Identify different types of language tests/assessments in a language program;
Examine some characteristics and common test/assessments types;
Discuss principles of designing good tests/assessments
Pedagogical applications of corpus data for English for General and Specific ...Pascual Pérez-Paredes
FIAL (conférence ouverte aux chercheurs et étudiants): "Pedagogical applications of corpus data for English for General and Specific Purposes" le mercredi 4 décembre, 12h45 (local ERAS 56). UCL, Louvain-la-Neuve
Describe how learning is taken place;
Identify principles of language Curriculum design;
Examine three types of principles to guiding the design of Curriculum
CH 4 The psychology of Second Language Acquisition.pptxVATHVARY
Provide definitions of some key terms related to language and brain;
Examine different psychological approaches to SLA;
Discuss the individual differences leading to success of learning L2;
Apply the learned knowledge and concept in the language classroom.
Pedagogical applications of corpus data for English for General and Specific ...Pascual Pérez-Paredes
FIAL (conférence ouverte aux chercheurs et étudiants): "Pedagogical applications of corpus data for English for General and Specific Purposes" le mercredi 4 décembre, 12h45 (local ERAS 56). UCL, Louvain-la-Neuve
Describe how learning is taken place;
Identify principles of language Curriculum design;
Examine three types of principles to guiding the design of Curriculum
CH 4 The psychology of Second Language Acquisition.pptxVATHVARY
Provide definitions of some key terms related to language and brain;
Examine different psychological approaches to SLA;
Discuss the individual differences leading to success of learning L2;
Apply the learned knowledge and concept in the language classroom.
"This file provides a concise overview of fundamental assessment concepts. It covers key topics such as assessment types, validity, reliability, and the importance of clear assessment objectives. Whether you're new to assessment or seeking a quick refresher, this document offers valuable insights to enhance your understanding."
"This file provides a concise overview of fundamental assessment concepts. It covers key topics such as assessment types, validity, reliability, and the importance of clear assessment objectives. Whether you're new to assessment or seeking a quick refresher, this document offers valuable insights to enhance your understanding."
Welcome to the world of language assessment! In this presentation, we will explore the purpose, types, principles, and benefits of effective language assessment.
Similar to Ch 7 Monitoring and Assessment.ppt (20)
CH 7_Behaviorial And Cogntive Approaches.pptxVATHVARY
Define learning and
describe five approaches to studying it.
Compare classical
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Apply behavior
analysis to education.
Summarize social
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CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
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Discuss effective
decisions in structuring small-group work.
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Discuss what intelligence is,
how it is measured, theories of multiple intelligences, the neuroscience of intelligence,
and some controversies and issues about its use by educators.
Describe learning and
thinking styles.
Characterize the nature of
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CH 14_Writing Effective Short Reports.pptxVATHVARY
14.1 Why Short Reports Are Important
14.2 Periodic Reports
14.3 Sales Reports
14.4 Progress Reports
14.5 Employee Activity/Performance Reports
14.6 Trip/Travel Reports
14.7 Test Reports
14.8 Incident Reports
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Describe two contemporary
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Discuss how the
social contexts of families, peers, and
schools are linked with socioemotional
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Explain these aspects of
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Define development and
explain the main processes, periods, and
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Discuss the development of
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Identify the key features of
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Learning Objectives
13.1 Describe the types of situations for which
you might need to write a business
proposal.
13.2 Differentiate between various types of
proposals in a business environment and
describe how this impacts tone, style,
organization, and approach.
13.3 Summarize the eight guidelines for writing
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13.4 Apply the guidelines for writing proposals
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13.5 Apply the guidelines for writing proposals
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Describe some basic ideas about the field of educational psychology.
Exploring Educational Psychology
Historical Background
Teaching: Art and Science
Identify the attitudes and skills of an effective teacher.
Effective Teaching
Professional Knowledge and Skills
Commitment, Motivation, and Caring
Why Study Educational Psychology?
