Assessing reading(1)
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This document discusses strategies for assessing reading and different types of reading tasks. It describes bottom-up processing, which involves decoding skills, and top-down processing, which uses background knowledge. Four types of reading tasks are outlined: perceptive, selective, interactive, and extensive. Examples of assessment techniques are also provided, including summary, dictocomp, and strip story activities.
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assesing reading
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
Assessing reading
This document discusses different types of reading assessments:
1) Perceptive reading assessments include reading aloud, writing responses, multiple choice, and picture-cued items to test reading comprehension at the word and sentence level.
2) Selective reading assessments use multiple choice, matching, editing, and picture-cued tasks to examine ability at a higher comprehension level.
3) Interactive reading assessments focus on skills like cloze tasks, scanning information, transferring data from charts/graphs, ordering tasks, and short-answer questions to evaluate reading strategies and understanding of longer texts.
Assessing reading
Assessing Reading- Presented here are the different ways to assess the reading skills of the learners.
Assessing reading
The document discusses reading assessment. It notes that reading overlaps with and is similar to the other language skills of listening, speaking and writing. Assessments also overlap these skills. Reading performance is classified into selective, extensive, and interactive types, mirroring classifications for listening and speaking. The document outlines numerous assessment tasks used to evaluate reading and the variations that exist. It concludes that isolating reading from the other skills is difficult as assessments overlap skills.
Language Assessment - Assessing Listening by EFL Learning
The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
Assessing 4 major skills
The document discusses assessing 4 major language skills: listening, speaking, reading and writing. It provides definitions and examples of assessment tasks for each skill level of listening (imitative, intensive, selective, extensive) and speaking (imitative, intensive, responsive, interactive, extensive). The skills are assessed through tasks such as repetition, question-answering, role plays, interviews, presentations and more to evaluate elements like vocabulary, fluency and comprehension.
English - Assessing writing
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
assessing reading- assessment of reading skills- test -kiran nazir
This document describes a reading assessment test designed to place new students in an English language program at one of five proficiency levels. The test has three sections to evaluate different reading skills - expeditious, careful reading, and information transfer - within a 90 minute timeframe using paper and pencil. Validation will be determined by how accurately the test places students in the appropriate classes according to their teachers. The test aims to reliably and validly assess students' reading abilities for proper placement in the language program.
Recommended
assesing reading
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
Assessing reading
This document discusses different types of reading assessments:
1) Perceptive reading assessments include reading aloud, writing responses, multiple choice, and picture-cued items to test reading comprehension at the word and sentence level.
2) Selective reading assessments use multiple choice, matching, editing, and picture-cued tasks to examine ability at a higher comprehension level.
3) Interactive reading assessments focus on skills like cloze tasks, scanning information, transferring data from charts/graphs, ordering tasks, and short-answer questions to evaluate reading strategies and understanding of longer texts.
Assessing reading
Assessing Reading- Presented here are the different ways to assess the reading skills of the learners.
Assessing reading
The document discusses reading assessment. It notes that reading overlaps with and is similar to the other language skills of listening, speaking and writing. Assessments also overlap these skills. Reading performance is classified into selective, extensive, and interactive types, mirroring classifications for listening and speaking. The document outlines numerous assessment tasks used to evaluate reading and the variations that exist. It concludes that isolating reading from the other skills is difficult as assessments overlap skills.
Language Assessment - Assessing Listening by EFL Learning
The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
Assessing 4 major skills
The document discusses assessing 4 major language skills: listening, speaking, reading and writing. It provides definitions and examples of assessment tasks for each skill level of listening (imitative, intensive, selective, extensive) and speaking (imitative, intensive, responsive, interactive, extensive). The skills are assessed through tasks such as repetition, question-answering, role plays, interviews, presentations and more to evaluate elements like vocabulary, fluency and comprehension.
English - Assessing writing
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
assessing reading- assessment of reading skills- test -kiran nazir
This document describes a reading assessment test designed to place new students in an English language program at one of five proficiency levels. The test has three sections to evaluate different reading skills - expeditious, careful reading, and information transfer - within a 90 minute timeframe using paper and pencil. Validation will be determined by how accurately the test places students in the appropriate classes according to their teachers. The test aims to reliably and validly assess students' reading abilities for proper placement in the language program.
Language Assessment - Assessing Reading Full Description with Picture and Cha...
