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Evaluation.2011intro

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Transcript

  • 1. By Miguel Angel Carranza, MsE.
  • 2. Quotes on Evaluation
    • “ It can not be denied that a great deal of language testing is of very poor quality...they (the tests) often fail to measure accurately whatever it is they are intended to measure” (Hughes, 2000).
    • “ Many beginning teachers believe that their most important or only responsibility is to select
    • effective instructional procedures” (Sax, 2002).
  • 3. Characteristics of a Good Test
    • 1. Validity: The extent to which a test measures what it is supposed to measure.
    • The truthfulness or accuracy within the score of a test or interpretation of an experiment.
    • How should a reading or listening test be designed?
    • What does the TOEFL evaluate?
    • 2. Reliability (consistency) : The extent to which individual differences are measured consistently.
    • Does a clasroom, its conditions or the environment affect students` results? E.g: a marching band… health or personal problems:a fever. Taking the listening part at a noisy place? With poor equipement?
    • Being drunk or sober?
  • 4.
    • 3. Practicality
    • Financial limitations, time constraints, ease of administation, and scoring and interpreation.
  • 5. Types of tests
    • A) Placement test
    • B) Diagnostic test
    • C) Progress or achievement test*
    • D) Proficiency test
    • __ designed to measure how much a student has learned at a given moment in a course.
    • __ designed to get a general picture of a student’s knowledge and ability.
    • __ designed to measure a student’s strengths and weaknesses in order to better things
    • __ designed to fit new students in a course according to their level of language competence.
  • 6. But , why do we evaluate?
    • to measure students` learning
    • to measure teaching effectiveness and to improve it!
    • To provide feedack to students, to teachers, and parents!
    • To diagnose students´ weaknesses and strengths
    • to identify which students are in need of remedial or advance work.
    • To teach without evaluation is a contradiction in terms” (Sax, 1997).
  • 7. Key Terms in evaluation
    • A test: is a task or series of tasks used to obtain
    • systematic observations, usually paper and
    • pencil procedure, about sts´s performance.
    • Measurement: is the process that assigns
    • numbers to attributes or characteristics of
    • persons, objects, or events according to explicit
    • formulations or rules. More quantitative
  • 8. Assessment vrs Evaluation
    • Assessment: the process of collecting, synthesizing, and interpreting information to aid in decision making. More qualitative
    • Evaluation: the process of determining the value or worth of a program, course, or other initiative, toward the ultimate goal of making decisions about adopting, rejecting, or revising the innovation.
    • Evaluation is the more inclusive term , often making use of assessment data in addition to many other data sources.
  • 9. Discrete point testing vrs integrative testing
    • Discrete point testing refers to measuring one element at a time, item by item: a series of items, each testing particular grammatical structures.
    • Integrative requires the candidate to combine many language elements in the completion of a task.
    • Discrete point testing will be indirect and
    • Integrative will be direct.
  • 10. Direct and indirect test items
    • It is direct if it asks candidates to perform the communicative skill which is being tested
    • ( through a composition, oral interview)
    • Indirect items: measure a students´ knowledge and ability by getting at what lies beneath their receptive and productive skills ( controlled items: multiple choice type for example).