This document summarizes a study that co-constructed self-assessment grids with students to make the assessment criteria more accessible, feasible and useful. Researchers first created assessment criteria based on English Language Proficiency descriptors. Students and teachers then provided feedback on difficulties and suggested modifications. The criteria were modified to be bilingual, reduce cognitive load, and improve accessibility. Students reported the modified criteria were easier to understand and useful for self-assessment and writing development.
A short presentation with information about alternatives in assessment: (a) performance-based assessment, (b) portfolios, (c) journals, (d) conferences and interviews, (e) observations, and (f) self & peer assessment.
G273 Okada, Y., Sawaumi, T., & Ito, T. (2017, September). Effect of model vid...Takehiko Ito
This document summarizes a research study that investigated the effect of model video viewing order on Japanese EFL students' speaking performance. The study showed student performances before and after viewing either more or less proficient speaker videos. Results found that viewing less proficient models first followed by more proficient models improved students' speaking skills the most according to peer evaluations. Qualitative reflections also indicated students learned from comparing different proficiency levels. The replication study results were consistent with previous research, suggesting viewing a progression of model proficiency levels can effectively help develop EFL speaking skills.
This document provides guidance on how to provide meaningful feedback to ESL students. It discusses principles for fair student assessment including ensuring assessments are valid, individualized, and understandable. It also outlines various formative and summative assessment strategies that are effective for ESL students, such as learning journals, concept maps, anecdotal records, conversations, portfolios, and rubrics. Specific guidance is given on assessing the four language skills of speaking, listening, reading, and writing in a way that lowers anxiety and communicates high expectations.
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
Two Hot Topics in Online Language Learning: Corpus Linguistics and Telecollab...acornrevolution
1. The webinar covered two hot topics in OLL research: corpus linguistics and telecollaboration. It included an overview of relevant research articles from 2017-2018 and demonstrations of corpus tools.
2. For corpus linguistics, classroom studies showed positive effects of concordance-based vocabulary instruction and using corpora to develop collocational competence. Challenges for students and teachers were also discussed.
3. For telecollaboration, studies found it can effectively be used for language learning, task-based teaching, corrective feedback, and developing cultural identity. Designing effective telecollaborative tasks requires specific criteria.
The document provides information about the Teaching Knowledge Test (TKT), an internationally recognized certification program for teachers of English as a foreign language offered by Cambridge Assessment English. It details the different TKT modules that assess knowledge in areas like teaching young learners or content and language integrated learning. Statistics from 2014 show over 500 candidates took the core TKT modules that year. The TKT is intended for both practicing and pre-service teachers and can help teachers advance professionally. Institutions like schools and language schools accept the TKT as proof of teaching abilities and knowledge.
Language testing involves developing and administering tests to evaluate an individual's proficiency in a language, including their knowledge, ability to discriminate, and different types of skills like achievement, proficiency, and aptitude. Tests are used to determine what a student has learned according to content standards and policies, and performance standards evaluate skills like reading, writing, speaking, and listening. Language evaluation also gauges student growth and development against learning objectives.
This document discusses language testing and evaluation. It defines formative and summative evaluation, with formative used to provide feedback during instruction and summative used to assess learning after instruction. Examples of evaluation include textbook, materials, course, and instructional evaluations. The purpose of evaluation is to improve teaching and learning, assess student progress, and identify weaknesses. Evaluation methods can be norm-referenced, comparing students, or criterion-referenced, assessing specific skills. Testing can directly assess skills or indirectly measure underlying abilities. Objective testing uses multiple choice while subjective uses human judgment. Proper testing is crucial for the teaching-learning process and provides feedback to improve curriculum and instruction.
A short presentation with information about alternatives in assessment: (a) performance-based assessment, (b) portfolios, (c) journals, (d) conferences and interviews, (e) observations, and (f) self & peer assessment.
G273 Okada, Y., Sawaumi, T., & Ito, T. (2017, September). Effect of model vid...Takehiko Ito
This document summarizes a research study that investigated the effect of model video viewing order on Japanese EFL students' speaking performance. The study showed student performances before and after viewing either more or less proficient speaker videos. Results found that viewing less proficient models first followed by more proficient models improved students' speaking skills the most according to peer evaluations. Qualitative reflections also indicated students learned from comparing different proficiency levels. The replication study results were consistent with previous research, suggesting viewing a progression of model proficiency levels can effectively help develop EFL speaking skills.
This document provides guidance on how to provide meaningful feedback to ESL students. It discusses principles for fair student assessment including ensuring assessments are valid, individualized, and understandable. It also outlines various formative and summative assessment strategies that are effective for ESL students, such as learning journals, concept maps, anecdotal records, conversations, portfolios, and rubrics. Specific guidance is given on assessing the four language skills of speaking, listening, reading, and writing in a way that lowers anxiety and communicates high expectations.
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
Two Hot Topics in Online Language Learning: Corpus Linguistics and Telecollab...acornrevolution
1. The webinar covered two hot topics in OLL research: corpus linguistics and telecollaboration. It included an overview of relevant research articles from 2017-2018 and demonstrations of corpus tools.
