Revision FA

Download as pdf or txt
Download as pdf or txt
You are on page 1of 10

Theories of FA:

● Where is the learner going?


● Where is the learner now?
● How to get there?

Values/Principles of FA:
● Student Focused
● Instructionally Informative
● Outcome Based

Techniques:
● Informal questioning
● Semi-formal exercises and quizzes
● Self-assessment
● Peer assessment
● Observation
● Portfolio assessment
● Feedback
● Learning blogs/journals
● Teacher conference

Question 2: Key concepts of assessment and testing


1. Techniques of formative assessment (7 types)
Những cái có nêu trong sách Green (2014)
Technique Definition
Collections of Ss’ work that may showcase their
best achievements or represent progress over a
Portfolio
period of time.

During the course of teaching, teachers employ


questioning activities informally. The questions
must be stated clearly, put in an appropriate
Informal questioning sequence and match the lesson goals.
Teachers need to give appropriate responses to
the students’ answers.
Learners act as assessors of each other’s
performance. The objectives of peer
assessment usually include fostering
Peer assessment improvement and giving learners insights into
the qualities of successful performance.

The practice of learners reflecting on and acting


as assessors of their own performance; usually
Self-assessment carried out for self-improvement rather than for
grading / certification.

Activities, tasks carried out in class that may be


used in assessment in more and less formal
Semi-formal questions and
ways. Results may be recorded, but conditions
exercises
are not as restricted or standardized as in tests.

Involve teachers watching and recording


Observations students’ performance in classroom activities.

The provision of descriptive information about


the adequacy of assessed performance that is
Feedback said to be useful in guiding improvement and
fostering learning.

2. Techniques for testing (17 techniques)


Multiple choice and other selection types:
● Discrete point and text based multiple choice
● True / false
● Gap-filling (cloze) with multiple choice options
● Gap-filling with selection from bank
● Gap-filling at paragraph level
● Matching
● Extra word error detection
Candidates-supplied response item types
● Short answer item
● Sentence completion
● Open gap-filling (cloze)
● Transformation
● Word formation
● Transformation cloze
● Note expansion
● Error correction (proof reading)
● Information transfer
Non-item-based task types
● Writing tasks
● Speaking tasks

3. Techniques for TEACHING

GTM DM ALM CLT


Translation of literaryReading aloud Dialogue Authentic materials
passage memorization

Reading Question and answerBackward build-upScrambled sentences


comprehension exercise expansion) drill
questions

Synonyms /Getting students toRepetition drill Language games


Antonyms self-correct

Cognates Conversation Chain drill Picture strip story


practice

Deductive applicationFill-in-the-blank Single-slot Role play


of rule exercise substitution drill

Fill-in-the-blanks Dictation Multiple-slot nterview


substitution drill

Memorisation Map drawing Transformation drill


Use words inParagraph writing Question-and-answer
sentence drill

Composition Use of minimal pairs


Complete the dialog
Grammar game

Sample questions:
Put the activities in the box below into the right categories of testing and
assessment. Which are the odd ones out and why? (2 points)
15-minute test portfolio presentation peer assessment eacher
conferencing

handout oral test eedback nformal test group work


inal exam earning log experiment survey project
discussion pair work scaffolding drill self-assessment

Characteristics of effective feedback


Prospective
● Looks forward to guide and encourage learners to reflect and take action
to improve performance.
● Directly related to learning goals
● Makes use of checklists or scales based on curriculum goals.
● Learner understands the criteria.
Continuous and timely
● Feedback is provided as an integral element of each unit.
● There are opportunities to improve before the unit ends.
Specific
● ‘Successful use of linking words to connect sentences.’
Frequent and continuous
Task referenced: descriptive of the performance, not judgemental of the
person
● ‘There are three grammatical errors in the second paragraph. Can you find
them?’
Corrective: targeted and achievable
● Requires action that is within scope of learner abilities.
● Additional support (scaffolding) may be provided to simplify the task.

6 phases/tendencies in assessment history


1. Pre-scientific/Traditional: 17th rationale– 19th century (why named
pre-scientific? Becuz no )
Corresponding teaching method: GTM
2. Psycholinguistic-socio-linguistic: at the turn of 20th century
Corresponding teaching method: DM
3. Psychometric-structuralist: 50s - 60s
Corresponding teaching method: ALM, Focus on: Realiability
4. Communicative: 70s-80s
Corresponding teaching method: CLT, Focus on: Validity of content
5. Assessment for learning: from 90s
Corresponding teaching method: Task-based language teaching 1
(TBLT1), Focus on: Process of learning
6. Formative testing: from 90s
Corresponding teaching method: TBLT2, Focus on: Products of
Learning, learners

Đánh giá tổng kết Đánh giá thường xuyên Đánh giá định kì
1, 2, 3, 4 5 6
Focus on language Focus on process of Focus on products of
learning learning
Teacher-centered Learning-centered Learner-centered
Cho tiết 1,2,8 Cho đống còn lại

How to teach PBL period 8:


Step 1: Project title: poses a real-life/driving problem
Step 2: Project Objectives
Where to find? Thầy kêu ở đầu mỗi Unit trong sách giáo viên, tui thấy ở ngay trang
Project cũng có (phần Now you can)
Notes:
● Không dùng by the end of/after: do focus vào process
● Ghi về skills trước – knowledge sau
Ex: Describe (spk skill) with clear pronunciation and intonation
(linguistics knowledge)
● Dùng những từ như use/apply, không dùng remember
Step 3: Rubrics
Good rubrics -> stick to the Objectives
● Make expectations clear to Ss
● Allow to assess skills separately
● Fair, consistent, transparent in grading
● Help improve students’ performance
3 parts: categories, descriptors, levels of performance (số level phải là số lẻ)
Basic 3lv rubrics: below/meets/exceeds expectations
Step 4: Design and set up Projects
● Break down the project into multiple steps – what will students need to do
and when? Will it happen in class or out of class?
● Make sure the project includes all of your objectives
● Create mini-deadlines
● Consider assessing completion of partial deadlines (peer or teaching
feedback)
● Give clear and specific expectations for final product (a 3-min roleplay; a
5-min group presentation; a poster with X items)

Process Writing (assessment using checklists)


1. Planning
a. Group brainstorming
b. Clustering
c. Rapid free writing
d. Wh-question
2. Drafting
3. Responding (Teacher / peer assessment – (Where is the leaner right
now) – based on the checklist - formative assessment)
4. Revising (Meaning, structure, semantics) (feedback given in the
responding stage (How to get there) - formative assessment)
5. Editing (Mechanical errors) (forms of language) (a simple checklist -
formative assessment)
6. Evaluating
7. Post-writing
Page Break

PROJECT EXAMPLE FOR ENGLISH 10, UNIT 1


Project: How can we share homework with our family members?

Project objectives: Students will be able to:


- write a 100-150 report in English about their findings
- use the present simple and the present continuous correctly in the report
- explain the data with clear pronunciation and intonation in an oral presentation
- apply words about household chores and duties in the family in the oral
presentation and written report

Step 1: Teacher poses a question.


How should we share housework equally among family members?

Step 2 and 3: Planning and Scheduling.


STEP TIMING EVIDENCE
Form a group of 5 students. Design 10 minutes Your list of questions.
some questions to interview other friends
about how their family share housework.
Make sure you use the present simple
and the present continuous correctly when
writing the question. Use the words
related to household duties. You must
have at least 6 questions.

With your group, interview at least 10 15 minutes Share your presentation


friends, using your questions in step 1. n front of the class –
Collect your data and demonstrate them give and receive
into chart. Prepare an oral presentation eedback.
for that. Practice pronunciation in your
group to make sure them you pronounce
words and sentences correctly.
At home, produce a written report of your March – 11th Bring your written report
data. Write your report in 100-150 words. 2021 o the class.
Check your use of vocabulary and grammar. This will be marked using
he rubrics.

Step 4: Monitor students and project progress.


- Ss will work in groups to conduct the project. Project rubrics and team rubrics are
used as below:
Needs improvement
Criteria Excellent (9-10) Good (6-8)
(0-5)

All the sentences Most of the


Less than half the
with present simple sentences with
Use of present sentences with present
and present present simple and
simple and present simple and present
continuous are present continuous
continuous tenses continuous are spoken
spoken and written are spoken and
and written correctly.
correctly. written correctly.

Clear with several


Clear with minor
errors. There are
errors. There are no Many incomprehensible
Pronunciation some errors that
errors that interfere words and phrases.
interfere with
with understanding.
understanding.

Use a sufficient
Write and speak with
Produce oral and about of vocabulary
repetition in word
written work with items but with little
Use words and choice. There are
flexibility. There are flexibility. There are
phrases about spelling, wordform and
no spelling, wordform some spelling,
household chores wordchoice mistakes
or wordchoice wordform or
that causes difficulty for
mistakes. wordchoice
comprehension.
mistakes.

Needs improvement
Criteria Excellent (9-10) Good (7-8)
(0-5)
Took initiative to
improve project work. Assumed responsibility
Did not show any
Cooperation Actively listened to and when tasked by the
responsibility
valued the opinions of group or group leader
others
Contributed high Contributed adequate
Did not contribute to
quality to the quality to the
Contribution the completion of the
completion of the completion of the
project work
project work project work

Consistently
Participated in most of Did not participate in
Participation participated in the
the group discussions the group discussions
group discussion

Step 5: Assess the outcome:


- T uses the rubrics given to Ss in step 4 to evaluate them.

Step 6: Reflection:
- T asks the students some of the questions such as:
● What are the three important things you discovered today?
● What did you find difficult?
● What do you wonder?

This is my version of PBL based on the 4 steps Mr. Tung has recommended to the
class. He said he advocated for the 4-step approach since it was easier to do. Feel
free to give feedback on this work if you see any errors.
Unit 7, English 10
1. Project
Students write a description in English about cultural aspects of Vietnam and
present their findings in class.
2. Project objectives
Students will be able to:
- produce a 140-word description on an aspect of Vietnamese culture and some
Dos and Don'ts related to it.
- use comparative and superlative adjectives as well as articles correctly in the
description.
- describe their findings using clear pronunciation and correct intonation in an oral
presentation.
- apply words and phrases related to cultural characteristics and lifestyles
appropriately in an oral presentation.
3. Rubrics
Category Excellent (9-10) Good (6-8) Needs improvement
(0-5)
Use ofAll sentencesMost sentencesHalf or fewer sentences
comparativcontaining thecontaining thecontaining the
e andcomparative/superlativecomparative/superlativecomparative/superlative
superlative orms and articles are orms and articles are orms and articles are
adjectives, used correctly used correctly used correctly
and
articles
PronunciationClear with minorClear with severalMany
errors. No errorserrors. Some errors ncomprehensible
nterfere with meanings. nterfere with meaning. words and sentences.
VocabularyVocabulary related toMost vocabularyMany mistakes in
related tocultural characteristicscultural characteristicsvocabulary related to
cultural and lifestyles isand lifestyles iscultural characteristics
characteristiaccurate accurate and lifestyles
cs and
lifestyles

4. A step-by-step plan
Step Due Date Evidence
Form a group with 03 other Time to work in class –
people. April 5
Choose an aspect of
Vietnamese culture that you Bring draft to class
find interesting and write a First draft – April 6
description of it using
Bring draft to class – this
comparatives, superlatives
Final draft – April 8 will be graded according
and articles correctly.
o rubric
Make sure you are also
accurately using vocabulary
related to cultural
characteristics and lifestyles.
The description must be at
least 140 words long and
must also include at least 03
do’s and 03 don’ts when
getting involved in that
particular cultural aspect.
With your group, prepare a Time to work in class –
5-minute presentation about April 10
an interesting aspect of Be prepared to share
Vietnamese culture, along First practice in class – your presentation with
with some do’s and don’ts April 13 another group – give
related to it. All group and receive
members must speak. feedback.
Review pronunciation of all
the key words to make sure Final presentation – April
16 This will be graded
you are pronouncing them
according to the
correctly.
rubric.

​ dạy listening sẽ theo CLT approach (communicative language teaching)


​ Pre-listening
​ While-listening
​ Post-listening

​ Còn đối với các bài dạy ngữ liệu mới sẽ là 3P


​ Presentation
​ Practice
​ Production

You might also like