 What makes our teaching effective?
 How do we know that we are effective
teachers?
 What do effective teachers do?
 “I’m an eclectic teacher.”
 “My class is very communicative.”
 “I use task-based teaching.”
 “I always support my stu...
 “My activities are very engaging.”
 “I never use Filipino in my classroom.”
 “My students like my classes.”
 “I teach...
 Are my students learning?
 What do my students know?
 What can my students do?
 What are my students’ strengths and
w...
 Language assessment is any process used to
gather information about student learning to
improve or facilitate language l...
 Assessment plays a key role in the teaching
and learning of a second or foreign language.
 It is the only means teacher...
 Language assessment is a very useful process
that has the power to inform and the power to
influence
 They provide info...
 Language assessment provides valuable
information about different aspects of the
education system:
 Students
 Teaching...
 Language assessment has the potential to
generate changes in individuals’
 perceptions
 behaviors
 attitudes
 values...
 Language assessment provides guidance on
the decisions teachers need to make in the
classroom
 who passes/fails
 what ...
 Assessments are even more powerful if they
are the only criteria used to make critical
decisions that could have an impa...
 Tests and testing systems are subject to abuse
because test scores and test interpretations
are put to a host of differe...
 To exercise power and control
 to control attendance
 to control discipline
 to punish
 to threaten
 Assessment of learning
 Assessment for learning
 Assessment as learning
 Assessment is summative in nature.
 It is used for accountability purposes.
 It documents how much the students have
l...
 Assessment is formative in nature.
 It is used to improve the language learning
process.
 It provides information abou...
 Assessment is an integral part of the
teaching-learning process.
 Each assessment provides the learners an
opportunity ...
 Gather information about what students know
and can do.
 Use different ways to collect information.
 Quantify the info...
 Assessment: to gather information about
students, about student learning
 Testing: one way to gather information
 Meas...
Challenges
 There seems to be a disconnect between
theory and practice when it comes to
assessment.
 What teacher believe is not ex...
 There is a lack of teacher education and
teacher training in language assessment.
 There is a lot of emphasis on langua...
 National Bilingual Program
 2008:The year of evaluation
 Decree 1290
 Reflect on how you are currently using
language assessment.
 Make an effort to train yourself on using
language assessm...
General
Recommendations
1. The assessment process is
democratic
 Democratic assessment is an assessment process in
which all stakeholders partici...
2. The assessment process must be
clear
 The purpose of the assessment
 What to assess
 How you assess
 When to assess...
3. Give appropriate instructions
 Instructions should be clear.
 The language of the instructions should
match the langu...
4. Make assessment an ongoing
process
 Teachers assess at the beginning of the teaching-
learning process (diagnostic ass...
5. Assess using different criteria
 Different assessment instruments.
 Different types of tasks.
 Different ways to int...
 Formal Assessment
 InformalAssessment
 Observations
 Questions and answers
 Interactions
 Interviews
 Teacher-stud...
 Teacher-made tests, self-assessment, peer-
assessment.
 Selected-response tasks, constructed-
response tasks.
 Perform...
6. Use “authentic” assessments
 It allows teachers to make valid
inferences about your students.
 It will enhance the st...
 A form of assessment in which students are
asked to perform ‘real-world’ tasks or ‘real-
classroom’ tasks that demonstra...
Projects
Essays
Interviews
Oral presentations
Problem solving
Demonstrations
Reports
Discussions
Debates
Role plays
Info-g...
6. Contextualize assessments
 It gives the assessment task a
purpose.
 It will allow students to make
connections.
 It ...
• Decontextualized:Write three sentences
about Colombia.
• Contextualized:The school wants people to
get to know our beaut...
7. Use appropriate tasks
 The level of the tasks should be appropriate
according to the students’ needs and interests.
 ...
8. Use integrated assessments
 Do not assess skills (e.g. reading, listening,
writing, speaking, grammar, vocabulary,
pro...
9. Have clear scoring procedures
 Teachers must have a clear systematic scoring
scheme.
 These scoring procedures should...
10. Align assessments to instruction
 Assessment tasks should aligned to instruction.
 Tasks should be similar to the ta...
11. Empower your students
 Students are the central part of the
assessment process.
 Students should accept this respons...
12. Provide feedback to your
students (formative assessment)
 immediate
 ongoing
 relevant
 Teachers should provide guide and feedback
that will allow students to enhance the learning
process:
 Feedback is immed...
12. Assessment should be fair.
 The assessment should provide all students an
equal opportunity to demonstrate what they
...