There are four main elements of the reading process: the reader, the text, the reader's goal, and the result of the reading. Reading tasks can be categorized as perceptive, selective, interactive, or extensive based on whether they focus on bottom-up or top-down processing and form versus meaning. Common reading tasks include cloze, comprehension questions, ordering, and information transfer. Test design should consider the type of reading, length, focus, and processing involved.
Assessing writing
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Language Assessment - Assessing Reading by EFL Learning
The importance and basic type of reading, micro- and macro skills of reading, and how to observing the performance and designed the assessment tasks
Assessing listening
This document discusses observing and assessing listening performance. It notes that while speaking, reading, and writing can be observed directly, listening is an internal process that can only be inferred from external behaviors like nodding or asking questions. It identifies four types of listening - intensive, responsive, selective, and extensive - and provides examples of assessment tasks for each, such as cloze exercises, information transfer tasks, and dictation. The document emphasizes the importance of specifying clear objectives and designing assessment tasks accordingly.
Assessing Writing
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Chapter 9( assessing writing)
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Assesing writing
The document discusses various topics related to assessing writing skills, including the historical context of writing, genres of written language, types of writing performance, microskills and macroskills involved in writing, and issues in designing assessment tasks to evaluate different types of writing. It provides examples of assessment tasks that could be used to evaluate imitative, intensive, responsive, and extensive writing abilities. These include spelling tests, picture description tasks, grammatical transformation exercises, paragraph construction, and impromptu essay topics like those seen on the Test of Written English.
Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Chapter 8
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
Language Assessment - Assessing Speaking byEFL Learners
The importance and basic type of speaking, micro- and macro skills of speaking, and how to observing the performance and designed the assessment tasks
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The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
Assessing speaking
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
Assessing Speaking
This document discusses key considerations for assessing speaking skills. It addresses why a 60-70% score is usually passing, what makes speaking difficult to test, different types of speaking tasks, and factors that affect task fairness. It emphasizes that speaking involves many subskills performed automatically, and that tests need a clear purpose and a range of task types matched to the construct. Raters should use suitable assessment scales and criteria to reliably score performances.
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Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Assessing listening
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Assessing Listening
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
Assessing writing
The document discusses various topics related to assessing writing, including what skills to test, how to design assessment tasks, and how to score writing. It describes microskills like spelling and grammar, and macroskills like organization and rhetorical forms. Assessment tasks can be imitative, intensive, responsive, or extensive writing. Scoring methods include holistic, primary trait, and analytic scoring. Responding to writing involves formative feedback on meaning, organization, and language use at different stages of the writing process.
Testing of listening
This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
Testing reading
Reading tests may evaluate several skills:
1) Skimming to identify the main idea, scanning to find specific details, identifying the plot, or examples used.
2) Using context clues to understand unfamiliar words or structures.
3) Recognizing text features like organization or pronouns.
The passage discusses common reading skills assessed on tests like skimming, scanning, using context, and recognizing text features. It provides examples of test questions targeting these skills.
Presentation assessing reading
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
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Language Assessment - Assessing Reading Full Description with Picture and Cha...
There are four main elements of the reading process: the reader, the text, the reader's goal, and the result of the reading. Reading tasks can be categorized as perceptive, selective, interactive, or extensive based on whether they focus on bottom-up or top-down processing and form versus meaning. Common reading tasks include cloze, comprehension questions, ordering, and information transfer. Test design should consider the type of reading, length, focus, and processing involved.
Assessing writing
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Language Assessment - Assessing Reading by EFL Learning
The importance and basic type of reading, micro- and macro skills of reading, and how to observing the performance and designed the assessment tasks
Assessing listening
This document discusses observing and assessing listening performance. It notes that while speaking, reading, and writing can be observed directly, listening is an internal process that can only be inferred from external behaviors like nodding or asking questions. It identifies four types of listening - intensive, responsive, selective, and extensive - and provides examples of assessment tasks for each, such as cloze exercises, information transfer tasks, and dictation. The document emphasizes the importance of specifying clear objectives and designing assessment tasks accordingly.
Assessing Writing
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Chapter 9( assessing writing)
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Assesing writing
The document discusses various topics related to assessing writing skills, including the historical context of writing, genres of written language, types of writing performance, microskills and macroskills involved in writing, and issues in designing assessment tasks to evaluate different types of writing. It provides examples of assessment tasks that could be used to evaluate imitative, intensive, responsive, and extensive writing abilities. These include spelling tests, picture description tasks, grammatical transformation exercises, paragraph construction, and impromptu essay topics like those seen on the Test of Written English.
Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Chapter 8
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
Language Assessment - Assessing Speaking byEFL Learners
The importance and basic type of speaking, micro- and macro skills of speaking, and how to observing the performance and designed the assessment tasks
Assessing speaking
The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
Assessing speaking
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
Assessing Speaking
This document discusses key considerations for assessing speaking skills. It addresses why a 60-70% score is usually passing, what makes speaking difficult to test, different types of speaking tasks, and factors that affect task fairness. It emphasizes that speaking involves many subskills performed automatically, and that tests need a clear purpose and a range of task types matched to the construct. Raters should use suitable assessment scales and criteria to reliably score performances.
Conceptualizing The Course
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Assessing listening
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Assessing Listening
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
Assessing writing
The document discusses various topics related to assessing writing, including what skills to test, how to design assessment tasks, and how to score writing. It describes microskills like spelling and grammar, and macroskills like organization and rhetorical forms. Assessment tasks can be imitative, intensive, responsive, or extensive writing. Scoring methods include holistic, primary trait, and analytic scoring. Responding to writing involves formative feedback on meaning, organization, and language use at different stages of the writing process.
Testing of listening
This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
Testing reading
Reading tests may evaluate several skills:
1) Skimming to identify the main idea, scanning to find specific details, identifying the plot, or examples used.
2) Using context clues to understand unfamiliar words or structures.
3) Recognizing text features like organization or pronouns.
The passage discusses common reading skills assessed on tests like skimming, scanning, using context, and recognizing text features. It provides examples of test questions targeting these skills.
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This document discusses different types and methods for assessing speaking ability. It describes 5 types of speaking from imitative to extensive. For assessment, it proposes tasks that elicit imitative, intensive, responsive, interactive, and extensive speaking. Tasks include repetition, picture cues, questions, role plays, interviews, instructions, and translations. The document provides examples and discusses how to design valid, reliable speaking assessments through clear procedures, appropriate elicitation, and consistent scoring.
Assessment of reading
This document discusses various views on the nature of reading and strategies for assessing reading abilities. It outlines that researchers and practitioners have different beliefs about the skills involved in reading and how they should be tested. Some view reading as involving distinct separate skills, while others see it as a single, global process. Common assessment techniques mentioned include multiple choice questions, cloze tests, and other objective and subjective approaches. The document also evaluates the benefits and limitations of different testing methods.
Assessing speaking
This document discusses how to assess students' speaking skills. It recommends designing speaking tests with lower teacher participation, creating a list of objectives, including different speaking tasks, designing an evaluation rubric, and providing feedback. Some common speaking tasks are classroom participation, presentations, and weekly voice journals. An example assessment asks students to choose a topic, prepare for 4 minutes, present on the procedure and results, and grade their peers using a rubric. The overall purpose is to determine if learning objectives have been achieved.
Assessing speaking
This document provides an overview of assessing speaking ability. It discusses that speaking is an important part of life and language curriculum, but can be challenging to assess due to its many dimensions. There are two main approaches to assessing speaking - construct-based and task-based. Speaking tasks can be open-ended, structured, or semi-structured. Developing quality speaking tasks involves choosing appropriate topics, scenarios, and materials. Scoring speaking typically uses rating scales which are developed through rater training. Reliability and validity are important concepts to consider when assessing speaking.
Chapter 7(assessing speaking )
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
Assessing speaking
This document discusses methods for assessing speaking ability. It outlines structured and observational approaches, with the structured approach involving tasks to evaluate specific oral skills and the observational approach unobtrusively observing natural speech. Rating systems can be holistic, providing an overall impression, or analytic, evaluating various communication aspects. Factors like linguistic competence, functional competence, and sociolinguistic competence are also discussed. The document provides details on testing speaking such as format, content, performance conditions, stimulus, timing, scoring, and considers valid assessment formats. Principles of assessment speaking are outlined related to reliability, validity, practicality, authenticity, approach, and wash back.
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This document discusses assessing speaking ability in English. It outlines basic types of speaking like imitative, intensive, responsive and interactive. It recommends choosing an appropriate technique to elicit a valid oral sample, such as interviews, role plays, or responses to audio recordings. The document provides a rating scale from 1 to 6 to evaluate ability to communicate orally based on ease, errors, and difficulty experienced by native English speakers. It stresses creating reliable scales to score aspects of speaking like accuracy, appropriateness, range, flexibility and size.
