical parts: n,v,a,
Frequency Hi / Low of word
Collocations
Meanings
Written Form Spoken Form
Connotations associations
Register
Derivations
What is involved in “Knowing” a word? S. Thornbury “How To Teach Vocabulary”
Spoken Written
Plural
Passive
Possessive
WORD
Why Test?• Students learn more in classes that use tests • The connection between testing and increased
learning is well-proven in research • Students are more motivated in classes that use
tests … (M. Thompson, 2001)• The classes in which students learn most and for
which they study hardest are ones in which they are frequently and thoroughly tested…
(Eggan / Kauchak, 1994)• Students expect to be tested – adult students
expect and respect formal testing and are challenged by it…
(Hilles ref. by Thompson, 2001)
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Evaluate Assess