EFFECTIVE TESTING: AN ESSENTIAL REQUIREMENT FOR ENGLISH PROGRAMMES
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Presentation by Eric Ntam at the ELT conference in Sudan/ University of Khartoum and British Council/ 1-3 March 2010
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A standardized assessment is a test consisting of a set of questions pulled from a common bank. All test takers are required to answer the same questions so the test can be scored in a consistent manner.
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This document discusses formative and summative assessments used by classroom teachers. It describes how formative assessments, like quizzes and informal questioning, are used to inform instruction and identify students' learning needs. Summative assessments evaluate learning after instruction and include final exams and standardized tests. The document advocates for the use of formative assessments to modify teaching in real-time and provide feedback to improve student learning. It also explains how response pad technology allows teachers to anonymously poll entire classes with multiple choice questions to gauge understanding during a lesson.
Assessment of learning Chapter 1
The document discusses various topics related to educational assessment:
1. It defines different kinds of assessment including formative, summative, diagnostic, dynamic, and synoptic assessment.
2. It explains the functions of educational assessment including improving teaching and learning, demonstrating student success, and quantifying achievement.
3. It discusses principles of effective assessment such as starting with educational goals and standards, using assessment to improve learning, and employing multiple measures.
4. It outlines the assessment cycle including identifying goals, pre-assessing students, providing instruction, assessing outcomes, and using results to improve learning and instruction.
1. Introduction to Language Testing.pptx
This document provides an introduction to language testing. It discusses:
- The objectives of learning about language testing, which include becoming familiar with testing concepts and improving skills in constructing classroom tests.
- Key terms like tests, measurements, assessment and evaluation - a test is a set of questions with right/wrong answers, while measurement is determining performance and assessment/evaluation interpret results.
- The importance of testing in language learning to measure the success of the learning process and ensure students master intended competencies like communication and linguistic skills.
Instructional leardership chpt.8
1. The document discusses different types of assessments used to evaluate student learning including formative and summative assessments. Formative assessments are used to guide instruction and help students improve, while summative assessments evaluate learning at the end of instruction.
2. Standardized tests are discussed, including the purposes of achievement, diagnostic, and aptitude tests. Issues with high-stakes testing are also covered, such as narrowing curriculum.
3. More authentic assessment approaches are emerging in response to criticisms of traditional tests not reflecting real-world skills. Informal assessment is discussed as a formative approach.
Standards Slides2.ppt
This document discusses standards in education and the debate around them. It begins by defining standards as models or examples that establish expectations for how students should be educated. While proponents believe standards can improve achievement by setting clear goals, opponents argue they may narrow curriculum and lead to test-driven instruction. The document also examines different approaches to aligning curriculum to standards like frontloading, backloading, and curriculum mapping and concludes by noting the tension between accountability and pressures of high-stakes testing.
Standards based assessment
1. The document discusses standards-based assessment and standardized testing. It outlines the key elements of standardized tests and explores both the popularity and criticisms of standardized testing.
2. Concerns about standardized testing include test bias, a overemphasis on test performance leading to test-driven learning, and ethical issues regarding their role in gatekeeping.
3. The document advocates for using multiple measures of assessment, including more formative assessments, to reduce the negative impact of standardized testing and make assessment less biased.
School based assesment
The document discusses issues related to implementing school-based assessment programs. It begins by noting the potential benefits of school-based assessment in validity and flexibility but also the need to ensure reliability, quality control, and quality assurance. It then examines five key issues for reliable school-based assessment: providing teachers with training and guidance, developing clear assessment criteria, establishing record keeping and moderation procedures, creating networks for teacher collaboration, and monitoring implementation. The document concludes by emphasizing the importance of ensuring adequate resources, expertise, and oversight when establishing a school-based assessment system.
Grades and Grading Nov 07
The document discusses the complex topic of grading in education. It notes that grading practices are influenced by teachers' own experiences and philosophies. While grading aims to communicate student achievement, there is no single best system and all involve some subjectivity. The research suggests limiting categories, providing narratives, and balancing formative and summative assessment to best support student learning.
Summative Assessment
The Masters of Education in Teaching and Learning Summative Assessment requires teacher candidates to be proficient or advanced in three categories to complete the program successfully. Category one, Knows, has three subcategories: general and professional knowledge, content knowledge, and diversity. The summative assessment evaluates teacher candidates on communication, human relations and leadership, technology and resources, planning, and assessments. Candidates must meet defined proficiency levels to pass.
