Assessments for Ongoing Improvement of Teaching and Learning

1. ASSESSMENTS FOR ONGOING IMPROVEMENT OF
TEACHING AND LEARNING
CLAUDIO FLEURY SASSE
CASA THOMAS JEFFERSON
15th BRAZ-TESOL CONFERENCE

2. ASSESSMENTS FOR
FEEDBACK
CLAUDIO FLEURY SASSE
CASA THOMAS JEFFERSON
15th BRAZ-TESOL CONFERENCE

3. WHAT IS
ASSESSMENT?

4. not just a test
collect + score + interpret information
inform teachers and students
understand + improve student learning
ASSESSMENT

5. WHAT ARE
SUMMATIVE AND
FORMATIVE
ASSESSMENTS?

6. assessment of learning
end of term
high stakes
document of learning
negative washback
assessment for learning
during the term
low stakes
part of learning process
positive washback
ASSESSMENTS
SUMMATIVE FORMATIVE

7. WHAT IS
WASHBACK?

8. effect of tests on teachers and students
positive X negative
WASHBACK

9. WASHBACK
Mary ________ with the bank manager about the
problem last week.
a) speaks
b) spoke
c) spokes
d) will speak

10. WASHBACK
Mary ________ with the bank manager about the
problem last week.
a) speaks
b) spoke
c) was speaking
d) has spoken

11. WHAT IS
A GOOD
ASSESSMENT?

12. HOW TO
ASSESS AN
ASSESSMENT?

13. - washback
- validity
- reliability
- authenticity
- practicality
SOME
ASPECTS TO CONSIDER

14. assesses intended ability / skill / outcome
has clear goals / objectives
provides feedback
VALIDITY

15. consistent + stable results
subjective X objective tests
rater reliability
RELIABILITY

16. ASKED ARCHITECT WANTED
TEACHER SOME
After working as an _________ for ten years, Peter
_________ to do something different. His sister was a
________, so he ________ her to give him _____ advice.
VALIDITY
RELIABILITY

17. ARCHITECT TEACHER AN SOME
WANTED ASKED
After working as a/an ________ for ten years, Peter
________ to do something different. His sister was a/an
________ at the university, so he ________ her to give
him ________ advice.
VALIDITY
RELIABILITY

18. Write a paragraph (50 words) about your best friend.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
VALIDITY
RELIABILITY

19. VALIDITY
RELIABILITY

20. VALIDITY
RELIABILITY

21. VALIDITY
RELIABILITY
Ask your partner some questions about musical experience.
Begin with a "have you ever" question and then ask some
follow-up questions.
• Have you ever been to a rock/jazz/pop concert?
• Have you ever played in a band?
• Have you ever traveled just to go to a concert?

22. VALIDITY
RELIABILITY

23. real-world tasks
contextualized tasks
AUTHENTICITY

24. test administration / logistics
scoring
PRACTICALITY

25. Ask your partner some questions about musical experience.
Begin with a "have you ever" question and then ask some
follow-up questions.
• Have you ever been to a rock/jazz/pop concert?
• Have you ever played in a band?
• Have you ever traveled just to go to a concert?
AUTHENTICITY
PRACTICALITY

26. Oral test instructions:
- students work/practice in pairs
- students record dialog
- teacher listens to and scores dialogs
AUTHENTICITY
PRACTICALITY

27. AUTHENTICITY
PRACTICALITY

28. WHERE IS THE
ONGOING
IMPROVEMENT?

29. formative assessments
effective feedback
ONGOING
IMPROVEMENT

30. assessment for learning
during the term
low stakes
part of learning process
positive washback
FORMATIVE
ASSESSMENT

31. how much students know
students' ability to perform
feedback for teachers
feedback for students
FORMATIVE
ASSESSMENT

32. WHAT IS
EFFECTIVE
FEEDBACK?

33. EFFECTIVE
FEEDBACK
describes the quality of students' work in relation to the
intended outcome
provides specific information
helps students understand the expected outcome and what
they can do to improve
teaches students to self-assess and set goals
does not judge the quality of the learning

34. EFFECTIVE
FEEDBACK

35. EFFECTIVE
FEEDBACK

36. GIVING
EFFECTIVE FEEDBACK
make it objective and specific
help the student perceive what needs improvement and set a
goal
ask the student if he/she knows what to do to improve based
on the feedback received
be consistent in giving feedback
do not only offer advice (you should work harder)
do not only judge (good work!)

37. GOT
FEEDBACK?

38. REFERENCES
• Brown, H.D. (2004). Language Assessment - Principles and Classroom Practices. White Plains, NY: Pearson Education.
• Coombe, C., Folse, K., and Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. Ann Arbor,
Michigan: The University of Michigan Press.
• National Capital Language Resource Center (NCLRC). (2004) Assessing Learning: Alternative Assessment in The
essentials of language teaching. Retrieved from http://www.cnlrc.org/essentials/assessing/alternative.htm
• Stoynoff, S. (2012). Looking Backward and Forward at Classroom-Based Language Assessment in ELT Journal, V.66/4 -
Special Issue: The Janus Papers, pp.523-532.
• Wren, D (200-8, November 6). Using Formative Assessment to Increase Learning. Research Brief: Report from the
Department of Research, Evaluation and Assessment. Virginia Beach City Public Schools. Retrieved Octover 15, 2012
from
http://www.vbschools.com/results.asp?x=009156061886103500874%3Amfayemiraqy&cof=FORID%3A11&ie=UTF-
8query=%22using+formative+assessment%22&sa.x=0&sa.y=0

39. ASSESSMENTS FOR ONGOING IMPROVEMENT OF
TEACHING AND LEARNING
CLAUDIO FLEURY SASSE
CASA THOMAS JEFFERSON
15th BRAZ-TESOL CONFERENCE
bit.ly/eflpresentations
claudio.fleury@gmail.com