2. For corpus linguistics, classroom studies showed positive effects of concordance-based vocabulary instruction and using corpora to develop collocational competence. Challenges for students and teachers were also discussed.
3. For telecollaboration, studies found it can effectively be used for language learning, task-based teaching, corrective feedback, and developing cultural identity. Designing effective telecollaborative tasks requires specific criteria.
The document provides information about the Teaching Knowledge Test (TKT), an internationally recognized certification program for teachers of English as a foreign language offered by Cambridge Assessment English. It details the different TKT modules that assess knowledge in areas like teaching young learners or content and language integrated learning. Statistics from 2014 show over 500 candidates took the core TKT modules that year. The TKT is intended for both practicing and pre-service teachers and can help teachers advance professionally. Institutions like schools and language schools accept the TKT as proof of teaching abilities and knowledge.
Language testing involves developing and administering tests to evaluate an individual's proficiency in a language, including their knowledge, ability to discriminate, and different types of skills like achievement, proficiency, and aptitude. Tests are used to determine what a student has learned according to content standards and policies, and performance standards evaluate skills like reading, writing, speaking, and listening. Language evaluation also gauges student growth and development against learning objectives.
This document discusses language testing and evaluation. It defines formative and summative evaluation, with formative used to provide feedback during instruction and summative used to assess learning after instruction. Examples of evaluation include textbook, materials, course, and instructional evaluations. The purpose of evaluation is to improve teaching and learning, assess student progress, and identify weaknesses. Evaluation methods can be norm-referenced, comparing students, or criterion-referenced, assessing specific skills. Testing can directly assess skills or indirectly measure underlying abilities. Objective testing uses multiple choice while subjective uses human judgment. Proper testing is crucial for the teaching-learning process and provides feedback to improve curriculum and instruction.
This document outlines a study conducted to evaluate the effectiveness of using semantic mapping to teach vocabulary in high school English, government, and chemistry courses. The study found that semantic mapping significantly improved vocabulary scores on assessments and increased students' self-reported understanding and use of vocabulary words. However, observations revealed that students rarely applied vocabulary in class discussions. The study provided positive results but could be improved with a more standardized implementation across classes. Overall, semantic mapping shows promise as a vocabulary-building strategy for SAT preparation.
This document summarizes efforts at East Carolina University to support teacher candidates in completing the edTPA assessment. It provides context on the increasing number of ECU programs implementing edTPA and shows data on elementary education candidates' edTPA scores improving over time. It then describes ECU's system for providing clinical support to candidates, which involves support from clinical teachers, university supervisors, and instructional coaches. It discusses challenges faced such as helping candidates see edTPA's relevance and gaining faculty buy-in, and solutions such as connecting edTPA to prior coursework. It also examines providing guidance and local evaluation of edTPA while maintaining score validity. The document aims to help others in unpacking edTPA tasks
The document discusses obtaining meaningful student feedback in a business English context. It describes a teacher research project exploring this "puzzle" using Potentially Exploitable Pedagogic Activities (PEPAs), including a Review Collage activity and discussion of research findings. Analysis of student feedback provided enhanced understanding of mismatches in expectations and needs for clarity. Students engaged as research partners, helping improve the quality of learning experiences.
Trends and Innovations in Introductory CS CourseAayushee Gupta
Literature review of recent trends and innovations in teaching first year introductory CS course presented during Faculty Development Program at JIIT (6-11 July, 2015)
This document presents a study evaluating the effectiveness of using computer assisted pronunciation instruction (CAPI) to improve the English pronunciation of vocational college students in Taiwan. The study used an experimental design with 70 students divided into an experimental group that received 12 weeks of additional CAPI training and a control group that received no additional training. Instruments included a pronunciation scoring system in the MyET program, pre-tests and post-tests of students' pronunciation, and a questionnaire. Data analysis would use ANOVA to examine differences in pronunciation improvement between groups and Cronbach's alpha and descriptive statistics to analyze questionnaire responses regarding students' phonological awareness and perceived usefulness of CAPI. The study aims to determine if CAPI improves pronunciation quality and increases students' awareness
The document summarizes research testing the effectiveness of using semantic mapping to improve students' vocabulary and SAT scores. Several classes implemented semantic mapping for vocabulary words. Pre- and post-tests assessed vocabulary knowledge and student comfort with words. Scores increased significantly for most classes, indicating semantic mapping improved vocabulary. However, vocabulary was rarely observed in use in classes. Future research should standardize implementation and focus assessment to better evaluate the strategy's effectiveness.
This document provides information about an introductory academic writing course at American University of Sharjah during the spring 2006 semester. It outlines the course description, objectives, required materials, teaching methods, assignments, assessments, policies, and additional resources. The course is designed to help students develop fundamental academic literacy skills like reading comprehension, vocabulary building, and writing essays through instruction and practice. It will be taught by Dennis Lewis and assessments will include writing assignments, reading quizzes, a midterm exam, and a final exam.