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QAAET Conference - The purposes of assessment last- Dr Tina Issacs
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Curriculum trends, school reform, standards, and assesment
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Webquest
A webquest is an inquiry-oriented lesson that uses mostly online resources. It has five key characteristics: it is classroom-based, emphasizes higher-order thinking, preselects sources to emphasize use over gathering of information, and is often group work with roles. Webquests are compelling for teachers because they easily incorporate the internet, encourage collaboration and sharing, can be interdisciplinary, develop critical thinking skills, and motivate students with authentic tasks. A webquest has six essential parts: introduction, task, process, resources, evaluation, and conclusion.
Searching the Internet (The good, the bad and the ugly)
This document discusses search techniques for research. It begins with an activity where participants brainstorm terms related to global warming. They then compare terms in groups and generate a combined list. The document instructs searching online articles using the brainstormed terms. It also explains how to use truncated keywords in searches, giving the example of using "child*" to find results including child, children, childhood, etc. The overall purpose is to provide guidance on effectively defining search terms and keywords to maximize results.
Internet and Sudan
The document provides background information on technology and the history of the Internet. It discusses key terms like digital natives/immigrants and digital literacy. It then provides facts about Internet usage in Sudan, noting it has grown from 30,000 users in 2000 to over 6 million users in 2012, though penetration is still only 19% of the population. Examples of international projects that aim to expand access are described, including the Hole in the Wall experiment and One Laptop Per Child initiative.
Computer Assisted Language Learning
This is lecture 1 in the SUST master course entitled 'Technology for the Teaching of English Language'
Motivation, Methods and Materials for Young Learners of English
Workshop organized by Hala Nun and run by Josephine O'Brien at the English Language Institute /University of Khartoum in December 2014
Learning styles and multiple intelligence
Howard Gardner first developed the theory of multiple intelligences which divides human intelligence into 7 domains: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. David Kolb also developed a learning styles model that categorizes learners into four styles based on a four stage learning cycle: diverging, assimilating, converging, and accommodating. The document then provides descriptions of Gardner's multiple intelligence domains and Kolb's four learning styles.
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
English Language Teaching: Introduction
This lecture introduces a module on core issues in English language teaching. It discusses the history of English and Arabic in Sudan, from their introduction during colonial times to current language policies. It notes the linguistic diversity in Sudan, with over 170 languages spoken. English was the lingua franca in Southern Sudan under British rule but Arabicization policies in the 1960s-1990s marginalized English. Two civil wars were partly due to imposing Arabic in the South. The 2005 peace agreement made Arabic, English and indigenous languages official, with no discrimination on language use. The future of English after South Sudan's independence is uncertain.
Web 2.0
Web 2.0 aims to enhance creativity, information sharing, and collaboration on the World Wide Web through more dynamic and user-generated content. It emphasizes social communication, individual creativity, and allowing users to both read and write content online rather than just download information like earlier versions of the internet. Key differences between Web 1.0 and 2.0 include moving from simply reading content to actively uploading and sharing, and focusing more on social interaction than individual domains.
Why not use ict in sudan
This document discusses using information and communication technologies (ICT) in education in Sudan. It begins with an outline of the session topics, including definitions of technology and important ICT terms. It then discusses why ICT is not widely used in Sudan, providing facts about limited Internet access. The document reviews reasons for using ICT in education, including international standards and examples of successful projects like Hole in the Wall and One Laptop Per Child. It concludes with challenges to teaching English in Sudan like large class sizes and limited instruction time.
Breaking
This document outlines two workshops aimed at building Sudanese teachers' competencies in using information and communication technologies (ICT). [1] The infrastructure for ICT in Sudan has grown rapidly in recent years, but it is still underutilized in education. [2] The first workshop focused on online tools for professional development but was above the teachers' levels and lacked follow-up. [3] The second workshop provided hands-on training for using ICT tools in teaching and professional development and included developing materials for future training.
Blending Web 2.0 tools in the English language classroom
This document summarizes a presentation on blending web 2.0 tools in the English language classroom. It discusses challenges in teaching English, benefits students saw from using the internet to learn English, and preferences for group work. It then defines blended learning as a mix of online and in-class instruction and outlines advantages like accommodating learning styles. Khan's Octagonal Framework for blended learning is presented. The presentation shows how a learning management system and other tools were used, and characteristics of project-based learning. Results observed from a student project are shared, concluding that technology-assisted learning can empower students for life.
