Developing and assessing listening in a competence based
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This document discusses developing and assessing listening skills in a competence-based curriculum. It emphasizes that assessment should have a clear purpose, choose an appropriate method based on the context, and involve a process. Formative and summative assessments can include projects, games, worksheets, and tasks. Listening can be measured by aligning varied tasks to curriculum standards and descriptors, and using suitable assessment tools like observations, portfolios, and rubrics. Examples of listening descriptors in rubrics include recognizing and describing concepts, categories, and responding appropriately to questions.
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TOOLS AND TECHNIQUES FOR CLASSROOM ASSESSMENT
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
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Assessment and evaluation are essential parts of the teaching and learning process. Assessment involves gathering evidence of student learning, while evaluation analyses and interprets the assessment data to make judgements and inform decisions. Effective assessment uses multiple strategies such as observations, work samples, conversations and student self-evaluations to collect data over time in various contexts. This provides teachers with a comprehensive understanding of student progress, strengths and needs.
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Traditional assessments measure abilities using multiple choice and true/false questions, while authentic assessments use real-world situations. Authentic assessment can be designed by teachers or collaboratively to measure meaningful accomplishments beyond just knowledge. Assignments are an important teaching technique that guide self-learning, writing, and report preparation. They have various functions including setting learning goals, stimulating thinking, and developing regular study habits. While homework is controversial, some research links it positively to achievement when assignments include meaningful, higher-level thinking and flexible grading policies are used.
language and literature assessment
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...
This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
Principles and Purpose of Language Assessment.pptx
This document discusses key concepts and principles of language assessment. It defines important terms like assessment, testing, measurement and evaluation. Some key points made include:
- Assessment involves collecting information on student learning to understand needs, while evaluation interprets this to make judgments.
- A variety of assessment techniques should be used and communicated to students in advance. Assessment should also be fair, help students learn, and regularly communicate results.
- There are three purposes of assessment: for learning to provide feedback, as learning to involve students reflecting on their own progress, and of learning to check overall progress against objectives.
- Language tests serve functions in learning like measuring ability and motivating students, in teaching like ensuring effectiveness,
Ev681 session3 planning
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
Information Literacy Assessment 2007 version
Assessment is the process of identifying, gathering and interpreting information about students’ learning to provide information on student achievement and progress. There are four main types of assessment: assessment of learning, assessment as learning, assessment for learning, and authentic assessment. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills.
Assessment In Practice Presentation
Attached is my powerpoint presentation of Assessment in Practice Creating a School Culture of Learning and Assessment, by Lynn F. Stuart.
Carol
Alternative means of assessments and evaluations in inclusive classrooms
1. The document discusses alternative forms of assessment such as authentic assessment and performance-based assessment that are meant to evaluate students' skills in a more holistic manner compared to traditional standardized tests.
2. Some benefits of alternative assessments mentioned include capturing complex skills, addressing realistic tasks, including good instructional tools, communicating what is truly valued, and meeting different student learning styles.
3. The document provides examples of alternative assessments like performances, writing samples, interviews, portfolios, and observations. It also discusses principles of assessment like tying assessment to curriculum, using both formative and summative evaluations, and employing a broad range of data collection methods.
Language Assessment - Beyond Test-Alternatives Assessment by EFL Learners
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Major tools of evaluation
The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.
Oral Language Assessment In The Classroom 20080415
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.
Information Literacy Assessment 2003 version
The document discusses various types and purposes of assessment in education. It defines assessment of learning, assessment as learning, and assessment for learning. Assessment of learning involves checking student progress against standards, while assessment as learning involves students reflecting on their learning through self-assessment. Assessment for learning focuses on identifying gaps between a student's current knowledge and the learning goal. The document also discusses principles of effective assessment, the roles school librarians can play in assessment, and examples of authentic assessment including observations, products, and conversations.
