ASSESSMENT OF LISTENING AND SPEAKING

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ASSESSMENT OF LISTENING AND SPEAKING

  1. 1. Introduction  English Assessment is a weakness  Assessment courses  The evaluation process  Exams
  2. 2. Assessment and Evaluation What is Assessment? It is a systematic and cyclical process that makes expectations and standards explicit and public. What Assessment is NOT: 1. Student grades. 2. Faculty/Course evaluations. 3. Part of an accreditation process.
  3. 3. The main problem in public institutions is the lack of processes in English area, we have noticed that there are not specific or even an assessment regards to listening and speaking, this situation produces a confusion among instructors due to they do not know whether an evaluation is the same as assessment.
  4. 4. Liceo Académico in Puriscal
  5. 5. Objectives General Objective To assess students behavior and progress in an effective way in order to give them the tools to face their future through English.
  6. 6. Specific Objectives  To establish specific moment to develop each of the four language skills separately.  To give students the opportunity to choose the topics in which they are interested and to take advantage of the listening and speaking skills in order to assess their progress.  To provide students with a variety of activities that English will take the first place in what they are going to be assessed.
  7. 7. Variables  Academic condition of the students  The use of listening exercises in class to improve listening techniques.  Fear  The use of technology in class.
  8. 8. Investigation Academic Degree Methodology interests fears strengths weaknesses Surveys
  9. 9. Students’ Survey CHART # 19 LISTENING INTERESTING QUESTION Is listening interesting? 1 2 3 4 5 3 1 29 12 5 Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012. GRAPH # 19
  10. 10. CHART # 21 AFRAID OF SPEAKING ENGLISH QUESTION 1 2 3 4 5 4 11 29 Are you afraid of speaking English? 2 4 Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012. GRAPH # 21
  11. 11. CHART # 26 ENGLISH CONTACT QUESTION Do you have contact with English? 1 2 3 4 5 38 5 3 3 1 Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012. GRAPH # 26
  12. 12. Teachers’ Survey CHART # 5 FORMATIVE EVALUATION MOST QUESTION ALWAYS OF THE TIME SOMETIMES NEVER Do you apply formative evaluation? 1 3 5 Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012. GRAPH # 5 1
  13. 13. CHART # 6 QUANTITATIVE EVALUATION Most of Question Always the time Sometimes 3 4 Never Do you apply quantitative evaluation? 2 Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012. GRAPH # 6 1
  14. 14. CHART # 7 TECNOLOGY IN THE CLASS QUESTION ALWAYS MOST OF SOMETIMES NEVER THE TIME Do you use technology in your classes? 0 3 5 2 Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012. GRAPH # 7
  15. 15. CHART # 8 LISTENING EXERCISES QUESTION ALWAYS MOST OF SOMETIMES NEVER THE TIME Do you use listening exercises in class? 3 5 2 0 Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012. GRAPH # 8
  16. 16. CONCLUSIONS  Lack of knowledge  MEP’s requirements  Use of technology  Teachers’ experience
  17. 17. RECOMMENDATIONS  Be updated  Love what you do  Motivation  Four English skills
  18. 18. PROPOSAL ASSESSMENT SHEET FOR FORMATIVE PURPOSES
  19. 19. GENERAL OBJECTIVE To understand and apply listening and speaking assessment in the English classes in public high schools for a better acquisition of the language. SPECIFIC OBJECTIVES  To provide feedback to students´ growth .  To know the needs on English classes in order to fulfill those needs.  To apply self and peer assessment to know different points of view .
  20. 20. ACHIEVEMENT OF THE PROPOSAL  Dates  4 English Skills  Formative Evaluation  Objectives  Students’ interests  Activities  Self and Peer Evalutation
  21. 21. APPROACH
  22. 22. ASSESSMENT FOR FORMATIVE PURPOSES This chart has been designed for FORMATIVE Purposes. Assessment Sheet Student’s name: ____________________________________________ Date: ___________________________ Grade:___________________ USE OF STRATEGIES 1 Fair use FLUENCY 1 Fragmentary 1 Lacks basic 1 Incorrect structures 1 Almost incomprehensible 2Hesitant use 2 Hesitant 2 Inaccurate 2 Some correct structures 2 Half understandable 3 Good use 3 Almost natural 3 Accurate 3 Most comprehensible 3 Most comprehensible 4 Accurate use 4 Natural 4 Extensive for this grade 4 Almost always correct structures 4 Totally comprehensible Strengths __________________ __________________ VOCABULARY GRAMMAR PRONUNCIATION Areas to improve _________________ __________________

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