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Evaluacón ILE Introduction to the course - Preliminars
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Evaluacón ILE Introduction to the course - Preliminars

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Evaluacón ILE Introduction to the course - Preliminars Evaluacón ILE Introduction to the course - Preliminars Presentation Transcript

  • Instituto Pedagógico de CaracasEVALUACIÓN EN EL Departamento de Idiomas Modernos Cátedra de Lingüística PROCESO DE ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA - Código IIU115 - Prof. Rosynella Cardozo R. Prof. Jonathan Magdalena Prof. Mirna Quintero
  • CONTENT 1.- Review of main concepts a.- What is evaluation? b.- Generations in evaluation c.- Importance of evaluation d.- Evaluation types and purposes 2.- Evaluation Vs. Assessment a.-Types of assessment 3.- Principles of test design – test formats
  • CONTENT 5.- Test analysis and design 6.- Informal assessment 7.- Self assessment 8.- Evaluation
  • 1- EVALUATIONEvaluation is a natural activity which consists of making valuejudgments constantly. However, evaluation itself is not usuallycarried out in a principled and systematic way.The implications of evaluating in an educational context are morepowerful than those related to the social setting. As a result, itbecomes crucial that careful thought is given to make explicitwhat is being evaluated and the criteria by which it is beingjudged.Therefore, Evaluation (in the pedagogical context) refers to theact of making value judgments in a systematic way, using aprincipled, well-defined criteria to determine the productof education. .
  • GENERATIONS IN EVALUATION1st Generation: evaluators measure participants2nd Generation: evaluators describe participants3rd Generation: evaluators judge participants4th Generation: evaluators negotiate with participants Guba, E. and Lincoln, Y. (1989). Fourth Generation Evaluation. Newbury Park: Sage Publications Inc.
  • IMPORTANCE OF EVALUATION To diagnose the needs of participants. To determine how effective a process is (so as to improve it). To orient or reorient a process. To obtain feedback about classroom practiced and progress. To confirm the validity of all features in the education context. To determine and monitor students’ weaknesses or strengths. To determine the program’s appropriateness. To check on the strategies and the students’ response to them. To take decisions. .
  • TYPES OF EVALUATIONCongruent Formative Summative •Throughout •At the end of•Before the the whole (a stage of) theprocess process.begins. process. •To reinforce •To quantify it•To predict or improve it. through the useresults. of grades.
  • PURPOSES OF EVALUATION Accountability: Summative. Determines whether there has been value for money; whether something has been effective or not. It informs to decide is to continue or to be drastically removed. How? Analysis of statistical data. Who? Policy makers and resource providers. Curriculum Development: Formative. Involves information to be used as the basis of future planning and action. Improvement and renewal of curriculum. How? Responses to questionnaires, interviews, diaries. Who? Teachers and curriculum developers. Teacher self-development: Formative. To raise consciousness on teachers and other practitioners about what actually happens in the classroom. How? Self- assessment, awareness-raising activities. Who? Teachers. Student’s outcome: Formative/Summative.To check on students’ behavior (non- linguistic factors) and performance (linguistic factors). How? Teacher, Self, and peer-assessment; formal and informal assessment. Who? Teachers and Students.
  • EVALUATION VS. ASSESSMENTAssessment is the collection of data to describe or betterunderstand an issue. It is more often used in relation toeducational programs.A definition to distinguish the two terms:Assessment refers to the measurement ofperformance to determine if the ends ofteaching have been achieved, whereasevaluation refers to the judgments basedon that information.
  • EVALUATION AND ASSESSMENT Ev al on ua i t u at io n al Analysis of documents Ev Assessment Teachers’ Ev Appraisals n alu io Administrators’ at at lu Counselors’ io n va Community members’ E
  • WHO SHOULD USE ASSESSMENT ANDEVALUATION? Examples of why they need Assessment, Job Description Research and Evaluation Policy Makers set standards, focus on goals, monitor the quality of education, formulate policies, direct resources including personnel and money, and determine effects of tests Administration are school/departments meeting the goals of the University, appropriateness of curriculums and course, identify program strengths and weaknesses, designate program priorities, assess alternatives, plan and improve programs Teachers refine curriculum, perform individual diagnosis and prescription, monitor student progress, how much knowledge students are retaining from current teaching methods, provide feedback to students Researchers is research meeting the goal of the proposal (especially if funding is reliant on grant money that requires progress reports), how to improve the program, find unexpected outcomes .
  • TYPES OF ASSESSMENT Formal Informal Self - PeerAssessment Assessment Assessment (TESTING) •Workshops •Questionnaires•Tests: •Projects •Diaries•Exams •Presentations •Surveys•Quizzes •Homework •Desciptions •Etc. •Etc.
  • 2.- TEST CHARACTERISTICS.- Validity A test is valid “if it measures accurately what it isintended to measure” (Hughes, A., 1989)..- Reliability A test is reliable if it measures consistently.Results must be stable..- Practicality Aspects affecting time, money, effort, resources..- Washback Influence of tests on teaching and learning.
  • 3.- PRINCIPLES OF TEST DESIGN –TESTS FORMATS- Guidelines for item design- Formats- Sample items
  • 4.- COMMUNICATIVE TESTING Relevance Contextualization Meaningfulness Authenticity
  • 5.- TEST ANALYSIS ANDDESIGN Analysis of authentic tests from different contexts prior to test/item design6.- INFORMALASSESSMENT7.- SELF-ASSESSMENT