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TESTING, EVALUATION  &  ASSESSMENT IN ELT
Testing, Evaluation and Assessment By Fitzroy Kennedy. M.A. School of Education. University of Alabama
What is teaching? *Write down the definition of “teaching” *Pair up with someone to come up with a definition  *Share your...
Teaching is... <ul><li>To present information </li></ul><ul><li>To reveal knowledge or skill </li></ul><ul><li>To help stu...
The general purpose of teaching is to help students to learn… How can you know that  the students in your class really lea...
When you are checking student’s knowledge is… Evaluation Assessment
What is the difference between Assessment and Evaluation?
Differences between assessment and evaluation Timing Assessment Formative.  It is an ongoing process of gathering informat...
Focus of measurement Assessment Process-oriented.  How learning is going Evaluation Product-oriented.   What has been lear...
Administrator / recipient relationship Assessment Reflective.  Internally defined (criteria / goals) Evaluation Prescripti...
Findings.  The use of such findings Assessment Diagnostic.  Identify areas of improvement Evaluation Judgmental.   Arrive ...
Ongoing modifiability of criteria Assessment Flexible.  Adjust as problems are clarified Evaluation Fixed.   To reward suc...
Standards of measurement Assessment Absolute.  Tries to reach the ideal outcomes. Evaluation Comparative.  Divide better f...
Relation between A / E Assessment Cooperative.   Learn from each other Evaluation Competitive.   To try to do better than ...
Dimension of difference Assessment Evaluation Timing Formative Summative Focus of measurement Process-oriented Product-ori...
So that... Assessment  for formative purposes is designed to stimulate growth, change and improvement in teaching through ...
Ways to improve teaching and learning by A/E? <ul><li>Implement research-based “best practices” </li></ul><ul><li>* Put th...
Employ an assessment  informed model  of teaching <ul><li>Define learning outcomes (desired by teachers and / or learners)...
Establishing objectives Subject-matter taxonomy by Rebecca Valette and Renee Disick <ul><li>Mechanical skills </li></ul><u...
Principles of Assessment <ul><li>To improve their teacher, faculty must define learning  </li></ul><ul><li>outcomes and me...
Example of Assessment
Content of the ELP
<ul><li>The Biography is an ever-changing part of the ELP which children should revisit and update regularly, enabling the...
<ul><li>The biography contains “can do” statements which children may color in and complete as they progress, building up ...
 
My Dossier <ul><li>It is a personal collection of children’s work </li></ul><ul><li>Children may file texts, pictures or r...
 
My language passport <ul><li>The passport provides an overview of the languages a child knows, or is learning.  It covers ...
The Language Passport should have…
Evaluation Testing students Achievement test
 
Adapting  to meet learner needs – some Exercise Types: <ul><li>COGNITIVE PAIRS </li></ul><ul><li>CLOZE EXERCISE </li></ul>...
EXPLOITING   LEARNER CHARACTERISTICS To Promote Effective Language Acquisition <ul><li>Some RECOMMENDATIONS:  </li></ul><u...
Using  Task-Based  Learning <ul><li>“ A TASK is a  goal-oriented activity with a clear purpose.  A communication task invo...
 
Why Test? <ul><li>Students  learn more  in classes that use tests  </li></ul><ul><li>The  connection  between  testing  an...
 
Decide wisely how and when to... Evaluate Assess
Thanks for your attention! Fitzroy Kennedy. M.A. School of Education University of Alabama [email_address]
 
