assessing grammar[studentversion] (1)
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Assessing Grammar
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Aims for today
To look at concepts related to assessment
of grammar
To discuss the importance of assessinggrammar in the primary ESL classroom
To discuss methods of assessing
grammar
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Defnitions
Teaching Versus Testing
Assessment & Evaluation
http://var/www/apps/conversion/tmp/scratch_7/Integrating%20Testing%20with%20Teaching.docxhttp://var/www/apps/conversion/tmp/scratch_7/The%20difference%20between%20assessment%20and%20evaluation.pdfhttp://var/www/apps/conversion/tmp/scratch_7/The%20difference%20between%20assessment%20and%20evaluation.pdfhttp://var/www/apps/conversion/tmp/scratch_7/The%20difference%20between%20assessment%20and%20evaluation.pdfhttp://var/www/apps/conversion/tmp/scratch_7/Integrating%20Testing%20with%20Teaching.docx -
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Assessment
An important aspect o the T-Lprocess.
One o the underling pedagogical
principles o the !tandard-"asedcurriculum.
#e $ill e%amine assessment rom
the perspective o the classroomteacher ocusing on practicaltechni'ues.
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#h do $e assess(
Diagnosing students) strengths &$ea*nesses
Deciding $hat to teach & $hat not to
+hec*ing student)s progress Giving students eed"ac*
Giving students a fnal grade
The reason,s or assessing $ill helpdecide the assessment techni'ue &ho$ the results $ill "e reported.
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Assessment or Learning
+ontinuous assessment is an integral part olearning $hich ena"les teachers to assess$hether pupils have ac'uired the learningstandards taught. Formative assessment is
conducted as on-going process $hilesummative assessment is conducted at theend o a particular unit or term. A range oactivities can "e utilised in order to assess pupils)
perormance orall or in $riting. The ormativeand summative assessments $ill "e used togauge pupils) perormance.
Do*umen !tandard uri*ulum !e*olah /endah
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0ormative versus !ummative
Formative assessment ta*es place duringthe course o teaching and is intended toimprove learning outcomes. 1t is otenrelativel inormal.
Summative assessment occurs at the end othe teaching process and is carried out in orderto 2udge $hat students have achieved during
the course. 1t oten ta*es place through teststhat are ormall designed and administered. 1tma "e carried out " e%ternal agencies.
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0ormative assessment
#hen used ormativel teachers can3"e a$are o students) strengths and
$ea*nesses
Give students appropriate eed"ac*
*eep trac* o students) progress
Give a fnal grade
plan activities or urther development.
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DO45E6 !TA6DA/D 4/14L45!EOLA7 /E6DA7
8.9 :upils $ill "e a"le to use di;erent
$ord classes correctl andappropriatel.
8.9.9 A"le to use nouns correctl andappropriatel3
,a common nouns ," proper nouns ,c singular nouns ,d plural nouns
#hat to assess
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!4ATA6 :ELA:upils $ill "e a"le to constructvarious sentence tpes correctl. 8.9.> A"le to constructdeclarative sentences correctl.
Assess $hat is taught.
#hat to assess
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7o$ to assess grammar
Discrete-item/point tests Assess individual grammar items.
AsssessGrammar!ample5trls
?Discrete:oint.
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5ode o Assessment
The test must provide enoughconte%t or children to produce thecorrect grammatical responses
through spea*ing or $riting.
Grammar can "e assessed as part oa test o $riting or spea*ing.
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5ethods o Assessment
The methods or assessing grammarcompetenc should re@ect thedi;erent $as grammatical structures
are learnt and the teaching ocus.An tas* e%ercise that is used orteaching can "e used or assessment.,=ut a set o assessment criteria and amechanism or giving eed"ac* must"e attached to a testing tas*.
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Games
Designed to restrict the languageused
4suall these games are defned "
their ocus on the accurate use o agrammatical item structure &limited options or communication
O"servation instrument re'uired
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!plit !entences
#rite out some sentences and thencut each sentence in hal. 7and outthese pieces to the students and as*
them to fnd the matching hal,among the other students.
Assess studentsa"ilit in com"ining
sentences & grammar *no$ledge onall orms o the sentences
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E%amples
1 ou eat that
1 ou touch the cat
1 ou steal m"oo*
1 ou go out no$
1 ou dont leave
1 ou dont "oo* atic*et
oull "e sic*
itll "ite ou
1ll never spea*to ou again
oull get soa*ed
1ll call the police
oull "e luc* toget a seat
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!entences rom :ictures
7and out a sheet o pictures. As*
students to come out $ith sentencesrom the pictures. Or as* studentsto tell a stor.