136664995 ele3104-–-english-language-teaching-methodology-for-young-learnersAzhar Muhammad
The document provides information on lesson planning and assessment for teaching English to young learners. It discusses identifying the target group of pupils and integrating language skills in lesson planning. Principles of language testing and evaluation are outlined, including the purposes of assessment and characteristics of valid and reliable tests. Formative and summative assessment are compared, and formal and informal evaluation approaches are contrasted. Norm-referenced and criterion-referenced evaluation are also differentiated. Guidelines are provided on test construction and using assessment results to guide instruction.
The document summarizes the goals and strategies of an English teacher at Javiera Londoño High School in Medellín, Colombia. The teacher aims to promote meaningful learning through project work and integrating the four language skills. Some challenges include lack of student motivation and outdated technology. The teacher plans to create an English club, emphasize English in class, and implement metacognitive experiences to help students monitor their own learning. Strategies from authors like Kamaravadivelu on task-based instruction and macrostrategies will be applied.
Dimova: National oral language assessment in Denmark: Where are we now and wh...IirisNii
This document summarizes the current state of national oral language assessments in Denmark. It describes the Folkeskolens Afgangsprøve (FSA) oral English exam given to 9th grade students and A-level/B-level oral English exams given in upper secondary school. It discusses both the synergies and tensions between exam development, administration, and use. It considers where the system is now, with traditional exam methods but questions around reliability, validity and washback. It outlines two options for the future - keeping traditional methods but limiting result use, or improving construct definition, standardizing tasks/procedures and ongoing validation to make exams higher-stakes. The best path depends on balancing practicality with exam quality
The document discusses the negative impact of Pakistan's Higher Secondary School Certificate exam on English language teaching and learning. It summarizes research showing high-stakes exams can negatively influence what and how teachers teach and students learn, known as washback effect. The author describes their experience teaching English in Pakistan, where students prioritized exam preparation over attending regular classes. They argue the exam system has led to widespread negative washback in Pakistan at both individual and societal levels.
Kennedy ex ist baleap apr 2013 with notesEllieKennedy
This document summarizes Dr. Ellie Kennedy's presentation at the BALEAP conference about a project called Excellence in International Student Teaching (ExIST) at Nottingham Trent International College. The project aimed to help subject tutors improve their teaching strategies to better accommodate international students' learning needs. Workshops brought together EAP and subject tutors to share skills. They applied a framework called FLUTE to lesson planning that includes steps like focusing, understanding content, and engaging students. Subject tutors reported increased awareness of international student needs and ability to adapt teaching as a result. The project was successful in developing resources and cross-curricular collaboration to benefit international students.
This document summarizes an action research project conducted to improve the sentence construction skills of 4th grade pupils in a Malaysian school using the "WH-questions" technique. Pre- and post-tests were used to assess the pupils' skills before and after being taught to construct sentences using WH-questions templates like "Who do you see?" and "What do you see?". The results showed that all pupils improved their scores after the intervention, with some doubling their original scores, demonstrating that the WH-questions technique was effective for improving their sentence construction abilities.
This SlideShare gives information on the importance of reading comprehension, two strategies for students to develop this skill, and three instructional methods for teaching reading comprehension. Enjoy!
Using Dynamic Assessment in Differential Diagnoses of Culturally and Linguist...Bilinguistics
Dynamic assessment has been shown to be effective in differentiating students who struggle due to unfamiliarity with tasks from those with intrinsic cognitive or language disorders. It uses a test-teach-retest model to measure language learning potential through mediated learning experiences. The document outlines a dynamic assessment protocol for assessing fictional narratives in bilingual students using mediation strategies during teaching and analyzing responsiveness, support needs, and ability to transfer skills to determine if differences are due to factors like language exposure or an underlying disorder. Key questions addressed include determining appropriate assessment targets and using results to qualify students for services or recommend classroom accommodations.
The document discusses principles for assessing children's language learning. It recommends that assessment should be learning-centered and support the learning process. Assessment is more than just testing and should be interactive rather than isolated. Both children and parents need to understand the purpose of assessment. The document also outlines key concepts in assessment including formative and summative assessment, and discusses techniques for assessing young learners such as role-plays, presentations, and portfolios. It stresses the importance of providing helpful feedback to learners.
This study examined students' and instructors' attitudes towards a speaking exam at a university in Turkey. Surveys were administered to 210 students and 32 instructors. The students had varying levels of experience with speaking tests and reported high anxiety during the test. They found speaking the most difficult skill to test and felt they could not fully express themselves. Instructors felt speaking was hardest to administer and assess but that the rating scale was adequate. The study aimed to understand perspectives on test preparation, administration and evaluation to improve the speaking test.
Research ppt (RASEL approach) by Sherlyn Bajenting NarsolisSherlyn Narsolis
1) The document discusses a study that investigated the effectiveness of the RASEL Approach on improving subject-verb agreement in basic sentence construction among 40 Grade 6 students.
2) Key findings were that students scored poorly on a pre-test but very good on a post-test after undergoing the RASEL Approach, and there was a significant difference and moderate effect size between pre- and post-test results.
3) The RASEL Approach incorporates reading, analyzing, singing, enjoying, and learning verbs through the use of songs.
