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Beyond test : alternatives assesment

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Beyond test : alternatives assesment

  1. 1. Beyond Test : Alternatives in assesment Presented in Language testing subject Source : Language assement by H. Douglas Brown
  2. 2. <ul><li>Brown and Hudson ( 1988) noted that to speak of alternatives assement is counterproductive because the term implies something new and different that may be exempt from the requirementsof responsible test construction. </li></ul>
  3. 3. The defining cahracteristics of the various alternatives assesment <ul><li>Requires students to perform, create, produce or do something </li></ul><ul><li>Use real-word context or simulations </li></ul><ul><li>Are noinstrusive in that they extend the day to day classroom activities </li></ul><ul><li>allow students to be asssesed on what they normally do in class every year </li></ul><ul><li>use tasks that represent meaningful instructional activities </li></ul><ul><li>focus on processes as well as products </li></ul><ul><li>tap into higher-level thinking and problem solving skills </li></ul>
  4. 4. The dillema of maximizing both practically and washback <ul><li>The principal purpose of this chapter is to examine some of the alternatives in assement that are markedly different from formal test. </li></ul><ul><li>Test, especially large-scale standardized test, tend to be one shot performances that are timed, multiple choices, decontextualized, norm- referenced , and that foster extrinsic motivation. </li></ul>
  5. 5. Relationship of practically / reliability to washback High Practically and reliability low
  6. 6. Performances based assesment <ul><li>the characteristic of performance assesment : </li></ul><ul><li>Students make a constructed response </li></ul><ul><li>They engage in bigber- order thinking , with open –ended tasks </li></ul><ul><li>Tasks are meaningful , engaging, and authenthicatic </li></ul><ul><li>Tasks call for the integration of language skills </li></ul><ul><li>Both process and product are assesed </li></ul><ul><li>Depth of a student’s mastery is emphasized over breadth </li></ul>
  7. 7. <ul><li>in reality , performances as assesment procedure need to be treated with the same rigor as traditional tests. </li></ul><ul><li>To sum up, perfomances assesment is not completely synonymous with the concept of alternatives assesment. </li></ul>
  8. 8. Portofolios <ul><li>a portopolio is a purposeful collection of students work that demonstrates ... Their efforts, progress, and achievements in given areas. </li></ul>
  9. 9. Portofolio materials such as <ul><li>Esssays and composition in draft and final forms </li></ul><ul><li>Reports, project outlines </li></ul><ul><li>Poetry and creative prose </li></ul><ul><li>artwork, photos, newspaper or magazine clippings </li></ul><ul><li>Audio and or video recordings of representations, demonstration </li></ul><ul><li>Journals, diaries, and other personal reflections </li></ul><ul><li>Test, test scores, and written homework exercises </li></ul><ul><li>Notes on lectures </li></ul><ul><li>Self and peer assesment-coments, evaluations, and checklist </li></ul>
  10. 10. Succesfull portofolio development will depend on this <ul><li>State objectives clearly </li></ul><ul><li>Give guidelines on what materials to include </li></ul><ul><li>Communicate assesment criteria to students </li></ul>
  11. 11. Journals <ul><li>A journal is a log of one’s thought , feelings, reactions, assesments, ideas, or progress, toward goals, usually written with little attention to structure , form, o correctness. </li></ul><ul><li>journals obviously serve important pedagogical purposes : practice in the mechanics of writting , using writting as a thinking process, individu a lization , and communications with the teacher . </li></ul>
  12. 12. Conferences and interviews <ul><li>Conferences are not limited to drafts of written work. It must assume that the teacher plays the role of a facilitator and guide , not of an administrator of a formal assesment . </li></ul><ul><li>A number of generic question that may be usefull to pose in conference are </li></ul><ul><li>What did you like about this work? </li></ul><ul><li>What do you think you did well? </li></ul><ul><li>How does it shows improvement from previous work? Can you show me the improvement? </li></ul><ul><li>What did you do when you did not know a word that you want to write? </li></ul>
  13. 13. <ul><li>An interview is intended to denote a context in which a teacher interviews a student for designated assesment purpose. </li></ul><ul><li>How do conferences and interviews score in terms of principle of assesment ? Its practically, as is true for many of the alternatives to assesment , is low because they are time –consuming. </li></ul>
  14. 14. Observations <ul><li>All teacher , whether they are aware of it or not , observe their students in the classroom almost constantly. Virtually every questions , every response, and almost every non verbal behaviour is , at some levelof perception, noticed. </li></ul>
  15. 15. In order to carry out calssroom observations , you have to follow this step <ul><li>Determine the specific objectives of the observations </li></ul><ul><li>Decide how many students will be observed at one time </li></ul><ul><li>Set up the logistics for making unnoticed observations </li></ul><ul><li>Design a system for recording observed performances </li></ul><ul><li>Do not overestimate the number of different elements you can observe at one time </li></ul><ul><li>Plan how many observations you will make </li></ul><ul><li>Determine specifically how u will use the results </li></ul>
  16. 16. Self and peer assesment <ul><li>A conventional view of language assesment might consider the notion of self-and peer-assesment as an absurd reversal of politically correct power relationships. </li></ul><ul><li>Self –assesment derives its theoritical justification from a number of well established principles of second language acquisition. </li></ul><ul><li>Peer-assesment appeals to similar principles , the most obvious of which is cooperative learning. Many people go through a whole regimen of education from kindergaten up through a graduate degree and never come to appreciate the value of collaboration in learning. </li></ul><ul><li>Peer assesment is simply one arm of a plethora of tasks and procedures within the domain of learner-centered and collaboration education. </li></ul>
  17. 17. Type of self and peer assesments <ul><li>Asesement of a specific performance </li></ul><ul><li>Indirect assesment of general competence </li></ul><ul><li>Metacognitive assesment for setting goals </li></ul><ul><li>Socioaffective assesment </li></ul><ul><li>Student generated test </li></ul>
  18. 18. question <ul><li>siti : give example for portofolio and how to asses portofolio ? </li></ul><ul><li>monggang : can you explain diagram of relationship pratically/realibility ? </li></ul>

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