Practice II, Prof. Estela N. Braun (2012)Facultad de Ciencias Humanas,UNLPam.
TYPES OF ASSESSMENT: FORMATIVE SUMMATIVE We test students in We want to see how different ways, all well students have the time, so that we done at the end of can help them do a term or semester. better next time.
Teachers conduct it all the time. We re constantly evaluating our students’progress . It helps us in planning future lessons.
They are used at the beginning of the year to help us : Determine our students’ previous level of English. Design the syllabus for the school year.
They are provided to place students at a new language-teaching institution, so that we know what level /which class they should join.
They often take place at the end of a unit of work.
We give students achievement tests at the end of a semester or year to know how many of the learning objectives they have achieved.
They measure a student’s language ability through a standardized exam: national or international (CLE, CambridgeESOL YLE, London, among others) We spend a lot of time preparing students for them (backwash or washback effect)
For example, PORTFOLIO ASSESSMENT, where we keep a record of students’work, giving marks for each piece of homework ,mini-tests and we use all these elements to provide the final grade. It is much fairer.
When we design tests we have to decide on our ASSESSMENT CRITERIA. PRINCIPLES: 1)RELIABILITY: We have to know exactly what it is that we are testing , for example if we are tesign language we should not confuse it with SUBJECT- SPECIFIC KNOWLEDGE (clil, PAGE 229)
We should test only what we are supposed to test,eg. If we are testing listening , we shouldn’t focus so much on SPELLING. We have to make sure that we test the contents that the students have been learning (grammar, vocabulary, etc.)with the same kind of test items and tasks as they have been using in their lessons.
How practical is the test to administer? Consider: Time needed. Experienced teachers. Space and equipment. Money needed to implement them. Pilot sample tests first.
We can test DISCRETE POINT ITEMS (only specific grammar points or vocabulary items) OR we can use INTEGRATIVE TESTS that balance grammar, vocabulary, functions and the four macro-skills (Sailing example vs. New Sky).
We have to make sure that instructions are easy for the students/candidates to understand. If possible, every questrion should ahve an example so that students have no doubts of what gthey are expected to do.