Traditional assessment vs school based assessment
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The document discusses the differences between traditional assessment and school-based assessment. Traditional assessment focuses on examinations where students' performance is reported through scores and grades, and those who do not perform well are considered failures. In contrast, school-based assessment assesses students through observation, worksheets, and oral presentations, with performance reported based on observation bands. Additionally, school-based assessment focuses on providing immediate feedback to enhance long-term learning rather than exam-oriented learning.
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Designing Classroom Language Tests
The document provides guidance on developing tests and assessments. It discusses determining test objectives and population, planning with test specifications, writing test items, preparing appropriate formats, reviewing items, pre-testing, and validating items. Test specifications serve as a blueprint and should include an outline, skills assessed, and item types. Taxonomies like Bloom's and SOLO can help classify learning outcomes and assess complexity. Sample test formats are also outlined, such as for the SPM 1119 English exam in Malaysia. The goal is to develop valid and reliable assessments that accurately measure the intended objectives.
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Here are three references in APA format:
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Smith, L. M. (2017). Developing reading comprehension skills in elementary students. Reading Teacher, 71(3), 295-299. https://doi.org/10.1002/trtr.1623
Brown, C. L., Schell, R., Denton, R., & Knode, E. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 28(1), 63-86.
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The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
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This document discusses designing effective assessment for university courses. It begins by outlining the purposes of assessment, including assessing student learning and improving student learning. Several factors that impact assessment choice are then reviewed, including time constraints and technology reliability. The document provides guidance on developing assessments, noting they should be clearly linked to learning outcomes and enable skills practice. A variety of assessment types are examined, and the benefits of diversifying assessments are presented. The document concludes by defining assessment and grade-related criteria, which should link to learning outcomes and provide clear standards for students.
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Project Name: “Young Teachers' Professional Development (TPD)"
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Student Name: Munazza Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
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Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Smith, L. M. (2017). Developing reading comprehension skills in elementary students. Reading Teacher, 71(3), 295-299. https://doi.org/10.1002/trtr.1623
Brown, C. L., Schell, R., Denton, R., & Knode, E. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 28(1), 63-86.
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The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
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Student Name: Kaleemullah
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
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- Effective adaptation of materials is important to achieve congruence between variables like objectives, students' needs, and teaching style. Teachers should analyze when and how
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The document contains a final test on principles of language testing with 6 sections (A-F). Each section focuses on one of the six cognitive levels (remembering, understanding, applying, analyzing, evaluating, and creating). It provides the objectives, sample item types, instructions, and items for assessment. The test is designed to measure students' ability to recall, comprehend, apply, analyze, judge and generate responses in English based on prompts involving short texts, images, and conversational scenarios.
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Those who would like to have a copy of the presentation, please let me know at martzmonette@yahoo.com
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The document describes three models of teacher education:
1) The Craft Model involves learning from a master teacher through observation, instruction and practice.
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3) The Reflective Model assumes teachers develop skills through reflecting on their own experiences and using that reflection to improve future teaching.
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The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
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1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
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1) The document discusses various tools for assessing student learning, including traditional tools like multiple choice tests and alternative tools like portfolios.
2) Portfolios involve students selecting their own work to showcase their skills and progress over time, requiring more student responsibility and input compared to traditional tests.
3) Alternative assessments like portfolios, anecdotal records, and writing folders aim to authentically evaluate students over multiple touch points and provide opportunities for feedback, as opposed to one-time standardized exams.
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Personal model by john paul
This document outlines the principles of non-directive teaching, which is a student-centered approach based on counseling techniques. The key aspects are that the teacher acts as a facilitator rather than instructor, helping students explore ideas related to their own lives through discussion and problem-solving. The goal is to build lifelong learning skills rather than focus on short-term content, with an emphasis on positive human relationships between students and teachers working as partners.
