8 8 Why assess? What are the purposes of assessment? Who are the stakeholders?
9 9 Why assess? Assessment of students language abilities is required by school and Ministry policy, expected by parents and very often dreaded by students.
10 10 Why assess? Teachers need constant feedback on whether the teaching/learning objectives are being achieved. Much of his/her day-to-day teaching strategy will depend on test data information Test results can show the teacher where remedial work is needed and which students need extra help Test results can help the teacher identify students with Specific Learning Differences who are often very bright but fail in formal assessments.
11 11 Why assess? Students It is a form of attention and encouragement and an important ingredient of motivation It can give them a sense of achievement as well as focus their minds on areas which require improvement Can affect their attitude to their work, as well as their attitudes to personal and vocational choices Can profoundly affect career chances
12 12 Why assess? Other stakeholders: Parents School principals Employers Universities/colleges
13 13 What do these concepts mean to you? Formative assessment Summative assessment
14 14 Formative Assessment Formative - assessment is integral with learning and takes place throughout learning. It gives the teacher and the student feedback, information about whether the learning objectives are being reached It assesses the student s retention of language taught and is based strictly on the syllabus taught Progress tests
15 15 Summative Assessment Summative assessment is concerned with the final summing up It often comes at the end of the course/school year The judgments made are for the benefit of people other than the student Usually the concern is to differentiate between students Very often the performance of students is compared with that of other students (norm-referenced assessment) Pancyprian Examinations
16 16 What do these concepts mean to you? Validity Reliability Fairness
17 17 Validity In constructing a test you must be sure that it tests what it sets out to test and not something else. A test is valid if it measures what it sets out to measure
18 18 Reliability Consistency, repeatability How far would the same test give the same result if done by the same student under the same conditions? This is an impossible situation to achieve absolutely. There will always be some variables
19 19 How do you ensure your test is reliable? Objective testing is one way of overcoming some of the variables (especially subjectivity) and achieving greater reliability.
20 20 Fairness Growing numbers of foreign students, students with Specific Learning Differences Fairness is concerned with the consequences of testing for individuals, groups or society as a whole. It relates to both the validity of a given test as an index of ability and to the whole testing process in so far as it reflects or contributes to social equity
21 21 Fairness Be free from gender, ethnic or other discrimination and stereotyping Use content, resources and assessment materials that recognize the achievements and contributions of different groups Permit alternative testing approaches Provide an appropriate balance of assessment methods
22 22 Balance of objective and subjective taks What are the advantages and disadvantages of objective marking? What are the advantages and disadvantages of subjective marking?
23 23 Objective marking Objective marking : is quick and reliable is free from any bias can only be one right answer But not suitable for many productive tasks difficult to construct a well-written objective test Examples: Multiple Choice, True/False, Matching Ex., Multiple Completion etc.
25 25 Question Which English Language skills/knowledge do you want to test?
26 26 Progress tests Assess the student s retention of language taught, and are based strictly on the syllabus taught, the language taught in a series of lessons
27 27 Progress tests Are usually divided according to language areas, and test grammar, vocabulary, functional language and skills in separate sections.
28 28 gymnasium Set course books provide a wide variety of assessment tools. Test book provides: Placement test Photocopiable progress tests, one for each unit with an A and B version for each.
29 29 gymnasium Tests for reading, writing, listening Six speaking tests Regular revision pages after every two units in the st s book which encourage students to assess their own progress.
30 30 gymnasium Photocopiable Quick Tests in the Teacher s Book, provide a quick check on students grasp of individual language points.
31 31 lyceum Set course books provide: Test Audio CD-ROM Tests corresponding to the modules of the book as well as a mid-term test and a final test
32 32 lyceum Self-evaluation chart at the end of each round-up section, where students can check their progress. Sts take responsibility for their learning and evaluate their own strengths and weaknesses.
33 33 lyceum Variety of examoriented tasks Tasks that simulate examination-type items
34 34 Skills and knowledge tested Reading Writing Listening Speaking (?) Use of English
35 35 Reading What skills / sub-skills do you want to test? Reading for: Gist, detail, opinion, inference, text structure, text development, locate specific information etc
36 Which task type might suit each skill / subskill? Provide practice in: 36 Multiple-choice questions Fitting sentences into gaps in the text Match statements or questions to parts of the text Open-ended questions Extended writing component
37 37 Writing Writing is the skill which students are usually least confident about. Reading extensively helps students to write better, as they develop an awareness of different text types and a wider vocabulary.
38 38 Writing Genres suitable for different levels and ages A compulsory question or a choice of questions? How much freedom should you allow? Independent writing/guided response?
39 39 Writing Give plenty of writing practice in class, where you can check that they are going through the planning stages correctly
40 40 Writing Train students to analyze the requirements of a task, brainstorm ideas and put them into a proper plan before writing.
41 41 Writing Train students to read through their work and correct mistakes before they hand it in.
42 42 Listening Give students plenty of practice in exam-style listening tasks, so that they are familiar with each task type and know what to expect.
43 43 Listening considerations How many times will students listen? Length of pauses Task type: productive tasks? Correct spelling required?
44 44 Listening considerations Monologues: answerphone messages, information lines, commentaries, radio documentaries and features, instructions, lectures, news, public announcements, publicity and advertisements, reports, speeches, stories, talks etc.
45 45 Speaking Give your students plenty of encouragement to have a go and try to express themselves even if they make some accuracy errors Use pair and group work as much as possible so that all students have the chance to practice speaking
46 46 Speaking Give students classroom practice in talking about their opinion, interests, future plans, past experiences, present circumstances and encourage them to use extended answers.
47 47 Use of English The purpose of the Use of English part is to test grammatical, lexical and idiomatic knowledge of English. Students need to do plenty of grammar and vocabulary revision exercises, and thorough practice in the exercise types used in the Use of English part. During feedback, it is important not just to check answers but to elicit reasons for answers
48 48 Use of English Multiple choice Filling gaps in a text Sentence completion using a given word Word formation
49 49 Tips (Up Beat, Teacher s book, PEARSON Longman) Plan progress tests to occur at regular intervals Make sure that assessment does no take up too much class time. Too much testing can be demotivating Give the students warning of a test so that they have time to revise and learn new vocabulary Mark the tests as quickly as possible and return them to the students
50 50 Tips (Up Beat, Teacher s book, PEARSON Longman) Encourage self-assessment after a test by asking questions like: Was that exercise difficult? Do you want some more practice of this grammar point?
51 51 Tips (Up Beat, Teacher s book, PEARSON Longman) Assess productive skills through classroom activities. Develop a set of criteria for the students performance while they are writing or speaking in class. (e.g. How successful were they at communicating the message? How accurate were they in their use of grammar and vocabulary? How fluent were they? How intelligible?) Give the students feedback after the activity.
52 52 Tips (Up Beat, Teacher s book, PEARSON Longman) Talk to students about their test results. By doing this, you can show them where they are strong and help them see in which areas they need to study
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