This document discusses aligning foreign language standards, instruction, and assessment. It emphasizes that these three components must be aligned to be effective. The ACTFL Oral Proficiency Scale is used as a framework to articulate language programs K-16. It provides charts outlining the five national foreign language standards, a shift from traditional to performance-based instruction, and a comparison of traditional versus performance-based assessments. Districts are advised to implement changes over multiple years through staff development, adopting new materials, curriculum writing, and program evaluation. Districts must decide which standards to adopt and assess. Performance-based assignments and assessments are characterized as motivating, cooperative, focusing on what students can do, and using rubrics.
The document discusses issues with language assessment tests and more constructive ways of testing. Some key points:
- Tests were previously misused as punishment or the only grading measure without reflecting what was taught.
- A more constructive approach sees testing as teacher-student interaction, judges students on their knowledge, aims to improve skills, and has clear criteria.
- The summary highlights some of the constructive principles discussed in the document for better language assessment.
This document outlines a study conducted to evaluate the effectiveness of using semantic mapping to teach vocabulary in high school English, government, and chemistry courses. The study found that semantic mapping significantly improved vocabulary scores on assessments and increased students' self-reported understanding and use of vocabulary words. However, observations revealed that students rarely applied vocabulary in class discussions. The study provided positive results but could be improved with a more standardized implementation across classes. Overall, semantic mapping shows promise as a vocabulary-building strategy for SAT preparation.
This document summarizes efforts at East Carolina University to support teacher candidates in completing the edTPA assessment. It provides context on the increasing number of ECU programs implementing edTPA and shows data on elementary education candidates' edTPA scores improving over time. It then describes ECU's system for providing clinical support to candidates, which involves support from clinical teachers, university supervisors, and instructional coaches. It discusses challenges faced such as helping candidates see edTPA's relevance and gaining faculty buy-in, and solutions such as connecting edTPA to prior coursework. It also examines providing guidance and local evaluation of edTPA while maintaining score validity. The document aims to help others in unpacking edTPA tasks
The document discusses obtaining meaningful student feedback in a business English context. It describes a teacher research project exploring this "puzzle" using Potentially Exploitable Pedagogic Activities (PEPAs), including a Review Collage activity and discussion of research findings. Analysis of student feedback provided enhanced understanding of mismatches in expectations and needs for clarity. Students engaged as research partners, helping improve the quality of learning experiences.
Trends and Innovations in Introductory CS CourseAayushee Gupta
Literature review of recent trends and innovations in teaching first year introductory CS course presented during Faculty Development Program at JIIT (6-11 July, 2015)
This document presents a study evaluating the effectiveness of using computer assisted pronunciation instruction (CAPI) to improve the English pronunciation of vocational college students in Taiwan. The study used an experimental design with 70 students divided into an experimental group that received 12 weeks of additional CAPI training and a control group that received no additional training. Instruments included a pronunciation scoring system in the MyET program, pre-tests and post-tests of students' pronunciation, and a questionnaire. Data analysis would use ANOVA to examine differences in pronunciation improvement between groups and Cronbach's alpha and descriptive statistics to analyze questionnaire responses regarding students' phonological awareness and perceived usefulness of CAPI. The study aims to determine if CAPI improves pronunciation quality and increases students' awareness
The document summarizes research testing the effectiveness of using semantic mapping to improve students' vocabulary and SAT scores. Several classes implemented semantic mapping for vocabulary words. Pre- and post-tests assessed vocabulary knowledge and student comfort with words. Scores increased significantly for most classes, indicating semantic mapping improved vocabulary. However, vocabulary was rarely observed in use in classes. Future research should standardize implementation and focus assessment to better evaluate the strategy's effectiveness.
This document provides information about an introductory academic writing course at American University of Sharjah during the spring 2006 semester. It outlines the course description, objectives, required materials, teaching methods, assignments, assessments, policies, and additional resources. The course is designed to help students develop fundamental academic literacy skills like reading comprehension, vocabulary building, and writing essays through instruction and practice. It will be taught by Dennis Lewis and assessments will include writing assignments, reading quizzes, a midterm exam, and a final exam.
136664995 ele3104-–-english-language-teaching-methodology-for-young-learnersAzhar Muhammad
The document provides information on lesson planning and assessment for teaching English to young learners. It discusses identifying the target group of pupils and integrating language skills in lesson planning. Principles of language testing and evaluation are outlined, including the purposes of assessment and characteristics of valid and reliable tests. Formative and summative assessment are compared, and formal and informal evaluation approaches are contrasted. Norm-referenced and criterion-referenced evaluation are also differentiated. Guidelines are provided on test construction and using assessment results to guide instruction.
The document summarizes the goals and strategies of an English teacher at Javiera Londoño High School in Medellín, Colombia. The teacher aims to promote meaningful learning through project work and integrating the four language skills. Some challenges include lack of student motivation and outdated technology. The teacher plans to create an English club, emphasize English in class, and implement metacognitive experiences to help students monitor their own learning. Strategies from authors like Kamaravadivelu on task-based instruction and macrostrategies will be applied.