### Summary
This section explores how project management can effectively facilitate change and innovation within organizations. It highlights the complexity of managing change and the importance of making decisions at various levels. Project management, initially developed for large-scale projects, is presented as a valuable methodology adaptable to smaller-scale initiatives within Local Training Organizations (LTOs). The section also emphasizes that project management principles offer broader management lessons.
Three case studies illustrate different applications:
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2. Developing e-learning materials for a not-for-profit LTO in Poland.
3. Reorganizing a computer lab at a Middle Eastern university.
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Identify what a good summary is;
Compare executive summary and evaluative summary;
Examine abstract and its two types including informative abstract and descriptive abstract
Discuss the news release.
CH 3 Human resource management_ELT Management.pptxVATHVARY
### Learning Objectives for Human Resource Management in Language Teaching Organizations (LTOs)
1. **Identify HRM Challenges in LTOs**: Students will be able to describe common human resource management issues faced by Language Teaching Organizations, including cultural adaptation, staff motivation, and internal conflicts.
2. **Analyze Staff Motivation Factors**: Students will learn to analyze the factors that motivate staff within LTOs, understanding how organizational culture and treatment within the workplace impact employee morale and performance.
3. **Evaluate Performance and Development Strategies**: Students will be able to evaluate various methods for assessing staff performance and facilitating professional development, ensuring that employees have opportunities for growth and advancement.
4. **Understand Effective Staffing Practices**: Students will learn about effective staffing practices, including hiring and firing procedures, and how to comply with local labor laws to maintain a stable and compliant workforce.
5. **Address Fundamental HRM Questions**: Students will be able to answer key HRM questions, such as why employees choose to work for an organization, why they apply for jobs, and why they decide to leave, using these insights to improve HR practices within LTOs.
CH 2 Organizational Behaviour and Management_LTOs.pptxVATHVARY
Summary: Introduction to Language Teaching Organizations (LTOs)
Language Teaching Organizations (LTOs) encompass a wide range of institutions varying in size, purpose, and structure. As defined by Dawson (1986), organizations share common characteristics despite their diverse forms. The following examples illustrate this diversity in LTOs:
Small Private Language School in Europe: Focused on teaching English and other languages to middle-class residents, this school is staffed by its founder and a small team.
English Language Support Unit in a Middle Eastern University: A non-faculty department offering academically focused English classes to incoming students.
School Supporting Refugee Resettlement in the US: Funded by federal and state governments, this school provides English and vocational courses.
English School in Japan: Part of a large nationwide chain, employing a significant number of teachers and administrative staff.
Intensive English Program (IEP) in the US: An outsourced business serving non-native English speakers on a university campus, unaffiliated with the university.
British Council Teaching Centre in a Provincial City: Semi-autonomous, but part of a global organization with managerial oversight from the capital.
Language School in a European Capital: Established 20 years ago, now employing over 50 teachers across five branches.
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CH 1 Managing in the Language Teaching Organizations (LTOs).pptxVATHVARY
Describe the diverse contexts and organizations in which English Language Teaching occurs worldwide, including commercial businesses, not-for-profit enterprises, and publicly funded institutions.
Identify and explain key management principles and practices that apply to Language Teaching Organizations, including quality assurance, efficiency, productivity, self-management, and accountability.
Compare and contrast the concepts of managerialism, which emphasizes management principles and stakeholder accountability, with professionalism, which focuses on codes of practice and client interests, and discuss how these tensions impact ESOL.
Critically assess the role of management and administration in the context of ESOL, understanding how managerial practices have evolved and their importance in various types of LTOs.
Formulate strategies for achieving a productive balance between managerial and professional priorities in the administration of ELT/ESOL programs, ensuring effective and efficient operations while maintaining high professional standards.