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FITZROY KENNEDY, MA - TESTING & ASSESSMENT IN ELT

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FITZROY KENNEDY, MA - TESTING & ASSESSMENT IN ELT

  1. 1. TESTING, EVALUATION & ASSESSMENT IN ELT
  2. 2. Testing, Evaluation and Assessment By Fitzroy Kennedy. M.A. School of Education. University of Alabama
  3. 3. What is teaching? *Write down the definition of “teaching” *Pair up with someone to come up with a definition *Share your definitions with the group.
  4. 4. Teaching is... <ul><li>To present information </li></ul><ul><li>To reveal knowledge or skill </li></ul><ul><li>To help students to learn </li></ul><ul><li>* All of the above can be accomplished either </li></ul><ul><li>deliberately or incidentally </li></ul><ul><li>* You can teach by means of explicit instruction, </li></ul><ul><li>ongoing guidance, deliberate modeling, or </li></ul><ul><li>accidental example. </li></ul>
  5. 5. The general purpose of teaching is to help students to learn… How can you know that the students in your class really learned? by which means?
  6. 6. When you are checking student’s knowledge is… Evaluation Assessment
  7. 7. What is the difference between Assessment and Evaluation?
  8. 8. Differences between assessment and evaluation Timing Assessment Formative. It is an ongoing process of gathering information on the extent of learning. Evaluation Summative. It sums up attainment at the end of the course with a grade.
  9. 9. Focus of measurement Assessment Process-oriented. How learning is going Evaluation Product-oriented. What has been learned
  10. 10. Administrator / recipient relationship Assessment Reflective. Internally defined (criteria / goals) Evaluation Prescriptive. Externally imposed standards
  11. 11. Findings. The use of such findings Assessment Diagnostic. Identify areas of improvement Evaluation Judgmental. Arrive at an overall grade / score
  12. 12. Ongoing modifiability of criteria Assessment Flexible. Adjust as problems are clarified Evaluation Fixed. To reward success, punish failure
  13. 13. Standards of measurement Assessment Absolute. Tries to reach the ideal outcomes. Evaluation Comparative. Divide better from worse
  14. 14. Relation between A / E Assessment Cooperative. Learn from each other Evaluation Competitive. To try to do better than the others
  15. 15. Dimension of difference Assessment Evaluation Timing Formative Summative Focus of measurement Process-oriented Product-oriented Relationship between administrator and recipient Reflective Prescriptive Finding. The use of such findings Diagnostic Judgmental Ongoing modifiability of criteria Flexible Fixed Standards of measurement Absolute Comparative Relationship between objects of A / E Cooperative Competitive
  16. 16. So that... Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation is used for summative purposes to give an overview of a particular instructor's teaching in a particular course and setting Assessment vs Evaluation
  17. 17. Ways to improve teaching and learning by A/E? <ul><li>Implement research-based “best practices” </li></ul><ul><li>* Put the examples into practice </li></ul><ul><li>Employ an assessment-informed model of teaching </li></ul><ul><li>focused on measurable student learning outcomes. </li></ul>
  18. 18. Employ an assessment informed model of teaching <ul><li>Define learning outcomes (desired by teachers and / or learners) well in advance. </li></ul><ul><li>Assess progress toward outcomes, by and for both teacher and learner, continually during learning. </li></ul><ul><li>Evaluate achievements of outcomes rigorously as each learning opportunity concludes. </li></ul><ul><li>- Course by course, semester by semester. </li></ul>
  19. 19. Establishing objectives Subject-matter taxonomy by Rebecca Valette and Renee Disick <ul><li>Mechanical skills </li></ul><ul><li>Knowledge </li></ul><ul><li>Transfer </li></ul><ul><li>Communication </li></ul><ul><li>Criticism </li></ul>
  20. 20. Principles of Assessment <ul><li>To improve their teacher, faculty must define learning </li></ul><ul><li>outcomes and measure their achievement. </li></ul><ul><li>To improve their learning, students must learn how to </li></ul><ul><li>use feedback to assess their own progress </li></ul><ul><li>(“self-assessment”). </li></ul><ul><li>The best assessment derives from teacher’s questions </li></ul><ul><li>about their own teaching. </li></ul><ul><li>Assessment provides an impetus for active student </li></ul><ul><li>involvement. </li></ul>
