assessment wsm

7/30/2019 Assessment WSM

1/60

What is ASSESSMENT?

It is an estimation.

It is how we measure the students performance.

It measures progress

Diagnoses problems for useful feedback.

It is the most useful data on what is happeningin a learning environment.


2/60

What is Evaluation?

It involves all the factors that influencethe learning process.

Aims of the syllabus

The Course design. Materials.

Methodology.

Teachers performance andassessment.


3/60

Problems and Prejudices

Assessment Teachers to students.

Obligatory.

Separation learning and teaching andassessment. Because of lack ofeffective feedback.


4/60

Type of feedback.

Real help is not given.

What is tested.

Importance to only one skill. Exams are given at the end.

Doesnt encourage what has been

learnt rather than what hasnt. Students are not taken into

consideration.


5/60

TYPES OF ASSESSMENTS

Formal Assessment (Official Exams) Informal assessment.

Self assessment.


6/60

When should we assess?

Needs to be continuously. Informal assessment shlould be done

every lesson.

More in-depth assessment (Formal)should be periodically.

Self-assessment needs to be done at

regural intervals, so the Ss know whatare their strength and weaknesses.


7/60

Who should assess?

Traditionally, the teachers job. Formalassessment should only be done bythe teacher. Ask the Ss to participate

in the process. Self assessments help the Ss think for

themselves and doesnt diminishes

the role of the teacher.


8/60


9/60

INFORMAL ASSESSMENT

It is a way of collecting informationabout our students performance innormal classroom conditions.

THE HOWWe need to work out what we are goingto assess.

We must establish clear criteria forassessing Ss. Dont rely onimpressions.

Link the assessments.


10/60

Informal assessment is not:

Replacement.A way to avoid tests.

A form of evaluation without criteria.

A single system

Isolated


11/60

When and What to assess?

Traditionally, we tend to think of thistype of assessment as consistingsolely of MARKING AN ESSAY done

for homework or the teacher walkingaround the during an activity to get avague idea of whether they are doing

alright or not. In the classroom iswhere we can get the most data andwe can monitor the four skills.


12/60

When and What to assess?

STEPS How much we are going to assess?

Time is limited

Weighting (Which areas are the mostimportant)

Establish clear weighting

How much informal assessmentcompared to Formal assessment?


13/60

Informal assessment of linguisticfactors?Normally written assignments.

Problems

We omit other skills and areas.We mark through impressionNot a clear idea of what is being assess.At the end we tend to make judgements in

terms of impression.It Is very important to make an effort to

assess oral skills.


14/60

Informal assessment of linguisticfactorsAssessment criteria can be described

in terms of what we expect ourstudents to be able to do.

An alternative is to create a band(e.g. 0 to 5)

The more bands we have the more

delicate and descriptive the systemwill be.


15/60

SPEAKING

Informal assessment is particularyimportant for speaking as manyteachers have practical difficulties in

organizing oral tests. Informal assessment of speaking canhave an important effect on learners.

Informal assessment of speaking is

done by observing students oralperformance in class, by monitoringspeaking activities as they happen.


16/60

SPEAKING

With time and effort you will become awhole working unit.

Give students points based on pre-

difined criteria. (systemize) Unreliability and inaccuracy should be

considered.

Distorted idea do to large classes. Monitored students (harder or worse)


17/60

SPEAKING

Possible solutions for unreliability andinaccuracy

Produce a system that is objective and

reliable. Create a band (reliable)

Establish our own criteria.

Work with collegues on a standardcriteria.


18/60

SPEAKING

ORAL ASSESSMENT CRITERIA5 Speaks fluently-almost no errors

4 Speaks quite fluently-some errors

3 Some difficulty speaking-many errors.2 Difficulty with speaking-almost

incomprehensible.

1 Unable to use language-incomprehensible


19/60

SPEAKING

Fluency Message

Accuracy

Pronunciation


20/60

SPEAKING

HOW TO ASSESS SPEAKINGAssess Ss at a particular time.Assess over a few lessons.

Prepare a series of speaking tasks.Divide the Ss.Type of tasks:

Pair work, interviews, group surveys,roleplays, information gap activities,expositions


21/60

SPEAKING

When should informal assessment ofspeaking be carried out?