Dimova: National oral language assessment in Denmark: Where are we now and wh...IirisNii
This document summarizes the current state of national oral language assessments in Denmark. It describes the Folkeskolens Afgangsprøve (FSA) oral English exam given to 9th grade students and A-level/B-level oral English exams given in upper secondary school. It discusses both the synergies and tensions between exam development, administration, and use. It considers where the system is now, with traditional exam methods but questions around reliability, validity and washback. It outlines two options for the future - keeping traditional methods but limiting result use, or improving construct definition, standardizing tasks/procedures and ongoing validation to make exams higher-stakes. The best path depends on balancing practicality with exam quality
The document discusses the negative impact of Pakistan's Higher Secondary School Certificate exam on English language teaching and learning. It summarizes research showing high-stakes exams can negatively influence what and how teachers teach and students learn, known as washback effect. The author describes their experience teaching English in Pakistan, where students prioritized exam preparation over attending regular classes. They argue the exam system has led to widespread negative washback in Pakistan at both individual and societal levels.
Kennedy ex ist baleap apr 2013 with notesEllieKennedy
This document summarizes Dr. Ellie Kennedy's presentation at the BALEAP conference about a project called Excellence in International Student Teaching (ExIST) at Nottingham Trent International College. The project aimed to help subject tutors improve their teaching strategies to better accommodate international students' learning needs. Workshops brought together EAP and subject tutors to share skills. They applied a framework called FLUTE to lesson planning that includes steps like focusing, understanding content, and engaging students. Subject tutors reported increased awareness of international student needs and ability to adapt teaching as a result. The project was successful in developing resources and cross-curricular collaboration to benefit international students.
This document summarizes an action research project conducted to improve the sentence construction skills of 4th grade pupils in a Malaysian school using the "WH-questions" technique. Pre- and post-tests were used to assess the pupils' skills before and after being taught to construct sentences using WH-questions templates like "Who do you see?" and "What do you see?". The results showed that all pupils improved their scores after the intervention, with some doubling their original scores, demonstrating that the WH-questions technique was effective for improving their sentence construction abilities.
This SlideShare gives information on the importance of reading comprehension, two strategies for students to develop this skill, and three instructional methods for teaching reading comprehension. Enjoy!
Using Dynamic Assessment in Differential Diagnoses of Culturally and Linguist...Bilinguistics
Dynamic assessment has been shown to be effective in differentiating students who struggle due to unfamiliarity with tasks from those with intrinsic cognitive or language disorders. It uses a test-teach-retest model to measure language learning potential through mediated learning experiences. The document outlines a dynamic assessment protocol for assessing fictional narratives in bilingual students using mediation strategies during teaching and analyzing responsiveness, support needs, and ability to transfer skills to determine if differences are due to factors like language exposure or an underlying disorder. Key questions addressed include determining appropriate assessment targets and using results to qualify students for services or recommend classroom accommodations.
The document discusses principles for assessing children's language learning. It recommends that assessment should be learning-centered and support the learning process. Assessment is more than just testing and should be interactive rather than isolated. Both children and parents need to understand the purpose of assessment. The document also outlines key concepts in assessment including formative and summative assessment, and discusses techniques for assessing young learners such as role-plays, presentations, and portfolios. It stresses the importance of providing helpful feedback to learners.
This study examined students' and instructors' attitudes towards a speaking exam at a university in Turkey. Surveys were administered to 210 students and 32 instructors. The students had varying levels of experience with speaking tests and reported high anxiety during the test. They found speaking the most difficult skill to test and felt they could not fully express themselves. Instructors felt speaking was hardest to administer and assess but that the rating scale was adequate. The study aimed to understand perspectives on test preparation, administration and evaluation to improve the speaking test.
Research ppt (RASEL approach) by Sherlyn Bajenting NarsolisSherlyn Narsolis
1) The document discusses a study that investigated the effectiveness of the RASEL Approach on improving subject-verb agreement in basic sentence construction among 40 Grade 6 students.
2) Key findings were that students scored poorly on a pre-test but very good on a post-test after undergoing the RASEL Approach, and there was a significant difference and moderate effect size between pre- and post-test results.
3) The RASEL Approach incorporates reading, analyzing, singing, enjoying, and learning verbs through the use of songs.
This document discusses aligning foreign language standards, instruction, and assessment. It emphasizes that these three components must be aligned to be effective. The ACTFL Oral Proficiency Scale is used as a framework to articulate language programs K-16. It provides charts outlining the five national foreign language standards, a shift from traditional to performance-based instruction, and a comparison of traditional versus performance-based assessments. Districts are advised to implement changes over multiple years through staff development, adopting new materials, curriculum writing, and program evaluation. Districts must decide which standards to adopt and assess. Performance-based assignments and assessments are characterized as motivating, cooperative, focusing on what students can do, and using rubrics.
The document discusses issues with language assessment tests and more constructive ways of testing. Some key points:
- Tests were previously misused as punishment or the only grading measure without reflecting what was taught.
- A more constructive approach sees testing as teacher-student interaction, judges students on their knowledge, aims to improve skills, and has clear criteria.
- The summary highlights some of the constructive principles discussed in the document for better language assessment.
