Self-assessment in language learning
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This document discusses self-assessment as a cornerstone of learner autonomy and successful learning. It defines self-assessment and outlines different types including assessment of specific performances, general competence, goal-setting, and socioaffective assessment. The document provides guidelines for self-assessment and examples of practical classroom activities to develop learner autonomy through self-assessment techniques.
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Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
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1) Direct testing measures specific skills directly, while indirect testing measures underlying abilities. Semi-direct testing simulates direct testing through recorded responses.
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3) Norm-referenced testing interprets scores relative to others, while criterion-referenced testing measures against a standard.
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Download the handout: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/91428246
Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
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The first study identified criteria used by health professionals to evaluate clinical communication skills through analyzing feedback on interactions between trainees and patients. It found that criteria valued by health professionals differ from traditional linguistic criteria assessed in language tests.
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for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
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good writing skills is conducive to the development of other language skills including
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- There are different types of vocabulary tests, such as placement tests, achievement tests, multiple choice tests, and gap-fill tests.
- Vocabulary knowledge can be measured quantitatively by assessing lexical density, variety, and sophistication.
- Teachers can conduct action research projects to improve vocabulary learning, for example by investigating different learning styles or mnemonic techniques.
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This document provides an overview of assessment for EFL learners. It defines assessment as an ongoing process to ensure course objectives are met, noting that a test is one form of assessment. Informal assessments include unplanned feedback, while formal assessments systematically appraise student achievement. Various traditional and alternative assessment types are described, including their purposes and characteristics. The principles of practicality, reliability, validity, authenticity, and washback in language assessment are also outlined.
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2. Developing an action plan helps organize work, stay focused, prioritize tasks, and avoid procrastination. It also allows for evaluating progress and making adjustments.
3. Key components of an action plan include objectives, specific actions to achieve objectives with deadlines, required resources, and methodology for monitoring progress and revising the plan.
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1) The document discusses different types of assessment including informal assessment (e.g. observations), formal assessment (e.g. tests), diagnostic assessment (e.g. pre-tests), formative assessment (e.g. observations during class), and summative assessment (e.g. exams).
2) It provides examples and details on the strengths and weaknesses of each type of assessment. Informal assessments are less structured but can provide accurate measures, while formal assessments are more concrete but may be stressful.
3) Diagnostic assessments identify student knowledge and skills before instruction, formative assessments provide feedback during learning, and summative assessments evaluate learning after instruction is complete.
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1. Computer-based tests (CBTs) and computer adaptive tests (CATs) have become appealing mediums for standardized second language assessments, allowing for more flexible, individualized, and secure test administration.
2. CBTs can represent both disruptive technologies by enabling new models of assessment like distance learning, as well as sustaining technologies by facilitating current practices through features like immediate feedback.
3. While current CBTs mainly employ multiple-choice questions and generate overall scores, advances are still needed to more fully represent the multidimensional nature of second language constructs and abilities.
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The document provides guidance for teachers on integrating technology to enhance education for English language learners. It recommends that teachers first determine what tools can be used for, how they support content learning, and if they are appropriate. Teachers should then compare the tool's uses to their academic objectives and determine if it is a good fit. Finally, teachers need to evaluate students' technology skills and scaffold instruction by teaching necessary vocabulary and skills for using the tools. The overall goal is to thoughtfully select and implement technology that matches academic goals and supports learning through 21st century skills.
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.
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Oral language assessment evaluates students' communication abilities. It examines how students use language both for basic interactions and academic purposes in various contexts like small group work, presentations, and classroom activities. Effective oral language assessment considers students' use of language functions to express meaning using communicative and academic language. It also plans assessments from the start of a unit to motivate students and recognize their accomplishments. Both informal observations and formal assessments throughout the year provide information on students' developing oral language skills, which form the basis for early literacy instruction.
