Prepared by: Mohamed AKHARRAZ Abdelaziz AIT TALEB Zakaria JAMAATI Yassine AIT HAMMOU Mohamed AKKLOUCH January 2nd, 2013Supervised by: Dr Jennifer EVANS
1 - What’s important? What’s possible?Tests should be valid + practical + administered at an appropriate time + tests results and feedback should be given sensitively as they may have devastating results. 4 approaches to assessment Periodic Portfolio End of course External achievement assessment tests examinations tests
• Marking criteria and feedback sheets. 1. Criteria and weighing of marks reflects the focus of thecourse. 2. Feedback be easy for ss to understand. 3. Sheet will make sense even after taking back the sheets from ss. 4. Feedback be fairly consistent for all ss. 5. Points given to ss translated into a message. 6. Wording of remaks must not be misinterpreted. 7. Feedback sheet will provide useful information later when re-evaluating objectives
2 - Periodic Achievement TestsA very effective way of tracking students progress is to arrange periodic achievement tests.Definition:It is a test of knowledge or proficiency based on something learned or taught. The purpose of an achievement test is to determine students’ knowledge in a particular subject area.These tests are popular for various reasons:
1. they show you remember the course’s original objectives.2. show to students that progress is being monitored fairly and systematically.3. tests are realistic : they simulate real life situations.4. no worry by students on a long end-of-course test.5. students are tested in groups; absentees and low achievers can be tested later.6. students can choose when to be assessed.
7. low achievers can have a second chance.8. students get feedback on their achievements.9. students are able to monitor their own progress.10. some performance areas can be ‘checked off’ if achieved.11. allow students to be rewarded for good performance.12. allow students to become involved in ongoing course.
Advantages of a portfolio• Tasks can be done in class or out of it• More time is available in class for other activities• Ss can work at their own pace• Ss get feedback periodically• Ss don’t have to worry of having an end-of-course test
Writing end-of-course tests. Before writing a test, consider the following points: • Test what was covered in the course • You can use oral or written formats • Include different types of test for the sake of faireness • Sections should be carefully weighted • Include marking criteria and time for each task • The test could include: – Some extra reading for those who finish early – Some end-of-course objective-setting – A space for the student to write a comment to you about the test - his/her progress – the course in general
You can use objective or subjective test items:Objective test items have predeterminable correct answers.Subjective test items have involve open- ended questions or tasks which could have many correct answers.
Administering testsWhen you actually give students an end-of- course test, if you want your tests to be confidential, bear in mind that you will have to collect all copies of tests every time you use them; although this is rarely done by the teachers.
Giving feedback • Feedback ought to be comprehensible for students • The feedback should include a personal message for the student as numbers and rating alone can be very demotivating: encourage and give advice! • Feedback is given on a specific performance skill (speaking or writing). This is more useful for students and their managers.
Types of tasksMultiple matchingMultiple word gapfillMultiple sentence gapfillClueless gapfillMultiple choiceExtended listeningExtended readingGuided writingLearner feedbackSpotlit role-play
5 - External Examination Quite a few British or American bodies now offer BE exams. These have many advantages: • Students have a clear target at the end of each course • Students get a qualification which may be used to get a job or promotion • The test items are written by experienced test- writers • Tests are checked in advance for safety from errors • Marking is straightforward.
The main reasons exams are sometimes not used is as follows: There may not be an exam suitable for your own purposes Some exams, although well-promoted and conceived, may be disappointing in reality These exams may slow down progress as they may prioritize less important areas over more important ones Some studenst may not wish to focus on accuracy to the extent often required by the examiners.