The use of adapted frayer model in developing vocabualary knowldgeDepEd Navotas
The teacher-researcher investigated using an adapted Frayer model for explicit vocabulary instruction with 10th grade students in the Philippines who were struggling readers. A classroom action research approach was used, involving planning lessons using the model, observing student work and assessments, reflecting on results, and refining lessons. Analysis of pre- and post-tests, student work, and focus groups found that with scaffolding, the model helped students better understand and retain vocabulary related to giving presentations, though some adjustments to instruction were needed based on formative assessment. The researcher concluded adapted graphic organizers like the Frayer model can effectively develop student vocabulary when implemented as an ongoing, reflective process.
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
In today's rapidly evolving educational landscape, traditional methods of evaluation often fall short in capturing the multifaceted skills and competencies our students possess. Performance-based assessment offers an alternative approach that goes beyond standardized testing, allowing individuals to showcase their abilities in authentic, real-world contexts. In this presentation, we will explore the concept of performance-based assessment, its characheristics, benifits, and how it can revolutionize the way we measure achievement.
1) The document discusses different types of English language testing including traditional tests, teacher-made tests, standardized tests, multiple choice tests, and communication tests.
2) It explains the importance of testing for evaluation purposes in education and how well-designed tests can benefit both teachers and students.
3) The key types of tests discussed are teacher-made tests which evaluate student progress, standardized tests which use uniform procedures and cover a wider scope of material, and communication tests which aim to assess language skills more globally.
1. The document discusses alternatives to standardized testing for language assessment, including portfolios, journals, observations, conferences, interviews, and self-assessment.
2. These alternative forms of assessment require more time and effort from teachers but provide more authentic and comprehensive views of student performance and progress.
3. The document provides guidelines for implementing various alternative assessments in the classroom, including clearly stating objectives, criteria for evaluation, and providing feedback.
The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.
This chapter provides an overview of the curriculum design process, which consists of analyzing the environment, discovering learner needs, following principles of teaching and learning, setting goals and sequencing content, choosing an appropriate format and methods, monitoring and assessing learning, and evaluating the effectiveness of the curriculum. The curriculum design process aims to integrate knowledge from applied linguistics to develop a curriculum that is suited to the learning situation and needs of the learners.
This document outlines principles for evaluating computer-assisted language learning (CALL) materials and tasks. It discusses five key principles:
1. CALL evaluation is dependent on specific contexts and situations, rather than providing definitive judgments of effectiveness.
2. CALL should be evaluated through both judgmental analysis of software/tasks and empirical analysis of learner performance.
3. Evaluation criteria should be based on theories and research findings about instructed second language acquisition.
4. Criteria must be applied considering the purpose of the CALL task.
5. Language learning potential should be the central criterion in CALL evaluation.
The document also provides examples of criteria for CALL task quality and questions to guide both judgmental and empirical
This document discusses the key domains of content that constitute the core knowledge base for second language teacher education (SLTE). It identifies six main domains: theories of teaching, teaching skills, communication skills, subject matter knowledge, pedagogical reasoning and decision making, and contextual knowledge. For each domain, the document outlines some of the important components and provides examples to illustrate what knowledge and skills fall within that domain. The overall purpose is to articulate a coherent foundation for SLTE programs by defining the essential content areas that should be covered.
The document outlines a workshop to help teachers better understand curricular standards. The goals are to increase understanding of standards and make them more meaningful. Objectives include effectively communicating standards to stakeholders. Examples are given for how to communicate standards clearly to students and parents, such as rewriting standards in simpler language and discussing them during parent-teacher conferences. Research suggests aligning instruction with standards and assessments can improve student performance on tests. A worksheet is provided to help teachers simplify standards language. Assessment methods are listed to evaluate the effectiveness of the workshop in improving teachers' understanding and use of standards.
This document discusses inclusive teaching and assessment practices. It describes a Higher Education Academy project involving 16 universities to develop an inclusive culture with a focus on feedback and assessment. The project aims to create an inclusive assessment and feedback toolkit through staff and student engagement. Several case studies are presented that demonstrate both inclusive and non-inclusive assessment approaches. Next steps discussed include gaining senior management support, a two-phase research project, and evaluating the impact of inclusive practices through student and staff involvement.
Strategies to Scaffold Rigor in Content for Secondary ELLSLaura Lukens
This document discusses strategies for scaffolding rigorous instruction for secondary English language learners. It describes the GO TO Strategies project, which provides teachers with research-based instructional strategies to support ELLs in meeting higher academic standards. The project is informed by CAL's five principles of sheltered instruction. The document explains what the GO TO Strategies are and how they include an introduction, matrix of strategies, inventory of strategies, and glossary. It also discusses language proficiency levels and provides examples of how specific strategies can be used.
The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
This chapter discusses different models of curriculum design, including Graves' model, Nation's Language Curriculum Design model, and Murdoch's model. It describes the goals, process, design questions, and constraints to consider in curriculum design. It then explains three approaches to curriculum design: the waterfall model, focused opportunistic approach, and layers of necessity model. The last approach involves choosing the necessary layers to complete based on available time and resources. Factors like language level, time, money, and skills influence which design approach to use.