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee
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Tsl 3123 Language Assessment Module ppg
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Teaching writing
This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
Stages of Teachers Development
This document outlines five stages of teacher development: novice, advanced novice/competent, effective, expert, and master. The novice stage refers to beginning teachers with little experience. Advanced novice teachers gain experience and skills in the classroom. Competent teachers have several years of experience and can problem solve. Expert teachers intuitively understand teaching and can mentor others. Finally, master teachers provide near perfect performance and are widely recognized as superior educators.
School Based Assessment (SBA)
A detailed description on school based assessment, Bangladesh view.
Reference: National Curriculam and Textbook Board. (2006). Teacher’s guide for SBA.
Content based instruction ( CBI )
Content-based instruction is a method that integrates language and content learning. It focuses on using meaningful content from other subject areas as the basis for developing language skills. Key aspects of CBI include using the content and students' background knowledge and experiences to drive the curriculum; focusing on purposeful, contextualized language use; and having students play an active role in interpreting information while teachers facilitate learning. CBI aims to make language learning more motivating by focusing on meaningful ideas rather than just language forms.
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The document discusses language awareness and how it is acquired. It defines awareness as the ability to perceive or be conscious of events, objects or patterns. Language awareness refers to explicit knowledge about language and conscious perception of how languages work and are used. The document notes that some degree of conscious awareness is necessary for restructuring a learner's mental representation of a language. It provides examples of awareness-raising activities like focusing on language rules to help learners identify gaps in their knowledge.
Situational language teaching
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
Curriculum Ideologies
This document outlines and compares four different curriculum ideology models - academic, social efficiency, learner-centered, and social reconstruction. Each ideology is defined according to its view of the aim of education, nature of knowledge, instructional process, role of the teacher, and assessment. The academic model views the purpose as advancing students in a discipline through transmitting objective knowledge. The social efficiency model focuses on preparing students with skills to perform tasks. The learner-centered approach emphasizes individual growth and development. The social reconstruction ideology interprets and reconstructs society through acculturating students into the educators' vision.
Material adaptation
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of using textbooks in the classroom. Some key points made include:
- Textbooks are widely used but also debated in the ELT field due to issues around how well they guide learning and represent language/culture.
- Advantages of textbooks include helping students measure progress, being time/cost effective for teachers, and supporting less experienced instructors.
- Disadvantages include textbooks sometimes being too rigid or reflecting author biases, and unnatural language models.
- Effective adaptation of materials is important to achieve congruence between variables like objectives, students' needs, and teaching style. Teachers should analyze when and how
Teaching and testing
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
Communication in the classroom
This document discusses effective communication in the classroom. It begins with quotes about the importance of communication skills for leadership and teaching effectiveness. It then lists the objectives of the document, which are to define communication, discuss its components and forms, and apply communication principles based on learners' styles. It goes on to define communication and discuss its key elements - context, sender, message, medium, receiver, feedback. It also covers the major forms of communication and models of communication processes. Throughout, it emphasizes applying communication knowledge and skills to improve classroom instruction and student learning.
Planning a Lesson in Grammar
The document provides guidance on planning an effective grammar lesson. It discusses setting goals for linguistic content, communication tasks, and learning strategies. A lesson plan should include five parts: preparation, presentation/modeling, practice, evaluation, and expansion. The preparation phase introduces the lesson goals. Presentation provides language input from the instructor. Practice focuses on accuracy. During practice, students work on communication tasks. Evaluation recaps the lesson and monitors comprehension. Expansion applies the lesson outside of class. The document stresses using authentic materials related to realistic communication activities.
English Testing based on bloom's taxonomy (listening skills)
The document contains a final test on principles of language testing with 6 sections (A-F). Each section focuses on one of the six cognitive levels (remembering, understanding, applying, analyzing, evaluating, and creating). It provides the objectives, sample item types, instructions, and items for assessment. The test is designed to measure students' ability to recall, comprehend, apply, analyze, judge and generate responses in English based on prompts involving short texts, images, and conversational scenarios.
