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To Understand how can get a good evaluation to the students.

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  1. 1. What is EVALUATION? A comprehensive way of assessing students’ performance on a course, which may include testing, together with other forms of assessment. In other words, tests are not the only tools a teacher can use to evaluate students.
  2. 2. Ways to gather information for evaluation 1. Testing: Formal and informal. Criterion is an arbitrary level. 2. Teacher’s assessment: Subjective estimate of the learner’s overall performance. 3. Continuous assessment: Combination of the grades received for various assignments during a course. 4. Self-assessment:The learners evaluate their own performance, using clear criteria and weighting systems (agreed before). 5. Portfolio:Ss gather a collection of assignments and projects done over a long period of time; this portfolio provides the basis for evaluation.
  3. 3. Testing An ‘activity’ whose main purpose is to convey, usually to the tester, how well the testee knows or can do something. (Learning may result from a test, but this is not the main goal).
  4. 4. The relationship between TEACHING and TESTING Separated teaching is mainly directed to a particular test school exams public examinations
  5. 5. The relationship between TEACHING and TESTING Close tests are devices that: • reinforce learning • evaluate students’ performance • evaluate T’s effectiveness • help focus on areas of difficulty
  6. 6. Therefore: TEACHING TESTS = valuable devices LEARNING (rather than UNPLEASANT IMPOSITIONS) CLOSE relationship is EXTREMELY IMPORTANT
  7. 7. Characteristics of a good test 1. • • Reliability Something reliable is something that works well and that you can trust. A reliable test is a consistent measure of what it is supposed to measure. Questions: • Can we trust the results of the test? • Would we get the same results if the tests were taken again and scored by a different person? Tests can be made more reliable by making them more objective (controlled items).
  8. 8. Characteristics of a good test 2. • • Validity Something valid is something fair. A valid test is one that measures what it is supposed to measure. Types of Validity • Face: What do students think of the test? • Construct: Am I testing in the way I taught? • Content: Am I testing what I taught? Tests can be made more valid by making them more subjective (open items).
  9. 9. Characteristics of a good test 3. • • Practicality Something practical is something effective in real situations. A practical test is one which can be practically administered. Questions: • Will the test take longer to design than apply? • Will the test be easy to mark? Tests can be made more practical by making it more objective (more controlled items)
  10. 10. Reliability, Validity & Practicality The problem: • • • The more reliable a test is, the less valid. The more valid a test is, the less reliable. The more practical a test is, (generally) the less valid. The solution: As in everything, we need a balance (in both exams and exam items)
  11. 11. Testing... What? 1. Language • Grammar • Vocabulary • Spelling • Pronunciation 2. • • • • Skills Listening Reading Speaking Writing Why?  To find out what students have learnt  To find out what students can do
  12. 12. Testing in the Communicative Classroom • more than one type of test is needed (skills) • main focus: LANGUAGE is used for COMMUNICATION • tests must include: Listening Speaking Reading Writing activities (integrating the skills as it happens in real life) Nevertheless, scoring is more subjective: VALID, but not always RELIABLE.
  13. 13. Criteria for student evaluation 1. Criterion-referenced: how well a learner is performing in relation to a fixed criterion, based on an estimation of what is reasonable or desirable at a certain point in their development. 2. Norm-referenced: how well the learner is performing in relation to the group. 3. Individual-referenced: how well the learner is performing in relation to his/her previous performance.
  14. 14. Products from evaluation • Feedback: Information that is given to the learner about his/her performance of a learning task, usually with the objective of improving this performance. • Assessment: Informing the learner on how well or badly he/she has performed. (e.g. grades, “good”, “no”, etc.) • Correction: Specific information provided on aspects of the learner’s performance. MUST include information on what the learner did right as well as wrong, and, most importantly, why.
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