 The assessment should provide all students
an equal opportunity to demonstrate what
they have learned.
 Assessment item...
 Describe your favorite basketball team.
 Write a paragraph describing your last
vacation trip.
 Describe what you do w...
 Make sure that you are trained on how to use
language assessments appropriately.
 Contribute changing the negative
perc...
Assessing language skills
Upcoming SlideShare
Loading in...5
×

Assessing language skills

878

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
878
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
43
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Assessing language skills

  1. 1.  What makes our teaching effective?  How do we know that we are effective teachers?  What do effective teachers do?
  2. 2.  “I’m an eclectic teacher.”  “My class is very communicative.”  “I use task-based teaching.”  “I always support my students.”  “I use authentic activities and materials.”  “My classes are student-centered.”  “I promote autonomous learning.”
  3. 3.  “My activities are very engaging.”  “I never use Filipino in my classroom.”  “My students like my classes.”  “I teach my students learning strategies.”  “My English is very good.”  “I always plan my classes.”  “I studied at University [Insert Name].”
  4. 4.  Are my students learning?  What do my students know?  What can my students do?  What are my students’ strengths and weaknesses?  What can I do to help my students learn the language?
  5. 5.  Language assessment is any process used to gather information about student learning to improve or facilitate language learning.  Standardized assessment  Classroom assessment
  6. 6.  Assessment plays a key role in the teaching and learning of a second or foreign language.  It is the only means teachers have to verify that their students are actually learning.  Through classroom assessment we can:  Integrate teaching and learning.  Improve student learning.  Improve teaching.
  7. 7.  Language assessment is a very useful process that has the power to inform and the power to influence  They provide information.  They can generate changes.  They can guide the decision-making process.
  8. 8.  Language assessment provides valuable information about different aspects of the education system:  Students  Teaching  Program
  9. 9.  Language assessment has the potential to generate changes in individuals’  perceptions  behaviors  attitudes  values  motivation
  10. 10.  Language assessment provides guidance on the decisions teachers need to make in the classroom  who passes/fails  what to do next  what to reinforce  when to move on
  11. 11.  Assessments are even more powerful if they are the only criteria used to make critical decisions that could have an impact in the educational system and its stakeholders.
  12. 12.  Tests and testing systems are subject to abuse because test scores and test interpretations are put to a host of different uses.  Tests are used unethically for other purposes than they were originally intended for.  To avoid abuses, the purpose of any test should be made explicit and public.
  13. 13.  To exercise power and control  to control attendance  to control discipline  to punish  to threaten
  14. 14.  Assessment of learning  Assessment for learning  Assessment as learning
  15. 15.  Assessment is summative in nature.  It is used for accountability purposes.  It documents how much the students have learned.  The main goal of assessment is to assign a grade
  16. 16.  Assessment is formative in nature.  It is used to improve the language learning process.  It provides information about what students have to learn, how much they have learned, and what they need to do to improve.
  17. 17.  Assessment is an integral part of the teaching-learning process.  Each assessment provides the learners an opportunity to continue learning.  Assessment provides students with an opportunity to use the language in “real-life” tasks.
  18. 18.  Gather information about what students know and can do.  Use different ways to collect information.  Quantify the information if needed.  Interpret and judge the information.  Make decisions based on these interpretations.  Repeat process.
  19. 19.  Assessment: to gather information about students, about student learning  Testing: one way to gather information  Measurement: quantify the information  Evaluation: judge the information
  20. 20. Challenges
  21. 21.  There seems to be a disconnect between theory and practice when it comes to assessment.  What teacher believe is not exactly what teachers practice.  Most language assessment practices are not appropriate.
  22. 22.  There is a lack of teacher education and teacher training in language assessment.  There is a lot of emphasis on language teaching, but not necessarily on language assessment.  There is a generalized negative perception about assessment.  There is a tendency to simply equate assessment to grades.
  23. 23.  National Bilingual Program  2008:The year of evaluation  Decree 1290
  24. 24.  Reflect on how you are currently using language assessment.  Make an effort to train yourself on using language assessment appropriately.  Make language assessment
  25. 25. General Recommendations
  26. 26. 1. The assessment process is democratic  Democratic assessment is an assessment process in which all stakeholders participate actively.  It’s a process that is people-centered.  It’s a way to empower stakeholders.  It’s a process where students have control of their own learning.  It’s a process that allows students to reflect on their own learning (i.e. self-assessment and peer- assessment) in order to improve.