  21. 21. Example of Assessment
  22. 22. Content of the ELP
  23. 23. <ul><li>The Biography is an ever-changing part of the ELP which children should revisit and update regularly, enabling them to reflect upon and record what they can do in each language. </li></ul>My language Biography
  24. 24. <ul><li>The biography contains “can do” statements which children may color in and complete as they progress, building up into a personalized learning diary. </li></ul>By recording activities like this children become aware of their progress and of the linguistic content of the course.
  25. 26. My Dossier <ul><li>It is a personal collection of children’s work </li></ul><ul><li>Children may file texts, pictures or recordings which illustrate their experiences and achievements </li></ul><ul><li>Children take pride of their dossier and they make decisions about what is going to be included, removed or replaced </li></ul><ul><li>When children leave a class, they can select favorite pieces of work which reflect their good job, to show off to their teacher of parents </li></ul>
  26. 28. My language passport <ul><li>The passport provides an overview of the languages a child knows, or is learning. It covers both and school contexts and is a way of giving visibility and value to all language-learning experiences. </li></ul><ul><li>It can be to motivate young learners and it may be particularly valuable, together with “My Dossier”, when children move from school to school or when teachers change. </li></ul>
  27. 29. The Language Passport should have…
  28. 30. Evaluation Testing students Achievement test
  29. 32. Adapting to meet learner needs – some Exercise Types: <ul><li>COGNITIVE PAIRS </li></ul><ul><li>CLOZE EXERCISE </li></ul><ul><li>FILL IN THE BLANKS </li></ul><ul><li>WORD OR LETTER UNSCRAMBLE </li></ul><ul><li>RE-ORDERING A SEQUENCE </li></ul><ul><li>TRUE or FALSE </li></ul><ul><li>GIVE A DESCRIPTION </li></ul><ul><li>EXPOSITORY WRITING </li></ul><ul><li>COMPLETE THE PHRASE or SENTENCE </li></ul><ul><li>ERROR CORRECTION </li></ul><ul><li>COMPREHENSION QUESTIONS </li></ul><ul><li>WRITE THE QUESTION </li></ul><ul><li>COMPLETE A CHART or GRAPH </li></ul><ul><li>MULTIPLE CHOICE </li></ul><ul><li>SELECT AN ITEM FROM A GROUP </li></ul><ul><li>RE-WRITE or RE-STATE </li></ul><ul><li>GIVE AN OPINION </li></ul><ul><li>A COMBINATION of EXERCISES </li></ul>
  30. 33. EXPLOITING LEARNER CHARACTERISTICS To Promote Effective Language Acquisition <ul><li>Some RECOMMENDATIONS: </li></ul><ul><li>Use a variety of exercise types </li></ul><ul><li>Use Multi-Media activities </li></ul><ul><li>Test only material taught </li></ul><ul><li>Provide examples for varying learner characteristics </li></ul><ul><li>Teach to and Evaluate a wide range of knowledge and skills </li></ul><ul><li>Evaluate communicative skills </li></ul><ul><li>Use adapted readings, materials and vocabulary at proper levels </li></ul>
  31. 34. Using Task-Based Learning <ul><li>“ A TASK is a goal-oriented activity with a clear purpose. A communication task involves achieving an outcome, creating a final product that can be appreciated by others.” </li></ul><ul><li>from Jane Willis, 1998 </li></ul>
  32. 36. Why Test? <ul><li>Students learn more in classes that use tests </li></ul><ul><li>The connection between testing and increased learning is well-proven in research </li></ul><ul><li>Students are more motivated in classes that use tests … (M. Thompson, 2001) </li></ul><ul><li>The classes in which students learn most and for which they study hardest are ones in which they are frequently and thoroughly tested… </li></ul><ul><li>(Eggan / Kauchak, 1994) </li></ul><ul><li>Students expect to be tested – adult students expect and respect formal testing and are challenged by it… </li></ul><ul><li>(Hilles ref. by Thompson, 2001) </li></ul>
  33. 38. Decide wisely how and when to... Evaluate Assess
  34. 39. Thanks for your attention! Fitzroy Kennedy. M.A. School of Education University of Alabama [email_address]

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