Writing Test Items
Those who would like to have a copy of the presentation, please let me know at martzmonette@yahoo.com
Microteaching set induction
Set induction refers to the steps a teacher takes to introduce a lesson and get students focused and interested. This includes introducing the topic, gaining students' attention, and motivating them. Good set induction establishes a link between prior knowledge and new materials, and gets students in the right mindset to learn. Teachers can use various attention-grabbing and interest-generating methods like asking questions, showing objects, or presenting case studies. Providing an advance organizer like an outline or story can help students link previous knowledge to new concepts being introduced. Closure is also important, where the teacher reviews key points, links them to learning objectives, and evaluates student understanding to complete the learning process.
Models of Teacher Education
The document describes three models of teacher education:
1) The Craft Model involves learning from a master teacher through observation, instruction and practice.
2) The Applied Science Model views teaching as a science where teachers learn research-based theories from experts and apply them in practice.
3) The Reflective Model assumes teachers develop skills through reflecting on their own experiences and using that reflection to improve future teaching.
Testing grammar
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
Three Curriculum Approaches
1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
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The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
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1) The document discusses various tools for assessing student learning, including traditional tools like multiple choice tests and alternative tools like portfolios.
2) Portfolios involve students selecting their own work to showcase their skills and progress over time, requiring more student responsibility and input compared to traditional tests.
3) Alternative assessments like portfolios, anecdotal records, and writing folders aim to authentically evaluate students over multiple touch points and provide opportunities for feedback, as opposed to one-time standardized exams.
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.
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This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.
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The document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as evaluating students' ability to perform real-world tasks that demonstrate their knowledge and skills. Some key differences between authentic and traditional assessments highlighted include authentic assessments involving tasks for students to perform while being evaluated using rubrics, and authentic assessments driving the curriculum design rather than just assessing knowledge acquisition. The document also provides guidance on creating authentic assessments, such as identifying standards, selecting authentic tasks, criteria, and using rubrics.
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This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. It also discusses the key elements involved in developing a portfolio assignment, including determining the purpose, audience, content, processes, management, communication, and evaluation of the portfolio. Some of the main points covered include:
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- Authentic assessment involves tasks that mimic real-world situations and require higher-order thinking.
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Process and product performane-based assessment
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
Process oriented performance-based assessment
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This document discusses reshaping the English language classroom in technical high schools in Chile. It describes a study that used mixed methods to understand how standardized English tests influence students' opportunities and job prospects. Interviews with teachers found that English lessons focus on grammar and vocabulary rather than communication. Surveys found students feel unprepared for standardized tests and lack exposure to English outside of school. The conclusion states that while English is seen as important for social mobility, standardized tests do not reflect what students learn in school or the skills needed for future use of English.
Context for literacy in english schools 1
The document provides an overview of literacy practices used in primary and secondary schools in the UK. It discusses how phonics and other approaches are used to teach early reading. In secondary schools, it examines case studies of two London schools that take different approaches to developing students' literacy skills, including for those learning English as an additional language. The schools emphasize developing strong oracy, increasing vocabulary, modeling writing, and integrating literacy across subjects. The document concludes with Ofsted's 10 principles of effective literacy practices commonly found in successful schools.
Current Challenges in Teaching ESL.pptx
This document discusses the current challenges in teaching and learning English as a foreign language for junior high and high school students. It identifies several problems, including:
1) On the part of students, a lack of exposure to English outside the classroom, as well as difficulties with vocabulary, idioms, and accents.
2) On the part of teachers, issues with examinations not matching evaluations and a lack of time to properly prepare lessons.
3) On the part of textbooks, they are often too difficult, outdated, lacking authentic content, and boring for students.
4) On the part of teaching methods, over-reliance on grammar translation and form-focused instruction rather than developing independent learning skills
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The document discusses the principles of communicative language teaching (CLT). It describes CLT as focusing on developing students' communicative competence rather than just grammatical rules. Key aspects of CLT include interaction between learners to negotiate meaning, experimenting with language in meaningful ways, and a tolerant approach to errors. The document also contrasts traditional and CLT approaches, outlines typical CLT classroom activities, and discusses processed-based and product-based directions in current CLT methodology like content-based instruction, task-based instruction, and competency-based instruction.