Ucps linguafolio training 3 on 5 3-11
This document summarizes a webinar training on assessing language performance using LinguaFolio. It discusses the purpose of assessment, types of assessments including formative and summative, and performance assessments versus traditional assessments. Integrated performance assessments and student self-assessment are also covered. The document provides examples and guidance on creating appropriate assessments, including considering learning goals and evidence of mastery. Steps in assessment planning, what to consider when developing assessments, and how proficiency guidelines and world language standards relate to LinguaFolio are also summarized.
Evaluation and Assessment of Learning and ProgramsLearni
Evaluation and Assessment
of Learning and Programs
Learning Objectives
After reading this chapter, you will be able to:
1. Explain the concept of developmentally appropriate assessment.
2. Describe different types of formal and informal assessments teachers use with children.
3. Describe how teachers manage and use assessment information.
4. Identify and explain processes used to evaluate curriculum.
5. Describe developmentally appropriate considerations for using technology with children.
6. Describe important considerations for lifelong professional learning.
12
Pretest
1. Teachers don’t need to plan for assessment
because the curriculum includes all the
materials they need. T/F
2. Standardized tests are the best tools to use
to assess young children. T/F
3. Teachers use assessment information and
analyses to adapt curriculum. T/F
4. Program evaluations provide valuable
information for teachers about how to
strengthen their practices. T/F
5. It is possible to use technologies with young
children in developmentally appropriate
ways. T/F
6. Once teachers have experience, they no lon-
ger need to prioritize intentional reflection
about their work. T/F
Answers can be found at end of the chapter.© iStockphoto / Thinkstock
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Developmentally Appropriate Assessment Chapter 12
Well here you are, on your way to understanding the intricacies of early childhood curriculum
and the balancing act that a developmentally appropriate approach requires. Your classroom
is a happy, busy place. Friendships are forming, children are playing, and you are using your
understanding of the developmental emphasis in the early learning standards and content
focus of K–12 academic standards to plan and implement engaging and challenging activities.
You’ve also begun to notice the individual characteristics, strengths, and needs of your chil-
dren and are beginning to think about ways of adapting the curriculum to meet their needs.
Your sense is that everything is going well, but how do you know for sure that you are meet-
ing the goals and expectations of your curriculum? Throughout this book, we’ve addressed
this question in part by discussing the need to observe children in order to scaffold their devel-
opment. But what specific things can you do to determine your children’s individual needs
and chart their progress? How do you identify children who might have special needs? How
do you know whether your curriculum is working as intended? What should you do to con-
tinue developing your own curriculum knowledge? In view of increasing use and awareness
of technologies, what are the most effective ways to use these technologies for curriculum
and/or assessment?
In this chapter, we examine the concepts of student assessment and ongoing evaluation for
continuous improvement of the curriculum. We also address the emerging and changing role
of t ...
Evaluation and Assessment of Learning and ProgramsLearni.docx
Evaluation and Assessment
of Learning and Programs
Learning Objectives
After reading this chapter, you will be able to:
1. Explain the concept of developmentally appropriate assessment.
2. Describe different types of formal and informal assessments teachers use with children.
3. Describe how teachers manage and use assessment information.
4. Identify and explain processes used to evaluate curriculum.
5. Describe developmentally appropriate considerations for using technology with children.
6. Describe important considerations for lifelong professional learning.
12
Pretest
1. Teachers don’t need to plan for assessment
because the curriculum includes all the
materials they need. T/F
2. Standardized tests are the best tools to use
to assess young children. T/F
3. Teachers use assessment information and
analyses to adapt curriculum. T/F
4. Program evaluations provide valuable
information for teachers about how to
strengthen their practices. T/F
5. It is possible to use technologies with young
children in developmentally appropriate
ways. T/F
6. Once teachers have experience, they no lon-
ger need to prioritize intentional reflection
about their work. T/F
Answers can be found at end of the chapter.© iStockphoto / Thinkstock
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Developmentally Appropriate Assessment Chapter 12
Well here you are, on your way to understanding the intricacies of early childhood curriculum
and the balancing act that a developmentally appropriate approach requires. Your classroom
is a happy, busy place. Friendships are forming, children are playing, and you are using your
understanding of the developmental emphasis in the early learning standards and content
focus of K–12 academic standards to plan and implement engaging and challenging activities.
