LANGUAGE

TESTING &
ASSESSMENT
Group 2
Week 5
4 questions
1. What is testing method in DM?
2. What are the similarities and differences between Intergartive and
Communicative Approach? How do they differ from the rest previous?
3. What are 2 Approaches after Communicative Approach? How do they
differ from the rest previous?
4. How many curricula are there? What is the link between them and
Testing?
1. What is testing method in DM?
1.1. Definition:
The direct method of teaching (the natural method): the meaning should
be connected directly with the target language without translation into
native language.
1.2. Goal:
How to use foreign language to communicate.
1.3. Basic rule:
No translation is allowed.
1. What is testing method in DM?
1.4. Principles
◦Reading, writing and pronunciation should be taught from the
beginning of language instruction.
◦The native language should not be used in the class.
◦The teacher should demonstrate by visual aids (realia, pictures), not
explain.
1. What is testing method in DM?
1.4. Principles
◦Students should learn to think in the target language as soon as
possible. Vocabulary is used in full sentences.Self-correction facilitates
language learning.
◦Students should be encouraged to speak as much as possible.
◦Grammar should be taught inductively (by examples, no explicit
grammar rule)
◦The syllabus is based on situations or topics.
1. What is testing method in DM?
1.5. Assessment
◦Direct assessment of language allows teachers to see students
using language in context, through tasks that require performance of
language.
◦Direct assessment is often used in measuring speaking or writing
◦(presentations, interviews, writing summaries, or portfolios) .
2. Intergrative & Communicative
Approach
2.1. Similarites
◦Testing learners’ ability to use language.
◦Create friendly learning environment.
2. Intergrative & Communicative
Approach Integrative approach
Focus The testing of language in
Communicative approach
Make communicative competence as the goal
/aim context, concerning primarily of language teaching
2.2. Differences with meaning and total Develop procedures for the teaching of the 4
communicative effect of language skills
discourse

Asses the learner’s ability to use Learner’s performance in language usage and
sment language simultaneously ability to handle the formal patterns of the
target language.

Form cloze testing, dictation, oral Often reveals several measures of proficiency
of test interviews, translation and rather than simply one overall measure:
essay writing Speaking test, IELTS test, oral interview

Learn Learn by doing in a learner- Learners give and receive information

ers’ centered environment in Contribute as much as he can and learn in an
role learner-interest interdependent way
2. Intergrative & Communicative
Approach
2.3. How do they differ from the rest previous approach?
◦Learners are the center of the process.
◦Not rely on written/oral test.
◦Allow mistakes to happen.
◦A kind of making connection with teachers and other learners.
3. Formative testing & Assessment
for learning
3.1. Formative testing Assessment for learning
Language
Behavioural objectives Constructivism and socio-
teaching
and mastery learning cultural approaches.
approaches.
Favoured Tests that are sensitive Interactionist/supported
techniques
to instruction and inform assessment, teacher
remediation. conferencing, portfolio
Focus on the products of assessment, self- and peer
assessment.
learning.
Focus on the process of
learning
3. Formative testing & Assessment
for learning
3.1.

Formative testing Assessment for learning

Purpose The process of using
the information The process of seeking and
gathered, by whatever interpreting evidence for use
means, to adjust by learners and their teachers to
teaching and learning. decide where the learners are in
their learning, where they need
to go and how best to get there.
3. Formative testing & Assessment
for learning
3.1.

