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Assessing Learning

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April 2011 Edremit, Balkesir


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Abdurrahman KUTLUAY
MEB Formateur

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ASSESSING LEARNING
INTRODUCTION q TRADITIONAL TESTS q ALTERNATIVE ASSESSMENT q PEER & SELF
q
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What is Assessment?

tests or exams?

a fail or pass thing?

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assessment,

noun [U]

the process of making a judgement or forming an opinion, after considering something or someone carefully

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Prejudices and Problems

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Assessment = ? Testing
(Formal Assessment)

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The way of assessment in many classrooms focuses on only one part of language.

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It tries to catch students out, to reveal what they have not learnt. Learners have no part in it. Asssessment seems arbitrary and 4/22/12

100

A 2 8 B +

5 0

Z -

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Learning Assessmen t Teaching


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Suggestions & Solutions

ASSESSMENT: WHY? WHEN? WHO? HOW?


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Assessment: Why?
Assessment in ELT should be done to get information on the learning process of a student and constructively.
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Assessment: When?
o

Any time, every time Continous process Integrated into the course

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Assessment: Who?

Involve them.

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Assessment: How?
the process of making a judgement or forming an opinion, after considering something or someone carefully

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Reliability

Consistency under the same conditions Clear criteria Clear procedures Fair assessment

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Validity

Assess what to assess Have clear assessment objectives For example, if we want to assess listening we must only consider understanding and not assess our students ability to read or write or their ability to produce accurate language.

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Feasibility
Consider

practicality, time and physical resources.

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Accountability

Can you explain?

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Traditional (pencil-andpaper) tests

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What is a test?
A test may be defined as an activity whose main purpose is to convey (usually to the tester) how well the testee knows or can do something.

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When you are ready, try doing the test. You have twenty minutes. Your results will be expressed as a percentage; each of 4/22/12

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Worked hard? Need a break?

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Traditional & standardized tests: mostly summative

Predetermined time

(for example, mid-term, final)

External standard of correctness

(how many right answers are given) Little or no contribution to the 4/22/12

Traditional (pencil-andpaper) tests

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They can be helpful as measures of students' knowledge of language forms and their listening and reading

We need to know why and what to test.


Teaching for Testing or Testing for Teaching

Testing for Testing


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Lifelong Testing

Testing what they can do or Testing what they cant do

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Validity

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Clarity
Behll, days Adnan, onun gen ve gzel kars Bihter ve daysnn ocuklar Nihal ve Blent ve onlarn dads Deniz Hanm ile ayn kkte yaamakta olan ahlaksz bir adamdr. Behlln yengesi Bihter bir gn kkn st katndaki banyoda ykanmak ister, ancak banyonun kapsn kilitlemeyi unutur. Bu durumdan haberi olmayan Behll de banyoya 4/22/12

Do-ability

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Marking

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Interest

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Heterogenei ty

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Analyze these!

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Name &Surname: Section: Student Number:

____________ Anatolian High School 1st Term 3rd Wrtitten Exam Paper

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A) Complete the sentences using the correct tense. 1. Aye _________(visit) her grandparents once a week. 2. When his father _______(see) him,he _______ (fall) down.

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1. After school, I _________ go home. 2. We _________ get up early tomorrow.

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B) Fill in the blanks with must or have to.

C) Will or be going to. 1. A 5 year old girl says, I ______ be a doctor in the future 2. A medicine faculty student: I _________(not/work) in public hospitals. I ________(open) my own office. 3. Tomorrow and the next day _______be sunny and hot. 4. In 2100, Turkey _______ be the 4/22/12 richest country in the world.

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D) Fill in the 32 blanks on the back page with the 32 words given in the box.

A)Complete the sentences. 10 points hot crowded fasthigh tall

Everest is ___________________mountain in the world cheetah is __________________ animal in the world. is____________________
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The

stanbul

9-E=Write the answers according to Midsummer Nights Dream. 1-What is the cruel law?_____________________ 2-An old man called Egeus wanted his daugter Hermia to marry __________. 3-Helena and Hermia are __________. 4-That night the king and the queen were __________.Give me that little boy 5-Whats Pucks mistake?____________________ 6-What does Puck do in the story? __________________________ 7-Puck put some _________ on his eyelids. 8-Food for horses=_________ 9-Ass=_________ 10-I had a strange dream,___________ 11-She was a happy child._______________ 4/22/12

Alternative Assessment

Supplementary and/or replacement to traditional ways More accurate measures of communication proficiency Ongoing process, not an end Combination of summative and formative types of assessment

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Formative assessment

Ongoing process Functional abilities Helps students assess their own learning Alternative assessment methods 4/22/12

Alternative Assessment

Emphasizing strengths instead of weaknesses Performance based Graded or scored differently from traditional tests Replicating real life Authentic tasks Communicative purposes Opportunities for learners to assess 4/22/12 themselves and their peers

Designing tasks for alternative assessment

Alternative assessment is done through performance tasks that let students demonstrate what they can actually do with language. These type of activities are already used in communicative classes.

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SAMPLE PERFORMANCE TASKS FOR ALTERNATIVE ASSESSESMENT Writing Listening


Journals Following instructions for making something Compositions Tracing a route on a map Letters and email correspondence

Speaking and listening


Reading

Role plays

Skimming authentic texts for gist

Interviews

Scanning for specific information

Comparing/contrasting articles on the same topic Demonstrations


written by different authors Information-gap activities 4/22/12

In real-life
After listening to a weather report one might decide what to wear the next day. After listening to a set of instructions, one might repeat them to someone else. After watching and listening to a play or 4/22/12

In the classroom
For example, for listening practice you have students listen to a weather report. Their purpose for listening is to be able to advise a friend what to wear the next day. As a postlistening activity, you ask students to
-

select appropriate items of clothing from a collection you have assembled, or write a note telling the friend what to wear, or provide oral advice to another student (who has not heard the weather report).

To evaluate listening comprehension, you use a checklist containing specific features 4/22/12 of the forecast, marking those that are

Alternative Assessment Methods

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Checklists

The use of a list of skills or behaviors Determining whether established criteria on a task have been met

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Checklists

For example, using a resource list provided by the instructor, students contact and interview a native speaker of the language they are studying, then report back to the class. In the report, they are to

Briefly describe the interviewee (gender, place of birth, occupation, family)

Explain when and why the 4/22/12 interviewee came to the United

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Rubrics
A rubric is a set of scoring guidelines or criteria used to
- score or judge a product, performance (e.g. writing an essay in L2) - make raters subjective judgments more reliable.

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Analytic Scale for Assessing Speaking

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Peer and Self Assessment

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Peer Assessment
Example: Peer Editing Checklists

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Self Assessment
Self-assessment a)Now I can b)I still need to work on c)Ive improved in d)Today I learnt e)In the test I got X and Y wrong. Im going to study these for homework. Example: Language Use Self Assessment, Portfolios
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The successful use of student self assessment depends on three key elements:

Goal setting Guided practice with assessment tools Portfolios

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Introducing Alternative Assessment

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Introduce alternative assessment gradually. Create a supportive classroom environment. Explain the rationale for alternative assessment. Engage students in a discussion of assessment.
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Self Assessment

Self ............... Self ............... Self ............... Self ...............


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Self ...............

Listening to/reading weather forecast

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Task checklist

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Writing OYS Speaking OYS

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Concluding remarks Our is aim to provide


sucess not failure. We teach human beings but we do not evaluate them. We evaluate learning and teaching.
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THANK YOU FOR YOUR PATIENCE!


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