  27. 27. 2. The assessment process must be clear  The purpose of the assessment  What to assess  How you assess  When to assess  How to score the assessment  How to interpret the assessment  How the assessment is used
  28. 28. 3. Give appropriate instructions  Instructions should be clear.  The language of the instructions should match the language level of the students.  All students must have a clear understanding of what they have to do to demonstrate their knowledge, abilities or competence.
  29. 29. 4. Make assessment an ongoing process  Teachers assess at the beginning of the teaching- learning process (diagnostic assessment).  Teachers assess during the process (formative assessment).  Teachers assess at the end of the process (summative assessment).
  30. 30. 5. Assess using different criteria  Different assessment instruments.  Different types of tasks.  Different ways to interpret assessments.
  31. 31.  Formal Assessment  InformalAssessment  Observations  Questions and answers  Interactions  Interviews  Teacher-student conferences
  32. 32.  Teacher-made tests, self-assessment, peer- assessment.  Selected-response tasks, constructed- response tasks.  Performance-based tasks (portfolios, essays, presentations, debates, info-gaps, role-plays, projects, etc.).
  33. 33. 6. Use “authentic” assessments  It allows teachers to make valid inferences about your students.  It will enhance the students ability to transfer skills.
  34. 34.  A form of assessment in which students are asked to perform ‘real-world’ tasks or ‘real- classroom’ tasks that demonstrate meaningful application of essential knowledge and skills.
  35. 35. Projects Essays Interviews Oral presentations Problem solving Demonstrations Reports Discussions Debates Role plays Info-gaps Jig-saws Conversations
  36. 36. 6. Contextualize assessments  It gives the assessment task a purpose.  It will allow students to make connections.  It will allow students to apply their knowledge.
  37. 37. • Decontextualized:Write three sentences about Colombia. • Contextualized:The school wants people to get to know our beautiful country. For this reason, the principal is asking students to write sentences to describe Colombia.Write three sentences about Colombia and post them in the bulleting board .
  38. 38. 7. Use appropriate tasks  The level of the tasks should be appropriate according to the students’ needs and interests.  Tasks should reflect the students’ language level, age, interests, and cognitive development.  The tasks should give all students the opportunity to demonstrate all their language knowledge and abilities.  Tasks should be engaging and fun for students.
  39. 39. 8. Use integrated assessments  Do not assess skills (e.g. reading, listening, writing, speaking, grammar, vocabulary, pronunciation) in isolation.  Use tasks that require students to use more than one skill or sub-skill in order to complete it.  It’s more authentic.
  40. 40. 9. Have clear scoring procedures  Teachers must have a clear systematic scoring scheme.  These scoring procedures should allow teachers to consistently score students’ performances.  This scoring scheme should inform teachers and students where the students should be, where they are, and what they need to do get there.
  41. 41. 10. Align assessments to instruction  Assessment tasks should aligned to instruction.  Tasks should be similar to the tasks that are done in class.  The cognitive level of the assessment tasks are similar to the ones on the classroom tasks.  This allows students to transfer what they are learning in class during the assessment.
  42. 42. 11. Empower your students  Students are the central part of the assessment process.  Students should accept this responsibility and take control of their learning process.  Make assessment a democratic process.  Use self-assessment and peer- assessment.
  43. 43. 12. Provide feedback to your students (formative assessment)  immediate  ongoing  relevant
  44. 44.  Teachers should provide guide and feedback that will allow students to enhance the learning process:  Feedback is immediate and ongoing.  Feedback highlights the students’ strengths and limitations.  Students should make sense of the feedback.  Provide qualitative feedback (descriptive).
  45. 45. 12. Assessment should be fair.  The assessment should provide all students an equal opportunity to demonstrate what they have learned.  Assessment items or tasks should be free of any bias and should not offend anyone.  The items/tasks should not favor any specific group of language learners (female/male, old/young, etc.).
  46. 46.  The assessment should provide all students an equal opportunity to demonstrate what they have learned.  Assessment items or tasks should be free of any bias and should not offend anyone.  The items/tasks should not favor any specific group of language learners (female/male, old/young, etc.).
  47. 47.  Describe your favorite basketball team.  Write a paragraph describing your last vacation trip.  Describe what you do with your father on Sundays.  Write an essay explaining why men are better than women.
  48. 48.  Make sure that you are trained on how to use language assessments appropriately.  Contribute changing the negative perceptions that people have about assessment.  Start first by making sure you have a positive perception about assessment.  Use an assessment system that is truly democratic.
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×