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

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

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  • 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. 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. 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. The relationship between TEACHING and TESTING Separated teaching is mainly directed to a particular test school exams public examinations
  • 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. Therefore: TEACHING TESTS = valuable devices LEARNING (rather than UNPLEASANT IMPOSITIONS) CLOSE relationship is EXTREMELY IMPORTANT
  • 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. 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. 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. 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. 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. 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. 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. 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.