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08 assessing reading and writing
The document provides recommendations for assessing reading and writing skills. It discusses indirect and direct writing assessments, as well as free writing and guided writing. Guidelines are presented for developing writing prompts, using rubrics to evaluate responses, and providing students with feedback. Both holistic and analytical marking approaches are examined, along with their advantages and disadvantages. Finally, ten tips are outlined to help ensure reliable and valid writing assessments.
Testing listening (1)
This document outlines steps for developing a listening test, including:
1. Specifying the skills to be tested such as understanding gist, factual information, interactions, and recognizing attitudes, opinions, and intentions.
2. Setting criterial levels of performance and appropriate response types.
3. Selecting authentic speech samples and writing multiple choice, short answer, gap fill, and other item types to test comprehension without replaying passages.
4. Having test items and recordings reviewed by colleagues before administration.
Chapter 1 testing assessing and teaching
1. Assessment is the process of gathering information from various sources to determine how well a student is achieving curriculum expectations, while tests are a particular type of assessment that focuses on eliciting a specific performance sample.
2. There are informal assessments like unplanned feedback and formal assessments like planned sampling to appraise student achievement; formative assessments evaluate students as skills are forming and summative assessments measure skill mastery at the end.
3. Criterion-referenced assessments compare performance to objectives while norm-referenced assessments compare performance to peers; examples include standardized tests like the ACT and SAT.
Chapter 6( assessing listening)
The document discusses different types of listening assessment, including intensive listening, responsive listening, selective listening, and extensive listening. It provides examples of assessment tasks for each type, such as phonemic pair exercises, sentence paraphrasing, information transfer through pictures, and dictation. The document also discusses communicative stimulus-response tasks and more authentic assessment methods like note-taking, editing, interpretive tasks, retelling, and interactive listening.
Assessing listening
This document discusses various aspects of assessing listening skills. It begins by distinguishing between hearing and listening, noting that listening involves understanding with purpose. It then outlines some common challenges in listening like low concentration, jumping ahead, and cultural differences. The document also describes different types of listening like intensive, responsive, selective, and extensive. It provides examples of assessment techniques for listening at different proficiency levels like cloze activities, dictation, and communicative pair/group tasks.
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This document discusses key concepts related to language testing and assessment. It begins by defining tests as methods used to measure a person's ability, knowledge, or performance in a given domain. Well-constructed tests provide an accurate measure of a test-taker's proficiency. The document then examines different types of language assessment methods, both formal and informal. It also explores theoretical approaches to language testing, including behavioral, communicative, integrative, and performance-based assessments. Current issues in classroom testing are discussed, such as theories of multiple intelligences and alternative forms of assessment. Principles of effective language assessment are outlined, emphasizing practicality, reliability, validity, authenticity, and washback.
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This document discusses issues related to testing writing ability. It emphasizes the importance of ensuring tests are representative, valid, and reliably scored. Representative tasks should sample all possible content domains. Multiple tasks increase validity by providing more opportunities to demonstrate skills. Scoring should be either holistic, considering overall impression, or analytic, separating different skill aspects. Proper scorer training and calibration are needed to reliably rate performance. The goals are to accurately measure writing as an independent skill while maintaining practicality and meaningfulness.
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This document discusses approaches to assessing students' oral language skills in the classroom. It describes using oral language profiles to track students' development of communicative competence over time through informal observations and structured tasks like book talks and group discussions. These assessments provide information to guide teaching and help students set goals. The key is using varied, developmentally appropriate measures in natural settings and involving students in understanding the evaluation criteria.
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The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
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The document discusses different types of language skills assessment including listening, speaking, reading, and writing. It describes several categories within each skill:
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Listening comprehension is an interactive process that involves both bottom-up and top-down processing. It depends on the listener's existing knowledge (schemas) to interpret what is heard. Traditionally, it was viewed as a linear bottom-up process, but it is now understood that both bottom-up and top-down processes interact. Key factors like text function, features, processing load, and oral language features contribute to difficulty. The listening lesson involves pre-listening, listening, and post-listening activities focused on perception or comprehension.
Assessing reading
The document discusses reading and its importance in second language acquisition. It defines reading as a process of decoding, interpreting, and understanding text through negotiation between the reader and writer. Reading provides exposure to the target language and opens up new worlds through bringing prior knowledge and cognitive development. The document also lists different genres of text and characteristics of efficient readers, including identifying the text purpose and applying appropriate reading strategies. Finally, it discusses four types of reading assessments: perceptive, selective, interactive, and extensive.