Formative testing Assessment for learning

Teacher’ Set criteria that match
role with the Ss current Align instruction.
readiness. Identify particular learning
Pitch activities at a needs of students or groups.
degree of demand what Select and adapt materials
Ss find not easy, and resources.
but not so difficult
=> demotivate them.
3. Formative testing & Assessment
for learning
Formative testing Assessment for learning
3.1. Teacher’ - Question to check for
role understanding and - Creat differentiated teaching
distribute requests for strategies and learning
responses. opportunities for helping
- Provide feedback that individual Ss move forward in
has a genuinely their learning.
formative function by - Encourage positive
giving details of how to motivation, self-esteem and
make further progress. self-assessment.
- Help Ss to reflect on - Provide immediate feedback
and take ownership of and direction to Ss.
their learning.
3. Formative testing & Assessment
for learning
3.1.
Formative testing Assessment for learning
Strategy Analysis of student work
to gain knowledge: Where am I going?
-Ss current knowledge, Strategy 1: Provide Ss with
attitudes, skills about a clear and understandable
subject matter vision of the learning target.
-Strengths, weaknesses, Strategy 2: Use examples
learning styles and models of strong and
-Need for further, or weak work.
special, assistance
3. Formative testing & Assessment
for learning
3.1.
Formative testing Assessment for
learning
Strategy Strategic questioning strategy
Asking Ss to answer well-thought- Where Am I Now?
out, higher-order questions such as Strategy 3: Offer
“why” and “how”=>Require more regular descriptive
in-depth thinking from the feedback.
Ss=>Help Ts discern the level and Strategy 4: Teach Ss
extent of the Ss’ understanding. to self-assess and
set goals.
3. Formative testing & Assessment
for learning
3.1. Formative testing Assessment for learning
Strategy Think-pair-share
The instructor asks How Can I Close the Gap?
a question => Ss Strategy 5: Design lessons to focus
write down their on one learning target or aspect of
answers => placed quality at a time.
in pairs to discuss Strategy 6: Teach Ss focused
their responses => revision.
discuss their Strategy 7: Engage Ss in self-
responses with the reflection, and let them keep track
entire class. of and share their learning
3. Formative testing & Assessment
for learning
3.1.
Formative testing Assessment
for learning
Strategy Exit/admit tickets
Ss are required to write down an accurate
interpretation of the main idea behind the
lesson taught that day => provide more
detail about the topic.
Ts review the responses, gain insight as to
which Ss have fully learned the concept,
and those that are still struggling => plan
to re-teach the concept.
3. Formative testing & Assessment
for learning
3.1.
Formative testing Assessment
for learning
Strategy One-minute paper
Ask Ss to answer a brief question in
writing => collect papers and analyze to
gain awareness of the Ss’ understanding.
3. Formative testing & Assessment
for learning
3.2. How do they differ from the rest previous approach?
Do not result in an evaluation. Teachers determine where learners are and how Ss
achieve their learning goals during the process of learning.
Use the feedback to improve the learning. The feedback includes information on:
o How the pupils are learning;
◦ Their progress;
◦ The nature of their understanding;
◦ The difficulties they are having.
3. Formative testing & Assessment
for learning
3.2. How do they differ from the rest previous approach?
Do not result in an evaluation. Teachers determine where learners
are and how Ss achieve their learning goals during the process of
learning.
Enable teachers to figure out the strength and weakness of their
students.
 4. Curriculum & Testing
 
Forward Central Backward
Metho Transmissive and Learner-centred Practice of part-skills
d- teacher-directed Experiential learning Practice of real-life
ology Practice and control Active engagement situations
of elements in interaction and Accuracy
Imitation of models communication emphasized
Explicit Meaning prioritized Learning and
presentation of over accuracy practice of
rules Activities that involve expressions and
negotiation of meaning formulaic language
 4. Curriculum & Testing
 
Forward Central Backward
Role of Teacher as Teacher as facilitator Organizer of
teache instructor, model Negotiator of content learning experiences
r and explainer and process Model of target
Transmitter of
Encourager of learner language
knowledge
Reinforcer of self-expression and performance
correct autonomy Planner of learning
language use experiences
 4. Curriculum & Testing
 
Forward Central Backward
Role Accurate mastery Negotiator of learning Learning through
of of content and modes of practice and habit
learne language forms learning formation
Application of Mastery of
r Development of learning
learned situationally
material to new strategies appropriate language
contexts Accept responsibility for Awareness of correct
Understanding of learning and learner usage
language autonomy Development of
rules fluency
 4. Curriculum & Testing
 
Forward Central Backward
Assess Norm-referenced, Assessment for Criterion-referenced
-ment summative end-of- learning Performance based
semester or end-of- Formative Summative assessment
Improvement oriented
course test assessment
Assessment of learning
Assessment of Self-assessment Cumulative mastery of
learning Develop capacity taught patterns and
Cumulative mastery for use
of taught forms self-reflection and
self-evaluation
Thanks for your attention
Are there any questions?