Depends on timeFrequency of reports


22/60

SPEAKING

THE ENVIOUS NEIGHBORDivide in groups of four.Each group has a set of pictures.

The pictures make up a story, organizethe picture in the order you think iscorrect.

REMEMBER YOU ARE BEINGASSESSED.


23/60

SPEAKING

THE ENVIOUS NEIGHBOROnce upon a time, there was a man that was walking in the mountains atdusk. As it got dark, he was force to take shelterin a hollow tree. In themiddle of the night, a group of elves gathered at the tree, and the manwas terrified. After some time, the elves began to feast and drink, singand dance. Forgetting his fear, the man came out of his hiding place to

join the party. The next they the elves told the man that they liked him

very much and wanted him to return. To ensure he would return, theytook a wart that had grown on his forehead as a garantee. The man wasvery happy because he had had a wonderful night and got rid of hiswart. He told his friends about his good luck, and they congratulatedhim. However, one of his neighbors also had a wart he wanted to get ridof and, rather than being happy, was envious of his friend. That night, hewent to find the hollow tree and the elves. At midnight, the elves cameand started singing and dancing as before. When they saw the neighbor,they thought that it was the man from the night before, and were happyto see him. To thank him for returning, they took the wart they had keptas garantee, and stuck it on the neighbors forehead next to the otherone. The envious neighbor was very unhappy, and went home crying,with two warts instead of one.


24/60

WRITING

Assessing ourstudents written work can bevery time consuming and unless you arecareful you can find yourself with many hoursof marking.

We need to decide how many and what sortof compositions we are going to assess.

The importance should be reflected on yoursyllabus plan.

How the writing will be done. Feedback Link between writing and self-assessment is

vital.


25/60

WRITING

Crucial factors: Must be reliable

Avoid grading from your head

Establish criteria


26/60

WRITING

Writing Criteria5 Excellent writer

4 Good Writer

3 Modest Writer2 Marginal writer

1 Poor writer

Comprehensibility, Accuracy, Spelling,Organization


27/60

WRITING

HOLISTIC SCALESGeneral Overall Descriptions

ANALYTIC SCALESSeparated aspects of abilities


28/60

WRITING

MARKINGAnalytic or Holistic Scales

Focus on a couple of aspects

Clear criteria for self assessment.De-motivation

Correction code

Complement with formal assessment.


29/60

WRITING

CORRECTION CODES-spelling

P-pronunciation

WO-word orderV-vocabulary

Involve the Ss.


30/60

WRITING

Types of writing assessments:Journals

Blogs

Book ReportsComics

Group Stories

The news


31/60

LISTENING

We normally develop listening skils inthe classroom in lockstep fashion.

On text at the same time.

Fill in information Ordering

True or false


32/60

LISTENING

We can monitor and assess studentslistening proficiency while monitoringactivities such as pair work activities

or reactions from instructions fromyou.

Extralinguistic clues can often be a

basis on which to assess a studentslistening proficiency.


33/60

LISTENING

MARKING Body Language (usually unreliable)

Answers one by one (least threating)

Recycle what they have heard Summerizing

Recorded texts as basis for aspeaking activity

Monitoring speaking tasks


34/60

READING

HOW DO WE ASSESS READING? Skimming

Scanning

Reading for gistAnswering comprehensive questions

Answering multiple choice questions


35/60

READING

How can we assess reading? MonitoringAsking opinions about the topic

Being neutral Discussion of the reading Translation (Low levels/High levels)

Students own tasks Drawing Cloze text


36/60

READING

Something to take into consideration Subject knowledge

Reading Styles

Reading Speed Interets

Abilities


37/60

READING

In mixed abilities classes it can beinteresting to assess individualreading.

If available at a libraryA mini library

Graded-readers

One-to-one conversations Reading records


38/60

Reading

Reading record from page 18Monitor

Assess understanding

Assess OpinionIn some cases could be combined with

written assessment


39/60

READING

Grading criteria should reflect whatthey have been reading.

Bands

Yes and No


40/60

GRAMMAR AND VOCABULARY

Nomarlly assess by periodicallyprogress tests.