Power point wais
This document provides an overview of content-based instruction (CBI). It defines CBI as using comprehensible input to help students acquire both content knowledge and language skills. The key characteristics of CBI are using real communication, meaningful tasks, and language that is meaningful to learners. The goal of CBI is to prepare students to acquire language in the context of learning subject matter. In CBI, students imitate teachers, read repeated words, and respond verbally or nonverbally. Teachers control student behavior, provide a model, and direct language use. Techniques include memorizing dialogues, substitution drills, repetition drills, and response drills.
Writing the Literacy Wave: Effective Literacy Instruction for Students with E...
This document outlines an action research study conducted by Cierra Cupini to examine the effects of a balanced literacy approach on the development of literacy skills in five special education students at Eastwood Elementary School. The methodology section describes the school context, participant profiles, teaching strategies implemented including phonemic awareness, whole language, and literature connections. Data was collected through videos, notes, student work and interviews. Results and implications suggest that a balanced, student-centered approach incorporating varied resources positively influences student engagement, learning, and literacy skill development.
Project based learning - teaching methodology
Project-based learning (PBL) is a student-centered pedagogical approach that involves students working in groups to solve an open-ended problem. This study examined the effects of PBL on 28 seventh-grade students' English speaking and writing skills in Indonesia. Quantitative data showed a significant improvement in students' speaking and writing abilities after PBL instruction. Qualitatively, PBL enhanced students' enthusiasm, confidence, creativity, collaboration skills, and self-directed learning. It also increased the teacher's motivation and satisfaction in teaching. The findings provide evidence that PBL has positive impacts on students' language skills and the overall teaching and learning process.
Sara's Resume
Sara Warnock is an experienced educator seeking a career change to international affairs. She has a master's degree in teaching and certifications in teaching English and Teaching English to Speakers of Other Languages. Warnock has taught ESL in schools in the US, Japan, and South Korea. She is detail-oriented, hardworking, and passionate about using education to promote peace.
STRATEGIES FOR IMPROVING LOW ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN SECO...
This study examines strategies for improving low academic performance in the English language in secondary schools in Kaduna state. Over the years, there has been a consistent decline in students’ performance in the English Language. This sordid situation has caused teachers, parents, curriculum experts and evaluators a serious concern. To carry out this investigation, data were collected from thirty-eight (38) English language teachers randomly from twenty secondary schools in Kaduna North Local Government Area. Analysis of the data revealed that poorly trained English language teachers, poor instructional delivery, lack of infrastructural facilities, teachers’ attitude toward innovation, and the traditional content/knowledge-oriented curriculum were factors associated with students’ low performance in the English language. Based on the findings recommendations were made on strategies that will improve the quality of performance in the subject. In this work, data was collected in the area of material, facilities and human resources available for teaching the subject, using questionnaires, personal interviews and relevant textbooks. Put together, the research questionnaire distributed was forty.
Approaches to languag training slide (complete)
This document discusses contemporary approaches to language training: language-based, content-based, skill-based, and task-based. Language-based training focuses on the functions of language. Content-based training uses interesting content to help learners develop language skills. Skill-based training concentrates on developing specific skills through hands-on activities. Task-based training offers students opportunities to communicate through tasks to achieve goals. These approaches emphasize using language meaningfully to develop proficiency.
Cooperative Learning Activity
The document discusses methods for teaching English to speakers of other languages (ESOL) using cooperative learning strategies. It describes a classroom lesson where students work in groups to measure the perimeter and area of floor models using both conventional and non-conventional measurement units. The teacher provides support to varied student groups based on their needs and English proficiency. Students then share their findings in a cooperative learning activity where they exercise shared leadership and serve as language resources for each other.