Assess grammar *no$ledge onsentence tpe or sentence pattern.
Gro$ing !tories !tor-"uilding activities Assess studentsa"ilit o ma*ing
sentences $ith di;erent tenses.
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5ethods o Assessment
#e can classi the methods into t$o tpes3 Traditional methods
+hild-riendl methods
#hatever test-tpe is chosen it is importantthat students are amiliar $ith it in advance.A variet o assessment methods should "e
used to get a more complete and morerelia"le picture o children)s achievements.
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Traditional 5ethods
Tpicall Bpencil and paper) tests such as3 0illing in gaps in sentences
Ans$ering multiple choice 'uestions
5atching parts
!entence completion
0avored " teachers "ecause the3
are eas to set
are eas to correct
reduce language *no$ledge to 'uantifa"leresults.
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Dra$"ac*s3
0or ounger children these isolatede%ercises do not sho$ $hat children*no$ and can do $ith confdence.
+hildren are not et good at $ritingand these tests can "e stressul andtiring.
The ma pose negative in@uence onteaching.
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+hild-riendl methods
According to :inter ,>CC assessmenttechni'ues should "e compati"le $iththe activities used in the classroom.
This techni'ue consists o3 tas*sactivities ocusing on a
grammar point similar to the ones
used or teaching Assessment tool instrument
Assessment criteria
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#h child-riendl methods
6on-intrusive reduce stress similar to the grammar activities in
the classroom
Varing interaction modes re@ectingclassroom situation
Varing situations to test the use o
grammar in conte%t
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Assessment +riteria
Assessment instrument used must gotogether $ith a set o assessmentcriteria. #ith !!/ the criteria is
specifed in the Do*umen !tandard:restasi3
=ahasa 1nggeris Tahun
=ahasa 1nggeris Tahun F =ahasa 1nggeris Tahun 8
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Assessment 1nstrument
There is a range o alternativeassessment tools $hich can "e usedtogether $ith or incorporated into the
T-L activities in the classroom3 O"servation
!el:eer assessment
:ortolio :ro2ect
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O"servation
!stematic o"servation can "e a tool toassess children)s perormance
The same sort o tas* is given tochildren in class again & again "eore
teacher o"serves the perormance.
A simple o"servation chec*list isneeded as an assessment instrument
$hen o"serving children. AsssessGrammar!ample5trls
?+hec*list.
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!el-assessment
An integral part o a learner-centeredapproach $here children thin* a"out theiro$n perormances and achievements.
#or*s "est $ith certain $ell *no$n tas*s
and situations. 1n the same sort o tas* the same sort o
criteria can "e used as this gives childrenconfdence and a sense o saet.
0or ounger children teacher can start $ithsomething simple and "uild it up later.
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A simple sel-assessment tool3
Rate yourself onthis scale
Verygood****
Good**
Tryagain
*
1 *no$ a"out common
nouns1 *no$ a"out propernouns
1 can use singular
nouns1 can use plural nouns
1 can tal* a"out mamil ,using
declarative sentences
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:ortolio
A collection o a student)s $or* and
evidence o achievement over a period otime.
+hildren can select their "est $or* to go intothe portolio $ith the help o the teacher.
Teacher and students $or* out criteria orselection.
+hildren)s a"ilit to select their "est $or* is
lin*ed to their a"ilit to re@ect a"out theirlearning and develop o$nership o thelearning process.
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!ummar
A com"ination o various methods oassessment $ill give a more relia"le pictureo students) perormance.
Assessment instrument can include a
variet o tas*s $hich can "e doneindividuall or colla"orativel in smallgroups.
Assessment does not have to "e stressul &
competitive
Assessment should oster learning positivesel-image & sel-esteem.
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TutorialDesign and e%plain ho$ ou $ill use ,i aBpencil and paper) test and ,ii a child-riendlassessment instrument in the classroom toassess ear - 8 students) *no$ledge on oneo the ollo$ing grammar points3
a. prepositions o time3 at, in, on
". the articles aand an
c. to as* or inormation using wh-'uestion
$ordsd. the $ord order o a yes-no'uestion orm.
e. the comparative ad2ective.
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RFR!"
5oon CC8. Children LearningEnglish.
O%ord3 5acmillan
:inter A. ,>CC. Teaching YoungLanguage Leaners. O%ord3 O4:
Thorn"ur !. ,>CCH. How to Teach
Grammar. Esse%3 :earson