Summative Assessment in English Teaching


Published on

Published in: Education
  • Be the first to comment

Summative Assessment in English Teaching

  1. 1. By Ivan Aguilar
  2. 2. By the end of this presentation we will have… • described principles of language assessment • identified important consideration used in designing classroom assessment test • Applied and evaluated a sample test under the light of the principles and guidelines presented
  3. 3. Assessment Organization Formal Informal Purpose Formative Sumative
  4. 4. • When was the last time you took an exam? • How did it go? • Do you feel it gave you clear information about your level of Knowledge or Skill?
  5. 5. • • • • • Validity Reliability Practicality Authenticity Washback
  6. 6. • The test or test item measures what it intends to measure. Not valid: a) He is a doctor b) She are a doctor c) They is a doctor Valid: a) He works at night b) He works in the morning c) He works all day
  7. 7. • The test results stay consistant over time. Distinguishes “good” from “bad” Results on test B Results on test A Name Grade 1 Grade 2 Name Grade 1 Grade 2 Hugo 10 19 Hugo 14 13 Paco 12 18 Paco 13 11 Luis 20 06 Luis 08 09 Donald 04 12 Donald 16 19 Richy 09 07 Richy 17 15 Ivan 20 11 Ivan 16 16
  8. 8. • The test useful in terms of effort needed for its construction, time administration, grading, and resources invested. • Not practical: A test that lasts for three hours and contains 150 items.
  9. 9. • The test reflects –to the extent possible- tasks that the students will confront in the real world. (depending on the context where you are teaching) Authentic: to answer comprehension question after reading a manual. Non-authentic: to recite from memory a list of 20 verbs
  10. 10. How will the design of the test affect… • The way the students study • The way the teachers teach • The way the institution sees the learning of English • The effectiveness of the language program (Area)
  11. 11. 1. What is the purpose of the test? 2. What are the learning objectives to be assessed? 3. How will the test specifications reflect the purpose and the objectives? 4. How will the test tasks be selected and the items arranged? 5. What kind of scoring, grading, feedback is expected?
  12. 12. WITHIN THE LANGUAGE CLASSROOM Placement Test Diagnostic tets Achievement tests Proficiency tests • Where in the language program? • What prerequirements according to the course learning objective? • What and to what degree were the learning objectives achieved? • What is the overall langauge ability of the test taker?
  13. 13. • Know what you want to test in performance and linguistic terms. Example: Ss will be able to describe people’s appearance using the verb be/have/possessives and vocabulary related.
  14. 14. Listening (10 minutes) • Outline of the test • Skills to be included Format: Five Multiple choice questions. (Five points) • Items types and tasks Task: Students listen for detail information Reading (20 minutes) Format: 10 Comprehension questions (Ten points) Task: Students read and complete a questionnaire Writing (10minutes) Format: Short composition (Five points, refer to scale) Task: Students write about a personal experience
  15. 15. • Devise your actual test items. • Ideally, you should try your items to get some feedback. Listening: Voice recorded: Where did George go after the party last night? Ss read: a. He was tired. b. He went home. c. He met Oliver
  16. 16. P E R F O R M A N C E Direct • Write an e-mail to your friend describing your vacations. Integrative • Listen to a lecture and write your response agreeing or disagreeing K N O W L E D G E Indirect • Complete a cloze Discrete-point • Select the best option A, B, C, D for the incomplete sentence
  17. 17. • Please, turn __ down the radio. It is too loud. • Write the stress in the following words: Canada, China, Italy • Read a short text and make an oral summary • Answer a set of question in an interview • Direct • Indirect • Integrative • Discrete point
  18. 18. • Multiple Choice Questions are probably the most commonly used format in developing classroom tests. • MCQs consist of a stem and response. John____ to the store yesterday. a. b. c. d. go gone went goed
  19. 19. 1. The question should be clear from the stem. 2. One response option should be an unambiguous correct best answer. 3. Avoid using distractors like none of the above or a, b, and c. 4. Correct answers should appear in all positions 5. Avoid writing absurd distractors 6. Make the stem positive (Which verb is NOT…) 7. Make sure all the questions are independent of one another 8. Use statistics to help you understand your MCQs
  20. 20. Aspect Descriptor Content Clear content related to thetask 1 Grammar Adequate use of grammar. 1 Vocabulary Adequate use of vocabulary 1 Organization Ideas well organized 1 Mechanics Good use of punctuation and writing conventions 1 TOTAL 5
  21. 21. • Is the instrument…? • • • • • Valid Reliable Practical Authentic Able to provide positive washback • Is the information provided by the instrument…? • Easy to organize • Empowering for future actions/decisions/remedial
  22. 22. To learn more about Teaching and Learning English visit my website at: