The document discusses various tools used to assess language skills, including observation, anecdotal records, checklists, rating scales, portfolios, interviews, projects and various types of tests. It provides guidelines for implementing each assessment tool, such as involving students in developing criteria, using clear and objective criteria, and ensuring tests accurately measure learning objectives. The document also differentiates between types of language tests like proficiency, achievement, diagnostic and placement tests.
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
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
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)
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
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
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)
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
This is a copy of Prof Ed 3: Assessment in learning 1. Created by Dr. Ariel Mabansag. This will introduce you on how to utilize various assessment tools necessary in teaching.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
This is a copy of Prof Ed 3: Assessment in learning 1. Created by Dr. Ariel Mabansag. This will introduce you on how to utilize various assessment tools necessary in teaching.
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. LEARNING OBJECTIVES
Identify the types of assessment and evaluation;
Explain the different types of assessment tools;
Use guidelines for the use of each tool;
Prepare samples of each tool discussed;
Differentiate the different kinds of tests and testing;
Explain the use of each kind of test; and
Appreciate the value of knowing the various types of
assessment evaluation, tests and assessment tools in
teaching.
3. TYPES OF ASSESSMENT
TOOLS
1. Observation
2. Anecdotal Records
3. Checklists
4. Rating Scales and Rubrics
5. Portfolios
6. Speaking and Listening
7. Interviews/Conferences
8. Projects and Presentations
9. Quizzes, Tests, and
Examinations
4. OBSERVATION
This occurs during students’ daily
reading, writing, listening and
speaking experiences.
It is an unobtrusive means by which
teachers (and students) can
determine their progress during
learning.
5.
6. ANECDOTAL
RECORDS
These are notes written by the teacher
regarding student language behavior, or
learning.
They document and describe significant daily
events, relevant aspects of student activity
and progress.
These notes can be taken during student
activities or at the end of the day.
7.
8.
9. ANECDOTAL RECORDS:
Guidelines
a. Record the observation and the circumstance in
which the learning experience occurs.
b. Make the task of daily note taking manageable by
focusing on clearly defined objectives or purposes,
and by identifying only few students to observe
during a designated period of time.
c. Record data on loose leaf sheets and keep these in
a three-ring binder with a page designated for each
student and organized alphabetically by students’
last names or by class.
10. ANECDOTAL RECORDS:
Guidelines
d. Write the notes on recipe cards and then file
these alphabetically.
e. Use adhesive note papers that can be
attached to the student’s page or recipe card
files.
f. Design structured forms for collection of
specific data.
g. Use a combination of the above suggestions.
11. CHECKLIST
These are usually completed while
students are engaged in specific
activities or processes, are lists of
specific criteria that teachers focus on at
a particular time or during a particular
process.
Checklists are used to record whether
students have acquired specific
knowledge, skills, processes, abilities,
and attitudes.
Checklists inform teachers about where
their instruction has been successful
and where students need assistance or
further instruction.
12. CHECKLIST:
Guidelines
A. determine the observation criteria from curriculum,
unit, and lesson objectives.
B. review specific criteria with students before beginning
the observation.
C. involve students in developing some or all of the
criteria whenever it will be beneficial to do so.
D. choose criteria that are easily observed to prevent
vagueness and increase objectivity.
E. use jargon-free language to describe criteria so that
data can be used in interviews with students and
parents.
F. Make observation manageable by keeping the
number of students observed to a few at one time.
13. CHECKLIST:
Guidelines
G. have students construct and use checklists for peer
and self-assessments.
H. summarize checklist data regularly.
I. Use or adapt existing checklists to identify whether a
specific action has been completed or if a particular
quality is present.
J. Use yes-no checklists to identify whether a specific
action has been completed or if a particular quality is
present.
K. Use tally checklists to note the frequency of the action
observed or recorded.
L. Construct all checklists with space for recording
anecdotal notes and comments.
14. RATING SCALES AND
RUBRICS
Rating scales record the extent to
which specific criteria have been
achieved by the student or are
present in the student’s work.
Rating scales also record the
quality of the student’s
performance at a given time or
within a given process.
15.
16. RATING SCALES AND RUBRICS:
Guidelines
A. Determine specific assessment criteria from curriculum
objectives, components of a particular activity, or student
needs.
B. Discuss or develop the specific criteria with students
before beginning the assessment.
C. Choose criteria that are easily observed in order to
prevent vagueness and increase objectivity.
D. Select criteria that students have had the opportunity to
practice. These criteria may differ from student to student,
depending upon their strengths and needs.
E. Use jargon-free language to describe criteria so that
data can be used effectively in interviews with students and
parents.
17. RATING SCALES AND RUBRICS:
Guidelines
F. make the assessment manageable by keeping
the number of criteria to less than eight and by
limiting the number of students observed to a few
at one time.
G. Use or adapt rating scales and rubrics from
other sources.
H. Use numbered continuums to measure the
degree to which students are successful at
accomplishing a skill or activity.
I. Use rubrics when the observation calls for a
holistic rating scale. Rubrics describe the
attributes of student knowledge or achievements
on a numbered continuum of possibilities.
18. PORTFOLIOS
These are collections of
relevant work that reflect
students’ individual efforts,
development, and progress
over a designated period of
time.
Portfolios provide students,
teachers, parents and
administrators with a broad
picture of each student’s
growth over time, including the
student’s abilities, knowledge,
skills and attitudes.
19. PORTFOLIOS:
Guidelines
A. Brainstorm with students to discover what they
already know about portfolios.
B. share samples of portfolios with students.
C. Provide students with an overview of portfolio
assessment prior to beginning their collections.
D. collaborate with students to set up guidelines for
the content of portfolios and establish evaluation
criteria for their portfolio collections.
E. consider some factors.
F. Assemble examples of work that represent a wide
range of students’ developing abilities, knowledge,
and attitudes including samples of work from their
speaking, listening, reading, writing, representing and
viewing experiences.
20. PORTFOLIOS:
Guidelines
G. Date all items for
effective organization
and reference.
H. Inform
parents/guardians
about the use and
purposes of portfolios.
21. SPEAKING AND
LISTENING
Speaking or listening may be more
heavily emphasized depending upon the
particular unit or activities.
Teachers, possibly in collaboration wit
their students, will determine the way that
the unit will be evaluated; however, it is
important that students know from the
beginning how they will be assessed and
evaluated.
22.
23. INTERVIEWS/CONFERENCE
S Teacher-student
interviews or conferences
are productive means of
assessing individual
achievement and needs.
During these discussions,
teachers can discover
students’ perceptions of
their own processes and
products of learning.
Interview questions can
be developed to meet the
needs of specific students
and to fit the curriculum
objectives.
24. PROJECTS AND
PRESENTATIONS
Criteria should be developed
and/or discussed with
students at the outset of
activities such as written
reports, visual
representations, oral
presentations, or projects
which combine more than one
aspect of language use and
understanding.
Teachers may assess the
attitudes, skill development,
knowledge, or learning
processes demonstrated by
students as they engage in
language activities.
25. QUIZZES, TESTS AND
EXAMINATIONS
These are most often used
for assessing students’
knowledge of content;
however, they may be used
to assess processes, skills
and attitudes.
Tests, whether they are oral
or written, must represent
students’ achievements as
accurately as possible.
Formats for test items
should be varied; each type
is most effective at
assessing and evaluating
student progress when used
in conjunction with the other
types.
26. QUIZZES, TESTS AND
EXAMINATIONS:
Guidelines Construct test items to accommodate the different
ways that students learn and demonstrate what they
have learned or can do.
Ensure that test items measure curriculum objectives
accurately and fairly.
Use a variety of test formats (e.g. performance items,
open-response questions, short-answer, matching),
ensuring that they are appropriate to the objective(s)
being measured.
State test items clearly and precisely so that students
know what it is they are to do.
Construct test items that allow students to
demonstrate and apply what they have learned.
27. QUIZZES, TESTS AND
EXAMINATIONS:
Guidelines Provide opportunities to build necessary
scaffolds for students who were unable to
demonstrate successfully their knowledge and
abilities, so that they can be successful next time.
Use oral assessment when written responses are
not feasible or in situations where criteria can be
best assessed through oral responses.
Use performance test items when students are
required to demonstrate competence directly (e.g.
giving a speech).
Construct open –ended response items when it is
appropriate for students to respond in personal
ways.
28. QUIZZES, TESTS AND
EXAMINATIONS:
Guidelines Ask students to demonstrate their learning using progress
checks; students demonstrate what they know about a specific
topic or theme by writing, drawing, or using diagrams and
graphic organizers.
Ask short-answer questions when students are required to
supply a specific answer to a specific question. These types of
questions are most often used to assess how well students have
internalized content. Short-answer questions can also be used to
test students’ abilities to analyze and evaluate, or to assess
attitude.
30. PROFICIENCY TESTS
Proficiency tests are designed to
measure people’s ability in a
language, regardless of any
training they may have had in that
language. The content of
proficiency test, therefore, is not
based on the content or objectives
of language courses that people
taking the test may have followed.
31. ACHIEVEMENT TESTS
Generally, most teachers will be
involved in the preparation and use of
achievement tests. Achievement tests
are directly related to language
courses, their purpose being to
establish how successful individual
students, groups of students, or the
courses themselves have been in
achieving objectives. They are of two
kinds: final achievement tests and
progress achievement tests.
33. DIAGNOSTIC TESTS
Diagnostic tests are used to
identify learners’ strengths
and weaknesses. They are
intended primarily to ascertain
what learning still needs to
take place.
34. PLACEMENT TESTS
Placement tests, as their name
suggests, are intended to provide
information that will help to place
students at the stage (or in the part) of
the teaching program most
appropriate to their name abilities.
Typically, they are used to assign
students to classes at different levels.
35. TEST CONSTRUCTION
The Mechanics of Test Construction
Test Items
The Skill Tested and The Intellectual Skills
Needed
Phases of Evaluation
Stages of Test Construction
36. THE MECHANICS OF TEST
CONSTRUCTION
Writing items requires a decision
about the nature of the item or
question to which we ask
students to respond, that is,
whether discreet or integrative,
how we will score the item; the
skill we purport to test and others.
37. WHAT ARE TEST ITEMS?
A test item is a specific task test
takers are asked to perform. Test
items can assess one or more points
or objectives, and the actual item itself
may take on a different constellation
depending on the context.
38. SKILLS NEEDED
BLOOM’S REVISED COGNITIVE TAXONOMY
KNOWLEDGE Bringing to mind the
appropriate material
COMPREHENSION Understanding the basic
meaning of the material
APPLICATION Applying the knowledge of the
elements of language and
comprehension to how they
interrelate in the production of a
correct oral or written message.
39. ANALYSIS Breaking down a message into its
constituent parts in order to make
explicit the relationships between
ideas, including tasks like
recognizing the connotative
meanings of words and correctly
processing a dictation, and making
inferences.
EVALUATIO
N
Making quantitative and qualitative
judgments about material
SYNTHESIS Arranging parts so as to produce a
pattern not clearly there before, such
as in effectively organizing ideas in a
written composition.
41. STAGES OF TEST
CONSTRUCTION
1. PLANNING
Goal
Format
Tasks
2. DESIGN
A. Collecting Testing Material
B. Writing a Draft Version
C. Evaluating the Draft Version
D. Rewriting the Draft Version
3. DEVELOPMENT
A. Piloting
B. Revising
46. 3. AUTHENTICITY
The extent to which the
situation and the interaction
are meaningful and
representative in the world of
the individual user.
47. 4. BALANCE
The extent to which each
relevant topic/ability receives
an equal amount of attention.
48. 5. VALIDITY
The extent to which the test effectively
measures what is intended to
measure.
a.Concurrent Validity
b.Construct Validity
c. Content Validity
d.Convergent Validity
e.Criterion-related Validity
f. Discriminant Validity
g.Face Validity
h.Predictive Validity