You’ve also begun to notice the individual characteristics, strengths, and needs of your chil-
dren and are beginning to think about ways of adapting the curriculum to meet their needs.
Your sense is that everything is going well, but how do you know for sure that you are meet-
ing the goals and expectations of your curriculum? Throughout this book, we’ve addressed
this question in part by discussing the need to observe children in order to scaffold their devel-
opment. But what specific things can you do to determine your children’s individual needs
and chart their progress? How do you identify children who might have special needs? How
do you know whether your curriculum is working as intended? What should you do to con-
tinue developing your own curriculum knowledge? In view of increasing use and awareness
of technologies, what are the most effective ways to use these technologies for curriculum
and/or assessment?
In this chapter, we examine the concepts of student assessment and ongoing evaluation for
continuous improvement of the curriculum. We also address the emerging and changing role
of t.
A4.Villacis.Erick.Catedra.Integradora.pptx
This document discusses different types of student assessment. It describes pre-assessment, formative assessment, and summative assessment. Pre-assessment evaluates student knowledge and skills before instruction begins. Formative assessment occurs throughout instruction to provide feedback and guide improvement. Summative assessment evaluates learning at the end of an instructional period through tests and assignments. The document also covers qualitative vs. quantitative assessment, reliability, validity, norm-referenced evaluation, criterion-referenced evaluation, and various forms of performance-based assessment such as projects, research papers, presentations, debates, and play-based activities.
Assessment and learning - getting quality in both
The document discusses assessment and learning in several countries and contexts. It notes that national curriculum and testing in countries like England and Wales have been progressively simplified over time as overly detailed requirements proved unworkable and had negative effects. Assessment needs to have the "Goldilocks principle" of not being too vague or too detailed, but just right to support learning. The document also discusses the key principles of assessment for learning, including setting clear learning goals and success criteria, using feedback to close gaps between current and desired performance, and potential issues with praise as a form of feedback.
Beyond tests alternatives in assessment
This document discusses alternatives to standardized testing for student assessment, including performance-based assessments, portfolios, journals, conferences, interviews, and observations. It provides characteristics and guidelines for implementing each alternative form of assessment in the classroom. The alternatives allow for a more holistic evaluation of students and more authentic demonstrations of their skills.
Information Literacy 2003
The document discusses assessment in libraries and learning. It defines assessment as identifying, gathering, and interpreting information about student learning to provide feedback and guide teaching. Assessment should support learning by focusing on how students progress towards goals. Effective assessment takes many forms, both formal and informal, and provides information to improve teaching. The document also discusses challenges to assessment in school libraries and the roles libraries can play, including developing learning goals, resources, and authentic assessments in collaboration with teachers.
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Language Assessment - Beyond Test-Alternatives Assessment by EFL Learners
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Evaluation and Assessment of Learning and ProgramsLearni
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Autonomous learning
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Language skills need to be assessed through well designed rubrics related to the educational purpose of the programme. It is highly recommended to record the results through rubrics with specific criteria and results intended.
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Developing and assessing listening in a competence based
- 1. Developing and Assessing Listening in a Competence Based Curriculum H.O.D. Noura Al-Bedaiwi
- 2. Assessment “The overall purpose of assessment, regardless of age, is to help teachers make appropriate instructional decisions about how to best teach children.” EARLY CHILDHOOD ASSESSMENT FOR CHILDREN FROM BIRTH TO AGE 8 (Grade 3); Pennsylvania’s Departments of Education and Public Welfare Harrisburg, PA; 2005. Assessment is to measure student’s development and teachers’ practices using performance standards outlined in the curriculum guide.
- 6. Assessing Listening Through Curriculum Standards and Descriptors Varried Tasks Suitable Assessment Tools (observation – portfolio, rubrics, etc.)
- 7. Examples of Listening Descriptors to be Used in Rubrics Recognize and use words to describe concepts/ideas. Recognize, name, and describe categories. Consistently respond appropriately to questions and directives. Reference: Listening and Speaking – First Steps into Literacy; Manitoba Education, Citizenship and Youth; 2008.