Methodology in language teaching Edited by: Jack C. Richards Willy A.Renandya

1. In The Name Of the Most High

2. Chabahar Maritime University
Faculty of Humanities
Assessment
Professor:
Dr. Khoshsima
Student:
Z. Dehghan
May 2014

4. New paradigm
1.Focus on language
2.teacher-centred
3.Isolated skills
4.Emphasis on product
5.One answer, one-way
correctness
6.Tests that test
1.Focus on communication
2.learner-centered
3.Integrated skills
4.Emphasis on process
5.open-ended, multiple solutions
6.Tests that also teach
Old Paradigm

5. .
First paper
By: Huerta-
Macias
How can we assess our students in a way that consistently
reflects their true ability in the second language?
An alternative assessment to traditional
forms of assessment has been proposed.
Alternative
assessment
Authentic
assessment
Informal
assessment

6.  Alternative assessment focuses more on measuring learners
ability to use language holistically in real-life situations and
is typically carried out continuously over a period of time.

7. Discussing about :
A number of alternative assessment procedures that
second language teachers can use in their writing class.
A variety of techniques of giving feedback on student
writing.
.
Second paper:
Andrea H.
penaflorida

8. Alternative assessment:
Responses to commonly Asked Questions
Alternative assessment has been described as an
alternative to standardized testing and all of the problems
found with such testing.
A variety of labels has been used to distinguish it from
traditional, standardized testing.
Alternative Assessment
Procedures

9. Performance
assessment
Authentic
assessment
Portfolio
assessment
Informal
assessment
Situated
assessment

10. • Alternative assessment is different from traditional testing in
that it actually asks students to show what they can do.
• Students are evaluated on what they integrated and produced
rather than on what they are able to recall and reproduce.
• The main goal of alternative assessment is to
“gather evidence about how students approaching,
Processing , and completing real life tasks in a particular
domain.”

11. • Alternative assessment provides alternatives to traditional
testing:
1) It does not intrude on regular classroom activities.
2) Reflects the curriculum that is actually being
implemented in the classroom
3) Provides information on the strengths and weaknesses of
each individual student
4) Provides multiple indices that can be used to gauge
student progress
5) It is more multiculturally sensitive and free of norm ,
linguistic and cultural biases.

12. Alternative assessment includes a variety of instruments
that can be adapted to varying situations.
Use of checklists
Journals
Reading logs
Videos of role play
Audiotapes of discussions
Self-evaluation questionnaires
Work samples
Anecdotal records

13. Validity , and Objectivity
The following questions focus on these issues:
 Does the test measure what is supposed to measure?
 Is the test consistent in its measurement?
 Is the test unbiased?
Trustworthy

14. • An instrument is deemed to be trustworthy if it has
credibility and auditability
Truth-value
Consistency

15. Suggestions to ensure the existence of reliability in
alternative assessment:
 Design multiple tasks that lead to the same outcome.
 Use trained judge, working with clear criteria.
 Monitor periodically to ensure that raters use criteria and
standards in a consistent manner.

16.  Reliability, or consistency, in qualitative research is often
ensured through yet another means , triangulation.
 In qualitative research, triangulation refers to:
“The combination of methodologies to strengthen a study
design.”
 When applied to alternative assessment , triangulation
refers to the collection of data or information from three
different sources or perspectives.

17. Family
Student
Teacher
Triangulation of Data:
Alternative assessment for
ESL Public School Class

18.  Another concern that is often raised with respect to alternative
assessment is the lack of objectivity.
 Even though , standardized tests are described as objective , the
notion of objectivity has been challenged.
 A standardized test merely represents agreement among a number
of people on scoring procedures, format, and content for that
specific test. These individuals are not really objective; they just
collectively share the same biases.
 There is no reason to consider alternative assessment as being any
less objective.

19. Nontraditional or Alternative forms of
assessment
• In terms of pedagogical concerns , this paper considers the
following nontraditional or alternative forms of
assessment of classroom-based writing:
Portfolio
assessment
Protocol
analysis
Learning
logs
Journal
entries
Dialogue
journals

20. Portfolio assessment:
Portfolio is defined as:
 A cumulative collection of the work students have done.
 A typical writing portfolio contains the student's total
writing output to represent his or her overall
performance. but it may also contain only a selection of
works which the student has chosen for the teacher to
evaluate.

21.  Portfolio collections may also serve as responses to student
writing . Conferencing is an important component of portfolio
assessment.
 Students, through conferencing and keeping a portfolio,
experience making real-life decisions as well as decisions about
schoolwork.
 This is a real step toward learner autonomy.
 No system of assessment is as perfect as portfolio assessment.
 They are also free to select from their work . This shows that
portfolios may be used as a holistic process for evaluating course
work and for promoting learner autonomy.

22. Protocol analysis
• Protocol analysis is known as:
Composing
aloud protocol
Think aloud
activity

23. Learning logs:
 Learning logs help teachers see what their students
are learning.
 In a learning log, students write on the knowledge
they have gained from studying in their writing
classes.

24. Journal entries:
 Journal entries may be used as an informal means of
assessment by the teacher because they are personal
and intimate.

25. Dialogue journal:
 They are written conversations between teacher and
student over a period of time.
 Their goal is to communicate in writing, to exchange
ideas and information free of the concern for form.

26. Similarities between
Journal entries & Dialogue journals

27. Self-
Response
Peer
Response
Teacher
Response

28. Looking good is the
best revenge.
-Ivana Trump