NOTES: Many exams are taken only in certain areas and at certain times, so you’ll have to check Some exams may be influenced by market forces since some (TOEIC, LCCI …) are so well known in certain countries that they become a reference for companies
The following exams may interest BE students:o UCLES (University of Cambridge Local Examinations Syndicate)o University of Oxford (UODLE)o Educational Testing Serviceo London Chamber of Commerce (LCCI)o Language Training Services (LTS) examo International Certificate Conferenceo Pitman Qualificationso Trinity College, Londono Association of Recognized English Language Schools (ARELS)
Definitions• Scenarios:“a sequence of events especially whenimagined; especially :an account or synopsis of apossible course of action or events” Merriam-Webster.com• Scenarios in ELT:Teaching using a simulation-based role-play, in whichlearners are encouraged to talk spontaneously withoutprior preparation to practice language items studied in acommunicative way.
Definitions• Scenarios in BE:Business work-simulated role-play that aims attraining the BL to use appropriately andeffectively English for a particular businesspurposes (negotiating, telephoning, presenting,etc)
Assessing the Speaking Skill usingScenarios• Very realistic and authentic.• Fun and enjoyable (minimum level of anxiety) especially when done at the end of the term.• Encourage learners to be creative and imaginative.• Allows T to give clear feed back to individuals• It can be a good follow up to lesson or as remedial work
Assessing Speaking Skill usingScenarios• It can be time consuming or hard to assess. Therefore, T need to plan it well and prepare an objective assessment rubric.• Excellent experiential learning opportunity.• Scenario: simulation based role-play / spotlit role- play, etc.
Activity - Scenarios• Check the hand-outs you have:• 3 pairs of students will be chosen randomly to act a role-play in front their classmates, they will have to act immediately without preparation according to an instruction they have in a slip of paper.• Others: Use the Rubric hand-out to assess objectively the performance of you classmates.
Oral Testing•What’s the purpose behind having an oral testing?
AccuracyAdequate but limited vocabulary, obvious grammar mistakes,pronunciation somewhat influenced by mother tongue. (1Pt)Appropriate use of vocabulary for task but still somewhat limited.Some pronunciation errors. (2 Pts)Good range of vocabulary used appropriately, occasional, butinfrequent, grammar slips, slight pronunciation errors. (3 Pts)Wide vocabulary appropriately used, virtually no grammarmistakes, native-like or almost undetectable pronunciation errors.(4 Pts)
Fluency• Gets ideas, but slightly hesitantly. Uses brief sentences, mainly descriptive phrases, little development of ideas. (1Pt)• Able to develop ideas into longer discourse, moves beyond description. Some inaccuracies and/or hesitations may occur. (2Pts)• Maintains a flow of language with only natural hesitation or pauses. Expresses ideas which are generally coherent and somewhat complex. (3Pts)• Easy and effective communication, expresses complex ideas and concepts that are coherent and easy to follow. (4Pts)
Interactive Communication - Turn taking• No effort to invite opinions, dominating and frequent interruptions, no/inappropriate response to eliciting or long pauses before responding. (0 Pt)• Some effort to invite opinions and/or respond to eliciting of opinions, some interruptions. (1pt)• Eliciting opinions and responding appropriately. (2Pts)
Applying For JobsActivity: Assessing Students’ Listening Progress
• Maria Martinez is applying for a job. Listen carefully to the conversation in the video and answer the questions in the following activities:
I. True or False + Justification (4pts)• 1. False: executive management assistant position.• 2. False: a high school diploma.• 3. False: as a receptonist and assistant in a fashion company.• 4. True• 5. False: she is working as assistant.• 6. True• 7. True• 8. False: she could only submit the application online.
II. Multiple choices: (2pts)• 2. Resume• 6. References
III. Questions: (4pts)• 1. Propo Fashion Corporattion• 2. Fashion• 3. Foreign langauages and organizing things• 4. -The planning of all the executives affairs -The creation of budgets and statistics -Taking care of all the executives correspondents
How good is your listening?• 10 = Perfect 10 / 10• 9= Excellent• 8 = Very good• 7 = Good• 6 = Fairly good• 5= Average• 4= Weak• 1/2/3= Very weak• 0 = Serious problems with your ears!!! You’d better see a doctor!