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Appraise the relevance of idealism’s goal of intellectual and spiritual growth in
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Explain realism’s emphasis on classifying and categorising subjects in the curriculum in
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Design lessons based on pragmatist epistemology that apply the
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Generalise the existentialist belief that “existence
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1. Lecturer: Mr. VATH Vary
Phone: 017 471 11 7
Email: varyvath@gmail.com
Chapter 7:
Monitoring and
Assessment
2. The aim of this part of the curriculum design
process is to decide what to test and how to test
it.
3. Quiz:
Supply key
Term
(1) _________________ is a method of
measuring a person’s ability or knowledge
in a given domain, with an emphasis on
the concept of method and measuring. It
is one of the many assessment methods
available to teachers
(2) _________________ is an ongoing
process that encompasses a much wider
domain. For example, a student responds
to a question, offers a comment, or tries
out a new word or structure.
MR. VATH
VARY
A. Test B. Assessment
4. Quiz:
MCQ
Choose the key term answering the
following questions.
Does the assessment accurately measure
what we really want to measure?
Is the all work being consistently
marked to the same standards?
Is the procedure relatively easy to
administer?
Are students asked to perform real-
world tasks?
MR. VATH VARY
A. reliability B. Validity C. Practicality D.
Authenticity
5. Monitoring and
Assessment
Environmen
t
analysis needs analysis
principles
provide a teacher and learners with information about
the learners’ present knowledge and progress;
a means of encouraging involvement and participation.
Its purpose is to make
sure that the learners
will get the most benefit
from the course.
involves carefully observing the
learners and the course, and
suggesting changes to the
course and the way it is run
MR. VATH
VARY
6. ENVIRONMENT
Learners The learners should feel good about their progress.
Teachers
The teacher should:
- be able to assess and correct the outcomes to the
activities.
- have time to assess and correct the outcomes to the
activities.
Situation
The assessment
- should be economical.
- may need to match with the external testing set by
the education department, a government ministry
or testing agency.
MR. VATH
VARY
Table 7.1 Monitoring and assessment guidelines
7. NEEDS
Lacks
The course should show that the learners are
increasing their knowledge of the language.
Wants
The course should show the learners that they
are learning to do what they want to do.
Necessities The course should show that the learners are
getting better at tasks they will need to do after
the course.
PRINCIPLES
As much as possible, the learners should be interested and excited
about learning the language and they should come to value this
learning.
Learners should receive helpful feedback which will allow them to
improve the quality of their language use.
MR. VATH
VARY
Table 7.1 Monitoring and assessment guidelines
9. Types of
Monitoring
and
Assessment
Placement tests/assessment
Used to place a student into an appropriate
level or a language curriculum.
Tests include language items and four
skills.
The results have to be available quickly.
Purpose: to ensure that the course is
neither too easy or too difficult for the
learner.
Common tests include:
Vocabulary tests, Cloze tests, & Structured
interviews;
Proficiency tests and diagnostic tests can act in
the role of placement tests.
MR. VATH
VARY
10. https://www.wgtn.ac.nz/lals/resourc
es/paul-nations-
resources/vocabulary-tests
https://my.vocabularysize.com/
https://www.lextutor.ca/tests/vst/
MR. VATH VARY
are reading passages where
every fifth word has been
replaced by a space, starting
with the second sentence in the
text.
To work well, cloze tests need to
have around forty spaces.
The learners sit the test by
writing one word in each space.
They do not choose from a given
list of words but use the context
to work out what word is
missing.
Cloze tests
11. Types of
Monitoring
and
Assessment
Observation of learning
Monitoring learners’ progress in a course
can occur at the level of the learning
activity.
Focus on TASKS/ACTIVITIES not
learners
Use of observations, surveys,
checklists.
Purpose: decide whether the activity
is valid (necessary, desired, etc.) to
encourage learning.
MR. VATH
VARY
12. Types of
Monitoring
and
Assessment
Short-term achievement tests/
assessment
Learners are monitored to see their
progress at regular intervals during the
course.
These include: weekly tests (quizzes), self-
assessment records, etc.
