Assessment
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This document summarizes key differences between formative and summative assessment. Formative assessment involves ongoing feedback to improve performance, while summative assessment measures learning at the end of a stage. It also describes four categories of tests (placement, diagnostic, progress/achievement, proficiency), and characteristics of good tests including validity and reliability. The document outlines direct and indirect test items and considerations for writing, marking, and scoring tests, as well as how to prepare students through practice tests and familiarizing them with test formats and skills.
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Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Assessment - Product
The document discusses different methods of summative assessment used to evaluate student learning and success in meeting intended learning outcomes. It provides examples of summative assessment types like exams, tests, essays, reports and presentations. It also discusses considerations around assessing creative practical projects and using qualitative assessment with holistic judgement. The document advocates for aligning assessment methods with learning outcomes and considering multiple assessment types.
Assessment
The document discusses various types of language assessment used in summer school including placement tests, proficiency tests, diagnostic tests, progress tests, achievement tests, and standardized tests. It explains the purposes and characteristics of these different assessments. Key points include:
- Placement tests assess students' language abilities to determine the appropriate course.
- Proficiency tests measure general language learning ability.
- Diagnostic tests identify areas where students need further help.
- Progress and achievement tests measure mastery of course goals.
- Standardized tests compare students along a continuum of language skills.
Assessment
The document discusses various types of language assessment used in summer school programs. It describes formative assessments used to evaluate student progress on a daily basis and summative assessments like tests administered at the end of a course. The document also discusses the differences between tests, evaluations, and assessments. It provides examples of different types of language tests, their purposes, and considerations for ensuring reliability and validity.
What is a test
TEST AND TYPES OF TEST
Merits and Demerits & Rules
Lecture of the day
Date 04-10-2014
Class ADE 4th semester
Course Facilitator Zulfiqar Behan
Goverment College of Education Lyari Karachi
Alternative assessment
This document discusses alternative forms of assessment compared to traditional testing. It defines alternative assessment as any method used to show student growth and inform instruction other than traditional multiple-choice tests. Some key alternative assessment methods discussed include portfolios, observations, and journals. Portfolios allow students to showcase selected work over time. Observations involve teachers recording student behaviors in the classroom. Journals provide opportunities for student self-reflection. The document provides guidelines and advantages for implementing these alternative assessment strategies as complement to traditional testing.
Assessment: Achieving improved efficiency, effectiveness, educational integri...
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
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Assessment
- 1. ASSESSMENT
- 4. SUMMATIVE vs FORMATIVE • Kind of measurement done at the end of a stage. • Ongoing feedback given during the course so as to improve performance.
- 5. SUMMATIVE vs FORMATIVE • End of unit tests • End of year tests • Exams • Diagnostic tests • Asking and answering questions orally. • Result analysis.
- 6. DIFFERENT TYPES OF TESTING (4 categories) • PLACEMENT TESTS • DIAGNOSTIC TESTS • PROGRESS OR ACHIEVEMENT TESTS • PROFICIENCY TESTS
- 7. PORTFOLIO ASSESSMENT(FORMATIVE) • It provides evidence of student’s effort • It helps students become more autonomous. • It fosters students’ reflections • It helps them selfmonitoring
- 8. CHARACTERISTICS OF A GOOD TEST - VALIDITY: it tests what it has to test - RELIABILITY: it gives consistent results
- 9. TYPES OF TEST ITEM • DIRECT • Sts’general or specialist knowledge. • Create a ‘level- playing field’. • Replicate real-life interaction. • eg. “tell me about your last holidays” • INDIRECT • Multiple choice questions. • Cloze procedure. • Transformation and paraphrase. • Sentence re-ordering. • eg. “ Conjugate the verbs into the past tense”.
- 10. WRITING AND MARKING TESTS BEFORE: Assess the test situation: Which context? How much time? When? Where? Decide what to test: what to include. Balance the elements: Direct and indirect test items. Weight the scores: give marks for each activity. Make the test work: rehearse/try the test with another teacher. AFTER: Marking tests: Discuss criteria with colleagues. Training (for marking). -More than one scorer (if possible). -Global assessment scales (rubrics for oral and writing skills planned together). Analytic profiles: -reliable marking. -practicality -rubrics for oral/writing skills. Scoring and interacting during oral tests: with team work done by a pair of teachers (one provokes conversation while the other one marks).
- 11. TEACHING FOR TESTS “WASHBACK OR BACKWASH EFFECT” The format of the exam is determining the format of the lessons.
- 12. WHAT TO DO STEPS • TRAIN THE STS. FOR TEST TYPES: SO AS TO MAKE THEM FAMILIAR WITH THE TEST ITEMS THEY WILL HAVE TO FACE. • DISCUSS GENERAL EXAM SKILLS: PACE/TIMING. • DO PRACTICE TESTS:REHEARSALS/MOCKS • HAVE FUN: PRACTICE GAMES AND ACTIVITIES • IGNORE THE TEST: USE FREE ACTIVITIES FROM TIME TO TIME.
- 13. From “The practice of English Language Teaching” by Jeremy Harmer; chapter 22. Alicia Pérez and Lorena Fleitas. Didactics III 2015