Assessing writing
The document discusses assessing writing skills. It describes three genres of writing and identifies two categories of writing skills: micro skills and macro skills. It then outlines four types of writing performance: imitative and intensive (controlled) writing, and responsive and extensive writing. It provides examples of tasks to assess each type and discusses issues in assessing responsive and extensive writing, noting different scoring methods.
Teaching reading
1) Teaching reading involves balancing bottom-up and top-down processing approaches as well as activating students' schema and background knowledge.
2) Extensive reading is key to building reading ability, competence, vocabulary and spelling. Culture and cognition also play important roles.
3) Effective reading instruction utilizes a variety of techniques including activating schema, developing strategies, and balancing oral reading, silent reading, and extensive reading.
Week 8 Lecture Slides
The document discusses various topics related to reading, including how readers process text, fluency, vocabulary development, awareness of text structure, pre-reading, during-reading and post-reading activities, and approaches to teaching writing. It provides examples of strategies and activities for each topic, such as graphic organizers, repeated reading, outlining, and double-entry notebooks. The document also discusses different models of the writing process and considerations for planning early writing instruction for learners with different writing systems.
Reading & Writing
The document discusses various topics related to reading, including how readers process text, fluency, vocabulary development, and pre-, during-, and post-reading activities. It also covers writing approaches such as the knowledge-telling and knowledge-transforming models, early writing stage plans for different writing systems, and advanced writing tasks. Types of writing include product-oriented and process-oriented, and strategies include brainstorming, listing, clustering, and freewriting. Correction techniques and responding to student writing are also addressed.
5810 day 3 sept 20 2014
This document provides an overview of the topics and activities to be covered in Class Session #3 of the workshop LCRT 5810: Workshop in Language Development & Acquisition. The session will focus on using linguistic tools to observe and analyze language in the classroom. Activities include reconnecting with classmates, examining how one's own language varies in different contexts, and collecting and transcribing oral language samples from a case study learner. The document outlines the linguistic areas to be covered, such as phonology, morphology, syntax and pragmatics, and how they can be applied to analyze language samples. Requirements for upcoming assignments on analyzing oral language and collecting additional language samples are also provided.
testing listening final.ppt
This document discusses testing listening comprehension. It defines listening and notes that while hearing is natural, listening requires skill development. There are several challenges in testing listening compared to reading, such as lack of control over speed and inability to pause. The document outlines various types of listening texts and comprehension tasks used in assessment, including intensive, responsive, and extensive listening. It provides steps for designing valid, reliable, and authentic listening tests.
ASSESSMENT: READING COMPREHENSION ASSESSMENT
This document discusses various formats for assessing reading comprehension, including both standardized and informal assessment formats. Standardized formats include multiple choice questions, cloze tests, gap filling, rearranging text segments, and summarization. Informal formats involve observations of students' reading behaviors, discussions, diaries, think-alouds, enactments, and student portfolios. The goal of reading comprehension assessment is to measure students' understanding of vocabulary, ideas, tone, and style in texts.
5810 day 3 sept 20 2014
This document provides an overview of the topics and activities to be covered in Class Session #3 of the LCRT 5810 workshop. It includes instructions for reconnecting with classmates, a discussion of observing how language varies based on social context, and an agenda for the day's session. The session will cover linguistics tools for analyzing language like phonology, morphology, syntax, semantics, and pragmatics. It will also discuss examining language in the classroom, collecting language samples from learners, and analyzing oral language. The document provides details on upcoming assignments and guidance for supporting classmates.
Ppp3
The document discusses the development of linguistic skills including oral and written expression and comprehension. It covers four main language skills - listening, speaking, reading, and writing. For each skill, it outlines principles for practice, including input preceding output, realism, and variety. It also discusses communicative competence and subcompetences including grammatical, discourse, sociolinguistic, strategic, and sociocultural competence.
OER PRESENTATION.pptx
This document provides guidance on reading for comprehension. It discusses skimming and scanning text features to understand the main ideas. Learners will be able to use comprehension strategies like making connections, monitoring understanding, and visualizing. The steps for reading comprehension are to skim to understand the main idea, underline unknown words, look through words carefully, and concentrate on vocabulary in context. Ideas for skimming include reading the title, watching for signal words, and focusing on main ideas. Intensive reading applies grammatical knowledge and identifies language structures. Building vocabulary involves using references, and understanding word parts and context clues. The document provides examples of different types of reading comprehension questions.