Types of language assessment
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
13-14 SMART Goals and Action Plans
The document outlines the key district initiatives and SMART goals for the 2013-14 school year for Dunlap School District 323. The Superintendent's goals are to continue aligning the district to Baldrige performance criteria and conduct reviews of district SMART goals. The Assistant Superintendent of Operations' goals are to review an efficiency study and ensure support services are engaged in continuous improvement. The Assistant Superintendent of Curriculum and Instruction's goals are focused on Common Core implementation and developing common assessments.
Language Assessment_Formal and Informal
This document discusses formal and informal language assessment. [1] Informal assessment involves spontaneous, day-to-day observations by teachers of student performance in class through methods like minute essays, peer teaching, and question time. [2] Formal assessment is pre-planned and systematic, using methods like exams, papers, and portfolios to judge what students have learned in a way that can be scored and contribute to grades. [3] Both approaches have strengths like providing different types of feedback, but also weaknesses such as potential bias, stress, or flawed implementation.
PERSONALITY DEVELOPMENT QUOTES
The document provides advice and words of encouragement. It suggests that one should not compare themselves to others and that problems come with solutions. It also notes that every successful person has faced difficulties and painful stories, but were able to turn things around. The document encourages taking action now to create a successful ending rather than dwelling on past mistakes or things outside of one's control.
Language Assessment Principles and Issues
The document outlines the objectives of a language assessment presentation which include distinguishing assessment from testing, describing five principles of language assessment, identifying types of tests, discussing the historical development and current issues of language assessment, examining large-scale standardized tests like TOEFL, and considering the critical and ethical nature of testing. It then proceeds to define assessment and testing, outline five principles of assessment including practicality, reliability, and validity, identify five common types of tests, and discuss historical developments and current issues in language testing.
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Language Assessment - Standards-Based Assessment by EFL Learners
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Student self assessment and data driven processes with students
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Self-Guided Strong Classrooms Self-Assessment slides
Self-Guided Strong Classrooms Self-Assessment slides
Language Assessment - Beyond Test-Alternatives Assessment by EFL Learners
Language Assessment - Beyond Test-Alternatives Assessment by EFL Learners
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Self-assessment in language learning
- 1. SELF-ASSESSMENT A cornerstone for successful learning Willy C Cardoso WELCOME!!!
- 3. “ Autonomy is essentially a matter of the learner's psychological relation to the process and content of learning--a capacity for detachment, critical reflection, decision-making, and independent action” – Little (1991) “ The autonomous learner is a self-activated maker of meaning, an active agent in his own learning process. Learning is seen as the result of his own self-initiated interaction with the world.” – Rathbone (1971) “ Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his/her learning and the implementation of those decisions” – Dickinson (1993) Learner Autonomy
- 4. - Delegating tasks and decisions How can we develop responsibility and autonomy? - Consistent control On the part of the LEARNER - Motivation and self-confidence - Monitoring and evaluation - Cooperation and group cohesion On the part of the TEACHER - Sharing information with the learner
- 7. 2. Assessment of [general] competence
- 16. Practical classroom activities Reading assignment Monitoring the use of reading strategies
- 17. Practical classroom activities Speak to yourself Recording and analysing a short talk
- 18. Practical classroom activities Giving Feedback giving feedback on new activities Main goal collection information on student’s reaction You may experiment with testing your students’ reactions. If there is something new (a textbook, a game, or an activity) you want to try, you can go ahead and try it and then analyse the feedback you get from your learners. You may use questions like the ones below. Did you enjoy using……………………./ doing the…………………….activity? Did you feel you learnt more than usual with…………………………? Would you like to use/do……………………….again? Do you have any suggestions for other ways to use…………./ improve the activity? What did you feel most interesting or challenging about the new material/activity? What did you find unusual/boring about the new material/activity?
- 20. FURTHER READING Learner Autonomy Ágota Scharle and Anita Szabó (CUP) Language Assessment: principles and classroom practices H. Douglas Brown ( Pearson)
- 21. Willy C Cardoso [email_address] AuthenticTeaching.wordpress.com THANK YOU VERY MUCH!!! “ Education is the most powerful weapon which you can use to change the world” - Nelson Mandela