Sudanese people lifestyle
Sudanese people lifestyle\n About Sudan\n- Sudan is a diverse country that symbolizes how different cultures can blend together in harmony, as described by the author.
- Sudanese food is eaten communally and includes dishes like meat, vegetables and sauces eaten with flatbread. Strong sweet coffee and herbal teas are also popular.
- Popular music has a rich history though some artists have been exiled for political reasons. Traditional instruments include drums, string instruments and lutes.
- Young people represent the majority in Sudan and enjoy activities like sports, reading, television and hanging out with friends in cafes, parks and along the Nile.
Education in sudan
Education in Sudan consists of 11 years of schooling in three stages: primary, middle, and secondary education. Primary education is from ages 6-13 and is compulsory. The education system has undergone reforms, changing from a 6+3+3 system to an 8+3 system. Some of Sudan's major universities include the University of Khartoum, the oldest and largest university, as well as Sudan University of Science and Technology, Ahfad University for Women, and Blue Nile University. Girls' education has expanded since the early 20th century but was historically limited.
Sudanese Costumes
Sudanese clothing varies regionally. The traditional outfit for men is the jalabiya, a loose, ankle-length robe, while women wear the tobe, a long dress. In northern Sudan, both men and women cover most of their bodies due to the hot climate, with women wearing a full-body tobe and headscarf. In western Sudan, men may wear skirts and horns for ceremonies, while southern Sudanese wear shorter lawo cloths that allow for freer movement. Traditional Sudanese wedding outfits include the bride wearing a colorful tobe and the groom a white jalabiya.
Sudan in our eyes
Sudan is described as a place of simple life and love where people believe that smiling is the key to happiness. The country is full of people who are willing to understand others and offer support by saying "I hear you and you are important to me." Sudanese people follow their dreams and never give up on accomplishing their goals, even if success is not easy. The document invites readers to visit Sudan to experience the true beauty found in the smiles of children and people going about their daily lives, and to see the historical places that tell the story of those who built the proud Sudanese nation.
Customs and Traditions 2
Sudanese people are known for their hospitality. They welcome guests with food and drinks, even if they are experiencing hardship themselves. It is considered polite by Sudanese culture to smile and make guests feel comfortable. Community engagement is also important, with neighbors volunteering together on construction projects and providing financial support during times of sadness or celebration. Traditional Sudanese costumes vary by region but include the galabia for men and toab for married women.
Culture in Sudan
Part of the project carried by first year students at the Faculty of Architecture/ University of Khartoum
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EFFECTIVE TESTING: AN ESSENTIAL REQUIREMENT FOR ENGLISH PROGRAMMES
- 3. … to develop national tests of student achievement in reading and in math….Every state should adopt high national standards … every state should test every fourth grader in reading and every eighth grader in math to make sure these standards are met. William Jefferson Clinton (February 4, 1997 )
- 5. “ Standards and Tests: B ” at the top of Mr. Clinton’s list, was his boldest idea … a long-overdue step toward true accountability. Republicans to applaud it.” Chester E. Finn, Jr(February, 1997)
- 14. 3. They help in grading: Universities in Cameroon conform to the following grading system Mark GPA ( Grade Point Average) Grades Honours Mention 16-20 4.00 A, A+ 1st Class Tr ès Bien 14-15.99 3-3.50 B, B+ 2nd Class (Lower - Upper) Bien 12-13.99 2.50 C+ 3rd Class Assez Bien 10-11.99 2.00 C Pass Passable
- 15. What are some of setbacks of standardised tests? 1)They give false information about the status of learning in nation’s schools. 2) Selection of high achieving school’s high overall scores. 3) U nfair or biased against some kinds of students 4) corrupt the process of teaching and learning 5) time, energy and attention focused on the simpler skills tested
- 16. 6) high achieving students are penalised if individual grades are averaged
- 18. Clinton, William Jefferson “1997 State of the Union Address” Taking Sides: Clashing Views on Controversial Educational Issues . 10th ed.. James Wm. Noll (Ed). Dushkin: The McGraw-Hill Companies, Inc., 1999. 144 – 47 Finn, Chester E., Jr. “C for Effort” Taking Sides: Clashing Views on Controversial Educational Issues . 10th ed.. James Wm. Noll (Ed). Dushkin: The McGraw-Hill Companies, Inc., 1999. 148-52 Grove, Carole C. Educational Psychology: Theory and Practice. 5 th ed. Boston: Allyn & Bacon, 1997.
- 19. Change We Need Thank You