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    Evaluation.2011intro Evaluation.2011intro Presentation Transcript

    • By Miguel Angel Carranza, MsE.
    •  
    • 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).
    •  
    • 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?
      • 3. Practicality
      • Financial limitations, time constraints, ease of administation, and scoring and interpreation.
    •  
    •  
    •  
    • 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.
    • 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).
    • 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
    • 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.
    • 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.
    • 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).