strategies for assessment and grading
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Strategies for assessment and
gradingCEFR workshop
CarthageMay 2013
QuestionsO Where does CEFR related rating fit in
to other aspects of evaluation in schools in Tuniisia?
O Do we distinguish clearly between normative, summative and formative assessment?
O What kind of assessment is the CEFR best adapted to?
A low stakes approach to CEFR assessment
O Low stakes – institution / in-course, in class assessmentO Use CEFR criteria, combining self-
assessment, teacher impression, double grading
O High stakes – official public certificationO Use standardised, statistically
validated public examinations wherever available
Assessing CEFR levelsO Specification
O Relating the curriculum to the «can do» statements
O Developing assessment tasks and CEFR criteriaO Standardisation and standard setting
O Training with illustrative samplesO Bench marking local samples
O Moderation and validationO Counteracting subjectivity with double markingO Check results against collateral information
Why do we need moderation?
O People using their own «private» criteria
O Unconscious «lead» criteria – e.g. accuracy v. fluency
O Severity / lenienceO Normative / comparative grading
Criterion ratingO It provides explicit information about
what a student can doO Measures which assess student
achievement in terms fo a criterion standard provide information on student performance independent of reference to the performance of others
O Aligning the criteria to the CEFR scale places the learner on a continuum of achievement
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