Presentation atoxforduni


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My presentation at the University of Oxford on using ICT to assess students.

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  • Russell, you are always inspiring! Glad to see that I'm on the right track: I have been using some of these tools with my students and they work really well!
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Presentation atoxforduni

  1. 1. Russell Stannard Presentation at the University of Oxford Exeter College
  2. 2. A bit about me How assessment has changed and why What this means What can technology do to help ( lots of examples of what I have done) Conclusions I have created a on-line version of this presentation where all the videos work. It also includes a link to a free book from the British Council
  3. 3. Work Part time lecturer at the University of Warwick NILE associate trainer Writing Have regular columns in the ELT Professional and the Teacher Trainer Awards Founder of teacher training Winner of -Times Higher Outstanding Initiative in ICT -British Council ELTons Technology award -University of Westminster ‘Excellence in teaching & learning’
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  5. 5. Free step by step videos to show teachers how to use technology Used by 350,000 teachers a year Has a newsletter with 19,000 subscribers An example video from the site ( video will download before playing)
  6. 6. Based on Chapter in recent British Council Book Innovations in learning technologies for ELT
  7. 7. Past Now For the teacher/school/student/emplo yers Discrete language items Some writing/reading Reflected ideas about language learning, about assessment etc Learner is devoid from the process Narrow definition of what assessment is. More stakeholders than ever. Parents, students, teachers, external examiners, employers, institutions, government etc Much wider view of what language learning is Learners have more say in the process ( autonomy) Totally different understanding of what assessment is and can do.
  8. 8. It is about communication ( Hymes 1972) It has a top down process as well as a bottom up process Knowledge of grammar does not mean the ability to use a language My memories of foreign language learning include long lists of vocabulary words and multiple choice, fill-in-the-blank, and discrete item tests. (Choa, 1999) Language learning needs to be grounded in needs/reality/through tasks
  9. 9. It can be a factor for motivation Needs to reflect what is taught Can have ‘Washback’ (Podromou 1995) It is part of the learning process ( feedback) Can be formative, summative Most teachers no longer view assessment as something that only occurs after the fact. Rather they recognise the benefits of conducting assessment before, during, and following teaching and learning. (Stoynoff, 2012: 527) It can even be a source for learning (Tomlinson 1995)
  10. 10. Reading texts are often more interesting and related to the student’s lives/interests Skills are integrated Writing is often better contextualised Listening might be global, specific, include different accents, do different things More and more speaking exams ( in pairs, groups etc) Real skills….giving presentations, discussing, etc
  11. 11. How do we include a greater range of skills in our assessments? Particularly how can we get the students to do more speaking work? One possible answer is through technology?
  12. 12. Watch this demonstration of a technology and think about how this could be used for assessing your students formally/informally. Discuss with a partner What might you ask them to do? How often? How would feedback be provided? Other factors to consider Vocaroo ( downloads before playing)
  13. 13. We need to reflect our new knowledge of language learning in the assessments we create ( formal and informal) We need to be aware of the wider implications of any assessments we set We may even want to involve students in the process of assessment ( autonomy/motivation etc)
  14. 14. Students make regular recordings in pairs/groups/individually They peer assess/self evaluate their work They can keep all their recordings in a blog (downloads before playing) They can choose a certain number of recordings that they ask the teacher to provide feedback on.
  15. 15. Present.Me allows students to upload PowerPoint presentations and then add their voice It includes a webcam The tool is free and very easy to use. The recordings can be shared or embedded. Example of how the tool works I have worked with this tool to develop students fluency/speaking. Here is an example of a student recording What feedback could we provide to him?
  16. 16. Similar in some ways ot Present.Me Can we used to get students speaking in pairs/groups/individuals Allows students to upload video, pictures, presentations etc Then add their voice to them Then share them over the internet or embed. How it works ( downloads before playing) Have done extensive work with the tool for speaking activities. Student 1 Student 2
  17. 17. Influenced by work of David Kluge and Peter Schneider (on line references) Set up clear activities Make them regular Have some sort of peer/self evaluation of the recordings ( pair students) Offer teacher intervention periodically Students choose the recordings for formal evaluation Work with my student Lu Lian showed that regular recordings resulted in improved fluency
  18. 18. Use blogs as a key assessment tool Students can.. Write Leave comments Add up digital content they have created Build an audience for their blogs Be creative in the design Use social networks to share
  19. 19. Easy for other stakeholders to view Wide range of resources ( writing, reading, videos, audio, discussions) Easy to update and change Continue after the course Washback ( Podromou 1995) Evidence of digital literacy ( Tomlinson 1995) 21st Century Skills
  20. 20. Restrict to one type of media ( for example only write once a week) Use as repository for other content ( audio recordings, video etc) Use in a much wider context to assess a whole range of skills ( reading, writing, speaking, vocabulary , pronunciation etc) (Cummins, P and Davesne, C 2009) Example ( downloads before playing) How to set up a blog ( downloads before playing)
  21. 21. ICT can broaden the types of assessments we set up They can engage students Provide them with 21st Century Skills Can provide information to a range of stakeholders Can cover the skills/competences students need to provide evidence of language ability. Are not that difficult to set up
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  23. 23. Kluge, D. Boosting Speaking Fluency through Partner Taping ITESLJ-available at Shneider P. Using Partner taping ITESLJ-available at
  24. 24. Choa, C-C (1999) ‘Theory and Research: New Emphases of Assessment in the Language Learning Classroom’, in Egbert, J and Hanson-Smith, E (eds) (1999) CALL Environments Research, Practice and Critical Issues. Alexandria, Va.: TESOL. Cummins, P and Davesne, C (2009) Using Electronic Portfolios for Second Language Ass Hymes, DH (1972) ‘On communicative competence’, in Pride, JB and Holmes, J (eds) (1972) Sociolinguistics, Harmondsworth: Penguin, 1972.essment. Modern Language Journal 93: 848–867 Lam, R and Lee, I (2010) Balancing the dual functions of portfolio assessment. English Language Teaching Journal 64/1: 54–64 Prodromou, L (1995) The backwash effect: from testing to teaching. English Language Teaching Journal 49/1: 13–25. Stoynoff, S (2012) Looking backward and forward at classroom-based language assessment. English Language Teaching Journal 66/4: 523–532. Tomlinson, B (1995) Testing to learn: a personal view of language testing. English Language Teaching Journal 59/1: 39–46.
  25. 25. How to use Vocaroo How to use Present.Me How to use Blogger How to use myBrainShark
  26. 26. Sign up to my newsletter ( sent out twice a month) Follow me on Twitter