OER PRESENTATION.pptx
This document provides guidance on reading for comprehension. It discusses skimming and scanning text features to understand the main ideas. Learners will be able to use comprehension strategies like making connections, monitoring understanding, and visualizing. The steps for reading comprehension are to skim to understand the main idea, underline unknown words, focus on relevant portions to answer questions, and determine meanings from context. Intensive reading involves applying grammar knowledge, analyzing language structures, and building vocabulary through word skills and exposure using references. Various types of reading comprehension questions are also outlined.
Language skills & assessment
The document discusses the key aspects and issues related to listening, speaking, reading, writing, language assessment, and implications for language pedagogy. It defines listening as an ephemeral process that involves prosody and fast speech unlike written text. Speaking is used to achieve meaning in social contexts. Reading involves processing at various linguistic levels while pursuing goals. Writing is not just representing speech but uses strategies to develop ideas. Language assessment involves making judgments about learners' language knowledge and use. The implications discussed focus on developing appropriate skills and strategies for learners through different pedagogical approaches.
Preparing to Learn
The document discusses using pre-workshop activities to help students develop language awareness before English grammar classes. It aims to give students a better understanding of how language works and the terminology used to describe it. The model captures the learning process of preparing, knowing, applying, and understanding concepts. It is implemented through weekly pre-workshop assignments, lectures, and workshops over the semester. Assessment is linked to the model's concepts through analysis of grammar in texts. Examples of pre-workshop activities include finding texts containing specific grammar features like adjectives. The model could be applied to other units and contexts by identifying relevant skills, knowledge, and content to deliver outside class. Benefits include more class time for research and better student preparation
Reading Workshop
This document provides an overview of major issues in reading in English language teaching, including bottom-up and top-down reading processes, schema theory, reading as an interactive, purposeful, and critical process, extensive reading, text genres and registers, and implications for EFL reading programs. Key concepts discussed include decoding words, reconstructing meaning, using background knowledge, reading for different purposes, and encouraging extensive independent reading outside of class.
Similar to Assessing reading(1) (20)
Assessing reading(1)
- 2. Contents Reading strategies Types of reading tasks Perceptive Selective Interactive Extensive Summary Dictocomp Strip story
- 3. Reading Strategies (1) Bottom-up processing (decoding) which employs micro-skills Discrimination of graphemes & orthographic patterns Recognition & interpretation of words, word classes, patterns, rules, etc. Cohesive devices Making use of formal schema to decode the written text
- 4. Reading Strategies (2) Top-down processing which employs macro-skills Recognition of rhetorical forms and communicative functions Using background knowledge to make inferences Scanning and skimming, guessing meaning of words from context, activating relevant schemata
- 5. Types of Reading Tasks (1) Perceptive: Bottom-up processing Decoding letters, words, graphemic symbols, etc. Reading aloud, picture-cued word or sentence identification, etc. (Brown 190-93)
- 6. Types of Reading Tasks (2) o Selective: A combo of bottom-up and top- down processing Formal (lexical and grammatical) aspects of language Formats including multiple-choice, matching, gap-filling
- 7. Types of Reading Tasks (3) Interactive: Top-down processing (with some instances of bottom-up) More lengthy reading where the reader must interact with the text A process of negotiating meaning Both form-focused and meaning-focused (but more emphasis on meaning comprehension) Cloze, comprehension Qs, editing, short answers, scanning, ordering, info. transfer (graphics interpretation)
- 8. Types of Reading Tasks (4) Extensive: Top-down processing Global understanding of a text Skimming, summarizing and responding, note-taking and outlining
- 9. Summary Types of reading by length (short, medium, long), focus (form and meaning), and process (bottom-up vs. top- down) (see Brown 190)
- 10. Dictocomp A variation on the traditional dictation procedure T reads while Ss listen carefully Ss write a summary (not word for word as in dictation) Decide scoring criteria (Bailey 151) Rationale: Meaning-oriented Conveying & capturing meaning = key component of communication
- 11. Communicative Language Teaching Around 1980s 4 principles of communicative lang. test design: Start from somewhere: assessment should be based on sound theoretical principles Concentrate on content Appropriate topics and tasks in terms of the age, proficiency level, interests, and goals of the learners Bias for best: to elicit best possible performance E.g., can use a dictionary when writing dictocomp Work for washback: promote positive washback
- 12. Strip Story A speaking/listening activity in which every student is given a strip of paper with one sentence (or portion of a sentence) from a story written on it. Procedure: Every S memorizes his sentence. Each S says his sentence. Group sorts out the order. Ss negotiate the sentence order to reconstruct the story.