Cooperative Learning Activity
The document discusses methods for teaching English to speakers of other languages (ESOL) using conventional and non-conventional measures in math. It describes a scenario where an ESOL teacher introduces a lesson on perimeter and area by having students measure a table using hand spans. Students then work in groups to create floor models and measure them using different units. The teacher supports varied English proficiency levels and ensures all students understand before having groups share their findings.
Applied linguistics _Content and Task based Instruction
This presentation is an elaboration of the content and task based instruction with the subject of applied linguistics.
Applied linguistics _Content and Task based Instruction
This is an elaborate presentation done by a group of students in the Institute of Foreign Languages, Cambodia.
roopa aj resume
Roopa AJ is seeking a position as an English school teacher. She has 3 years of experience teaching English and is certified. Her objective is to utilize her strong dedication to student development and teaching skills. She has proven skills in teaching, guidance, communication and improving test scores. Roopa is looking to contribute her knowledge and skills to a school that offers career progression. She has past experience teaching English at several schools in Kerala, India and her roles included developing lesson plans, assessing students, and maintaining classroom discipline.
Final Presentation ED6104
This document provides a summary and critique of the New Brunswick Grade 4 Mathematics curriculum. It outlines the curriculum's goals of developing mathematically literate students and key aspects like emphasizing teaching strategies, assessments, and individualized learning. Both pros and cons are discussed. While the curriculum encourages learner-centered practices, it is argued that knowledge standards focus more on content mastery over meaningful learning. Additionally, there is a tug-of-war between learner-centered and social efficiency ideologies in both instruction and learning. The conclusion states that combining best practices with curriculum support from confident educators can help develop fluent, numerate students prepared for life challenges.
Language arts patterns of practice
Teachers use four instructional approaches - literature focus units, literature circles, reading and writing workshops, and thematic units - to engage students in authentic language learning. They take on complex, multidimensional roles, differentiating instruction to meet student needs through choices, small groups, centers, integrating all language arts, and incorporating projects. Assessment is also differentiated and authentic, using observations, conferences, checklists and portfolios to evaluate students' development and inform instruction, with the goal of helping all students succeed.
Chapter 10 refreshing a writing course the role of evaluation
This slides is basically the summary of Chapter 10 titled Refreshing a writing course the role of evaluation written by John Macalister in 2010. This chapter is in written in the book edited by John Macalister and I.S.P Nation titled 'Case Studies in Language Curriculum Design' in 2011.
This presented is arranged by Selvi Herianti and En Liu, and presented as part of assignment of Second Language Curriculum Development course convened by Dr. Minglin Li
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Traditional assessment vs school based assessment
- 1. Traditional Assessment vs School Based Assessment Hirnorlisa Kalaivani Mohd Rifqi Muhammad Khairul Ridha Nur Anis Atiqah
- 2. 1970’s and 1980’s ELT in Malaysian Context • According to Lee (2002), KBSR was introduced “…. because of dissatisfaction with the old curriculum which was thought to be too subject content-biased, too much emphasis on rote-learning, too exam oriented, and excessive dependence on textbooks”. (p.12) • Emphasised on communicative approach. • The core of this approach is teaching whatever the learner needs through proper contextualization.
- 3. • Meaning is much more important rather than the structure. • The focus is on effective communication. Communicative competence is more important than linguistic competence. • Learners are allowed to use the language creatively without being corrected constantly. • MOE introduced a new English paper for the SPM examination which is known as English 122/322. • Students were tested on reading, writing and speaking .
- 4. Traditional Assessment Differences School Based Assessment Pupils are assessed through examinations. Pupils are assessed through observation, completing worksheet, oral presentation. Students’ performance are typically reported by scores and grades. Students’ performance are reported through observation from the teacher and categorize into several bands.
- 5. Students who do not perform in the examination will be considered as failures. Students will be assessed right after the lesson and teacher records and produce reports about students’ progress. Focus too much on exam-oriented learning/rote learning and teacher only states grade and mark Teacher gives immediate and constructive feedback and enhances long life learning.