Similar to Empower learners as assessors: creating accessible, feasible and useful self assessment grids (20)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Empower learners as assessors: creating accessible, feasible and useful self assessment grids
1. Empower learners as assessors: co-
constructing accessible, feasible and
useful self-assessment grids
Dr Huahui ZHAO
University of Leeds
h.zhao1@leeds.ac.uk
2. Background of the project
Brief introduction of the project
Adapting assessment criteria to local contexts
Students’ and tutors’ perceptions
Overview of the presentation
3. • Started in 2014 and published in 2018
• Improve the coherence, transparency and efficiency of English
language assessment, curricular and education in China (Jin, Wu,
Alderson, & Song, 2017) and developing learning autonomy
• Strikingly similar to CEFR
CSE: China’s Standards of English Language Ability
4. How a context-free, though by no means of context-indifferent,
framework like the CEFR can, should, and even must be translated
into context-relevant forms in diverse educational environments in
order to be implemented (Byrnes, 2007, p. 643)
Applying CEFR/EFLP in local contexts
5.
6. • How could self-assessment
descriptors be applied in
local instructional contexts?
• How could they be
designed to align with
teaching and learning?
7. Brief introduction of the whole project (2017-2018)
Stage 1: creating
criteria
• Created pre-
modified
assessment criteria
based on ELP
descriptors
• Participants’
perceptions of the
ELP descriptors after
training
• Modified descriptors
Stage 2: using
the criteria
• Used the
modified ELP
descriptors for
self- and teacher-
assessment
Stage 3:
evaluating criteria
• Comparing self-
and teacher
assessment
results
• Participants’
perceptions of
the ELP
descriptors
• Applications for
CSE
8. Class ID Number Gender Subject Final writing
scores (average)
1 35 (taught by Tutor 1) Male: 16
Female: 19
Network media 69.69 (SD=7.66)
2 35 (taught by Tutor 1) Male: 13
Female: 22
Network media 67.79 (SD=7.17)
3 29 (taught by Tutor 2) Male: 8
Female: 21
Public
Management
71.31 (SD=7.79)
4 47 (taught by Tutor 2) Male:3
Female: 44
Chinese
Language and
Literature
75.98 (SD=6.22)
• Two tutors
• 146 university students in China
• EAP reading-writing integrated module
Participants
9. Limitations of self-assessment
driven by the criteria written by
teachers solely
• Different understanding of the
same criteria between learners
and tutors (Orsmond et al, 1996,
1997, 2000)
• “learning cannot be sustainable
in any sense if it requires
continuing information from
teachers on students’ work (Boud
& Soler, 2016, p. 403)”
Advantages of self-assessment co-
constructed by learners and
teachers
• Co-construction facilitates
learners’ understanding of why,
what and how to assess their
learning
• Empower and develop assessors’
capabilities
• Ownership & motivation
Empower learners as assessors
10. • Students constructing marking criteria alone can also lead to the
criteria based on what students are happy with and their existing
yet limited knowledge of the current tasks (Orsmond et al.,2000)
• Assessment has most effect when students and teachers become
responsible partners with students progressively taking
responsibility for the assessment process and developing and
demonstrating their abilities to make sound judgment of their
work. (Boud and Association, 2010)
• Reality constraints: time/knowledge
Different roles at different stages
11. 1. Researchers and tutors created draft assessment grids
based on ELP descriptors, aligning with teaching, learning and
learners
2. What were students’ and tutors’ perceptions of the
accessibility of the original ELP descriptors?
3. Based on participants’ perceptions, what modifications
were necessary to enhance the accessibility of ELP
descriptors?
4. What were students’ and tutors’ perceptions of the
feasibility and usefulness of the modified ELP descriptors for
EFL writing?
Creating accessible, feasible and useful self-assessment grids
12. Creating pre-modified criteria: researchers & tutors
Instructional focuses
Genres: summary and Argumentation essays
English language proficiency: majority B1-B2
Low motivation
Learners’ use of social media
Specific descriptors
ELP descriptors: essay and report
Descriptors at A2-C1 level: Motivation & objectives
Mixed orders of different levels of descriptors
emoticons to replace numbers
Alignment among assessment, teaching, learning and learners
13. achieved
nearly there
not there yet
Creating pre-modified criteria: numbers or emoticons
more familiar and
friendlier than the
numbers
part of their learning
processes like their
momentary reflection
of daily life
Serve the
purpose of FA:
Numbers in
summative
assessment
14. • Developing learners’ knowledge of self-assessment
• Addressing their concerns over it
• Introducing the procedure of self-assessment
Phase 1: introducing
self-assessment
(25 minutes)
• Introducing the CEFR and ELP descriptors and its use
and popularity
• Including its application for the forthcoming CSE
(motivation)
Phase 2: raising
motivation
(5 minutes)
• Teacher demonstration: their decision-making
processes regarding sample and each descriptor
• Students carried out self-assessment with pre-
modified descriptors
Phase 3: demonstrating
and trialling
(30 minutes)
Training in self-assessment
15. • Research methods: nine-item student survey about the
accessibility and usefulness of pre-modified ELP descriptors
• Key findings: students’ understanding of pre-modified descriptors
Accessibility of the pre-modified descriptors
CLASSID N Mean* Std. Deviation
1 33 2.30 .64
2 35 2.91 1.20
3 28 2.68 .67
4 47 2.62 .49
Total 143 2.63 .80
* On a scale 1-4: 1= extremely easy to understand; 4= extremely difficult to understand
16. Table 4 Difficult items which were mentioned more than ten times
Students’ perceptions of the pre-modified
descriptors
Difficult items frequencies
Item 11 25
Item 23 25
Item 10 23
Item 21 19
Item 5 17
Item 18 13
Item 9 11
Item 4 10
Item 11: I can write with reasonable grammatical accuracy
and can correct mistakes if they are identified by others.