Other formal instruments

Homework


41/60


How to assess grammar andvocabulary.

Present the structure and assess

understanding and ability to use it.* not immidiately CONTROL PRACTICE ACTIVITIES Extra activities when necessary Free writing and speaking activities Focus only on language


42/60


Informal Practices of speaking Prepare for formal tests

Pop quizes

Short language test throughout theterm

Weekly,Bi-weekly, etc..


43/60

THANK YOU VERY MUCH

FOR COMMENTS, COMPLEMENTSOR ANYTHING ELSE:

JORGE LUIS TAVERAS [email protected]

[email protected]

TIPS ARE ALWAYS WELCOMED
mailto:[email protected]:[email protected]:[email protected]:[email protected]


44/60

NON-LINGUISTIC FACTORS

Overall educational development The ability to take responsibility for

and organize their knowledge

Not only language is important Clear criteria


45/60

NON-LINGUISTIC FACTORS

Attitude Group work

Organization of work

independence

S S O O


46/60

RESULTS FROM INFORMALASSESSMENTS Once we have implemented our informalassessment program we will have results

in the form of information about our Ss. In order to use these results they will

need to be recorded against eachstudents name so it could be accessibleto the students, the institution and theteacher.

As one part of an overall assessmentprogram, the results could be comparedto the other types of assessments.


47/60

What to do

In any case, information aboutstudents should be looked at in eachindividual case and should at all times

feedback into the teaching-learningprocess.

As language teachers we are

concerned with linguistic aspects ofour Ss performance and competencenot forgetting the non-linguistic factors


48/60

WHAT TO DO

Our job as teachers must be to assessand through our assessmentmaximize the learning potential of our

Ss in all aspects of their learningexperience.

It should not be forgotten that we are

not solely concerned with languagebut in education in the broadest senseof the word.


49/60

Types of Test

Placement tests Diagnostic tests

Progress and achievement tests

Proficiency tests

CHARACTERISTICS OF A


50/60

CHARACTERISTICS OF AGOOD TEST Validity Reliability

Efficiency

Economy


51/60

TYPE OF TEST ITEMS

Whatever the purpose a test or examhas, a major factor in the success orfailure as a good measuring

instrument will be determined by thetypes of items it contains.


52/60

TYPE OF ITEMS

Direct and indirect items DIRECT: a test item that asks

candidates to perform the

communication skill which is beingtested. It tries to be as much like real-life language use as possible.


53/60

TYPES OF TEST ITEMS

INDIRECT ITEMS: Measures thestudents knowledge and ability bygetting at what lies beneath their

receptive and productive skills, it triesto find out students knowledgethrough more controlled items, likeMultiple Choice Questions orGrammar Transformation items.


54/60

DISCRETE POINT

To test one thing at a time.

Example: Correct verb completion.


55/60

INTEGRATIVE TESTING

These test items expect students touse a variety of language at any onegiven time.

Example: Written compositions or oralexams.


56/60

INDIRECT ITEMS

MULTIPLE CHOICE QUESTIONSA traditional vocabulary multiple

choice questions look like this:


57/60

MCQs

Very popular Easy to mark

ProblemsExtremely difficult to write them

effectively

DistractorsBest answer


58/60

CLOZE PROCEDURE

Deforestation used to be something that few people apart fromenvironmentalists talked about, but in the last twenty years or so, ithas received increasing (1)___________ from governments andthe media, and is now generally considered one of the worldsmost serious environmental problems.

There is (2)___________ about how much forest has been

disappearing, but few people doubt there is much less forestnow than there was, say, fifty years ago.

Deforestation leads to the extinction of many (3)___________offorest animals and the erosion of soil after trees have beenremoved, but the (4)___________of deforestation that we hearmost about is its contribution to global warming. Treesnaturally absorb carbon dioxide (CO2) from the Earths

atmosphere, so (5)___________ trees means higher levels ofCO2, which contributes to the atmosphere becoming warmer.Many scientists estimate that about 20% of global warming isdue to (6)___________.


59/60

CLASSROOM MANAGEMENT

WHAT IS CLASSROOM


60/60

WHAT IS CLASSROOMMANAGEMENT?

It is giving the opportunity to thestudents to

assessment wsm

Documents