Educ 1814 assessment new

271 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
271
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Educ 1814 assessment new

  1. 1. www.nvcc.edu/workfo
  2. 2. EDUC 1814: Assessing English Proficiency American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College www.nvcc.edu/workfo
  3. 3. Overview • • • • • • • Testing vs. Assessment Why Assess Students? Functions of Assessment What Can We Assess? Assessment Types & Test Types Formal & Informal Assessments Ideal Assessments www.nvcc.edu/workfo
  4. 4. Testing in the Past “Assessment is often shrouded in mystique, governed by tradition and has the tendency to be notoriously inadequate.” Beaumont-Kings, 1994 www.nvcc.edu/workfo
  5. 5. Testing Today “Tests need not be degrading or threatening. • Can they build a person’s confidence and become learning experiences? • Can they become an integral part of a student’s ongoing classroom development? • Can they bring out the best in students? The answer is yes” Brown & Abeywickrama, 2010 www.nvcc.edu/workfo
  6. 6. Reflection • Think of your most memorable testing experience. – – – – Was it positive or negative? Was it fair? What did it test? How did it affect your studying/learning habits? www.nvcc.edu/workfo
  7. 7. Tests vs. Assessments • A test is: – – – – A form of assessment An instrument given at a discrete time Done at the end of a unit/semester/year Measures mastery www.nvcc.edu/workfo
  8. 8. Tests vs. Assessments (cont.) • An assessment is: – A process of gathering data related to student progress – A combination of multiple methods (tests, observations, interviews, etc.) – Done at any time (continuous) www.nvcc.edu/workfo
  9. 9. Why Assess Students? • As Teachers, we want to discover: – What students know (knowledge) – What students can do (skills) & how well they do it (performance) – How students learn (process) – How they feel about their work (motivation/effort/attitudes) www.nvcc.edu/workfo
  10. 10. Why Assess Students? (cont.) • As Administrators/Researchers we want to: – – – – Analyze language learning & use Design & modify programs Provide feedback to students Provide feedback to other stakeholders www.nvcc.edu/workfo
  11. 11. Functions of Assessment • Diagnostic: – What does the student (Ss) know? – What are the gaps in the Ss knowledge? • Formative: – How well is the Ss doing during the course? (motivation) • Summative: – How well did the Ss do at the end? www.nvcc.edu/workfo
  12. 12. What can we assess? • Students’ learning styles and abilities • Students’ interest, goals, and attitudes • Students’ content knowledge & application www.nvcc.edu/workfo
  13. 13. Assessment Types • • • • • • • True-False Multiple Choice Completion Short Answer Essay Practical Exam Reports • • • • • • • Questionnaires Journals Portfolios Observations Discussions Interviews Peer/Self Rating www.nvcc.edu/workfo
  14. 14. Test Types • • • • • Admissions Test Placement Test Aptitude Test Proficiency Test Diagnostic Test • Dominance Test • Progress Test • Achievement Test www.nvcc.edu/workfo
  15. 15. Activity One Which Test is Which? • In pairs, read about the different types of tests. • Match the test name to each type. • Compare your results with another pair’s. • Discuss. www.nvcc.edu/workfo
  16. 16. Formal Assessments - Planned - Time constrained - Occur outside of the lesson - Focused on content - Results recorded - Individual Informal Assessments - Unplanned or planned - Not time constrained - Occur during the lesson - Focused on growth - Results not recorded - Individual or group www.nvcc.edu/workfo
  17. 17. Formal Assessments - Easy to grade - High face value - Fosters “cramming” - Assesses declarative knowledge Informal Assessments - Difficult to grade - Lower face value - Fosters development of skills - Assesses creative thinking/problem solving www.nvcc.edu/workfo
  18. 18. Ideal Assessments • Reliable – Given by different testers yields a similar result • Valid – Has students produce and measure what it claims to test them on • Practical – Easy to administer www.nvcc.edu/workfo
  19. 19. Ideal Assessments (cont.) • Authentic – Similar to real world tasks • Washback – Positive effect on learning and teaching Brown, 2004 www.nvcc.edu/workfo
  20. 20. Assessments Used at ACLI - Placement Tests (four skills) - Departmental Exams (speaking & writing) - Class Exams (listening & reading) - Quizzes - Essays - Journals - Role-plays - Presentations - Games - Online Tests - Debates www.nvcc.edu/workfo
  21. 21. Activity Two Assessing the 4 Skills • In groups of 3-4, think of an assessment to evaluate each of these skills: – – – – Speaking Listening Reading Writing www.nvcc.edu/workfo
  22. 22. Activity Three Assessment Practice • In pairs – – – – Read three pieces of writing. Assess which is weak, middle, strong. Listen to three speakers answer a question. Assess which is weak, middle, strong. • Discuss what, if any, challenges you experienced while assessing students. www.nvcc.edu/workfo
  23. 23. Put it into Practice • Create an assessment to primarily test one skill, i.e. what students will do so you can evaluate them: – Speaking or Listening – Reading or Writing • Conduct your assessment for 10 minutes. www.nvcc.edu/workfo
  24. 24. Suggested Reading • Bailey, K. Learning about Language Assessment • Fulcher, G. www.languagetesting.info • Fulcher, G. Practical Language Testing • Hughes, A. Testing for Language Teachers • Madson, H. Techniques in Testing • Winger, T. “Grading What Matters” www.nvcc.edu/workfo

×