The Good Characteristics should
provide a clear record of progress that is easily
interpreted;
be in a form to motivate learners to keep
working towards the course goals;
not occupy too much class time;
be a regular expected part of class activity.
MR. VATH
VARY
13. Types of
Monitoring
and
Assessment
Diagnostic tests/assessment
Used to identify learners’ strengths and
weaknesses;
Can be limited to one or overall skills
Can be paper, oral or computer -based
Purposes: to find the gaps and weaknesses and
provide a remedy for them and is a part of needs
analysis–determining what goes into a course
Diagnostic information:
Interpreting results of placement, achievement and
proficiency tests
Analyzing language use: four skills,
conversational activity, interview and self-
assessment with checklists or scales.
MR. VATH
VARY
14. Types of
Monitoring
and
Assessment
Achievement tests/assessment
are based on what the learners have studied and
show their progress through the course.
Measures achievement of learners usually at the end of
a course and perhaps one or two test parts during the
course and effectiveness of the course.
Includes mid-term exams, final exams
Provides valuable washback on teaching and
learning.
Characteristics of good achievement tests:
are based on material taught in the course;
Learners usually know what material will be
covered;
Are criterion-referenced: a criterion set indicating
whether learners have achieved enough to be given a pass for
the course (pass grade 80 / 90%)
MR. VATH
VARY
15. Types of
Monitoring and
Assessment
Proficiency tests/assessment
Used to test learner’s overall
ability
The content of a proficiency test, therefore, is
not based on the content or objectives of any
language
may be done before or at the end of a course
used to enter or exit the course or program
(TOEFL or IELTS)
NOTE: are not usually made by teachers for a
particular course, but are made by some outside
organization or person who is interested in
comparing learners who have studied in
different courses
MR. VATH
VARY
17. Reliability A reliable test is consistent and
dependable.
If you give the same test to the same student
or matched students on two different
occasions, the test should yield similar results.
A test is more reliable if:
(1) it is always given under the same conditions,
(2) it is consistently marked,
(3) it has a large number of points of assessment,
that is, many questions or as in a dictation many
items that are marked,
(4) and its questions and instructions are clear and
unambiguous.
MR. VATH
VARY
18. Validity Validity
refers to the extent to which inferences made
from assessment results are appropriate,
meaningful, and useful in terms of the purpose
of the assessment.
A valid test measures what it is supposed
to measure.
Two types of validity:
Face validity: Does reading test look like a reading
test?/ Does vocabulary test look like a vocabulary
test?
Content validity: analyze the test and compare it to
what it is supposed to test
MR. VATH VARY
19. Practicality Practicality
refers to the logistical, down-to-earth,
administrative issues involved in making,
giving, and scoring an assessment
instrument.
These include “costs, the amount of time it takes
to construct and to administer, the number of
people needed to administer and mark the test,
ease of scoring, and ease of
interpreting/reporting the results”
Tests can be made more practical by:
having reusable test papers, being carefully
formatted for easy marking, being not too long,
and using objectively scored items such as
true/false or multiple choice.
MR. VATH
VARY
20. Authenticity Authenticity
refers to the degree of correspondence of
the characteristics of a given language
test task to the features of a target
language task.
AN AUTHENTIC TEST...
contains language that is as natural as
possible
has items that are contextualized rather than
isolated
includes meaningful, relevant, interesting
topics
provides some thematic organization to items,
such as through a story line or episode
offers tasks that replicate real-world tasks
MR. VATH
VARY
21. Summary
of the Steps
Decide what kinds of
assessment are needed
and when they are
needed.
Write the tests.
Check the reliability,
validity and practicality
and AUTHENTICITY of
the tests.
MR. VATH VARY
22. Conclusion Assessment
is a major source of information
for the evaluation of a course and
thus its gradual improvement.
also contributes significantly to
the teacher’s and learners’ sense
of achievement in a course and
thus is important for motivation.
Curriculum design should
include the planning of a well-
thought-out program of
assessment of various kinds.
MR. VATH
VARY