Item 23: I can convey simple information of immediate
relevance, getting across which point I feel is the most
important.
Item 10: I can have good control of elementary vocabulary,
but major errors still occur when expressing more complex
thoughts or handling unfamiliar topics and situations.
Item 21: I can produce continuous writing which is generally
intelligible throughout.
17. Table 4 Difficult items which were mentioned more than ten times
Students’ perceptions of the pre-modified
descriptors
Difficult items frequencies
Item 11 25
Item 23 25
Item 10 23
Item 21 19
Item 5 17
Item 18 13
Item 9 11
Item 4 10
Item 11: I can write with reasonable grammatical accuracy
and can correct mistakes if they are identified by others.
Item 23: I can convey simple information of immediate
relevance, getting across which point I feel is the most
important.
Item 10: I can have good control of elementary vocabulary,
but major errors still occur when expressing more complex
thoughts or handling unfamiliar topics and situations.
Item 21: I can produce continuous writing which is generally
intelligible throughout.
18. • 69 among the 115: improved their own English language
proficiency (e.g. increasing vocabulary sizes, improving grammar, practising listening and
speaking, and memorising model sentence structures and essays)
• 37: replaced difficult and vague words with simple or common
words
• Other advices
o organising descriptors more coherently
o reducing the number of descriptors
o using bilingual descriptors
o giving examples for each descriptor
Students’ suggestions about improving descriptors
19. • Research methods: teachers’ reflective logs based on classroom
observation and prompts similar to student questionnaire
questions
• Key findings
o Difficult words in descriptors affected students’ comprehension
oSimilar items placing closely to each other increased difficulty
o Lack of exposure to authentic English expressions in writing instruction
o Students’ low English proficiency levels
Tutors’ perceptions of pre-modified descriptors
20. • Maintained the benefits of reading the ELP descriptors in
English suggested by tutors and students
• More effective in solving the difficulties caused by the
differences in English and Chinese language use than
simply replacing difficult wording with “easy” vocabulary
• Priority on assessment rather than language learning
Bilingual versions
Modifications: creating a bilingual version
21. • Relocating similar items further apart
• Separating macro- and micro- aspects of the same genre across
two sessions successively
• Assessment focuses across four sessions
Modifications: reducing cognitive load
Assessment focus The number of descriptors
Constructing summaries 9
Language use in summaries 12
Constructing argumentative essays 7
Language use in argumentative essays 14
22. Self-assessment grid: Summary (macro)
• Improved accessibility
Modifications: a bilingual version of descriptors
N Mean Std. Deviation
accessibility of pre-modified descriptors 142 2.58 .598
accessibility of modified descriptors 143 2.15 .449
Four options: 1= extremely easy, 4 = extremely difficult
23. • Intermediate level of feasibility
Modifications: a bilingual version of descriptors
N Mean* Std. Deviation
1 34 2.94 .81
2 35 3.03 .78
3 30 3.17 .70
4 44 2.64 .53
Total 143 2.92 .72
On a scale 1-4: 1= least feasible, 4= most feasible
24. • 97.9%: confirmed the usefulness
of the modified ELP descriptors
for self-assessment and writing
development.
• An intermediate to high level of
usefulness: a mean of 2.61 (SD =
0.65) was obtained on a four-
point scale (1=extremely useful
and 4=not useful).
Usefulness of modified descriptors
• Set learning objectives: attend to
those underachieved items in their
next assignments.
• Increase learning motivation:
understand where they were and
they should address them
• Develop sustainable skills: their ability
to evaluate their own learning
progress and developed their
understanding of assessing
themselves in future
25. • Listen to learners concerns over self-assessment
• Align assessment criteria with teaching, learning and learners
• Support learners to carry out self-assessment
• Co-construction: make the criteria a shared domain and
resources for the community of practice with tutors
• Co-construction: increase their ownership of the criteria and the
assessment itself
• Learners as conscientious consumers rather than passive
recipients (Higgins, Hartley, & Skelton, 2002)
Eliciting learners’ voice in the whole process of self-assessment
Conclusions: empower learners as assessors
26. Assessment is used to provide a rationale and legitimacy for
the social structures and power relations of modern day
societies, and for one’s place within these... It can influence
not only how we see ourselves, but also our social relations
with others and how we see them.
Leathwood, 2005, 307-308
You cannot teach a man anything; you can only help him find it
within himself. – Galileo Galilei
Conclusion: empower learners as assessors