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Task 9

Assessment

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28 views5 pages

Task 9

Assessment

Uploaded by

Banshee ba
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ASSESSMENT and EVALUATION in FOREIGN LANGUAGE TEACHING

Testing evaluates not only the progress and achievement of learners but also effectiveness of
teaching and also instruction,materials and methods.However, it doesn't receive the attention from
teachers because it's seen a matter of asking questions but it is a part of curriculum as important as
other ingredients such as materials,methods.Teachers aren't critical about the appropriateness of
testing assessment evaluation.

Assessment:

● set of processes through which we try to understand and make inferences about learner's
● learning process,
● learning progress and
● product of learning

Evaluation :

● refers to the wider process of interpreting data in order to make judgements about a particular
● program
● syllabus or
● institution.

A Test: It is an instrument or systematic procedure for measuring a sample of behavior.

Grading: It is a translating the judgment into a grade (number or letter)

William and Black were interested in testing.They did some search about formative and summative
assessment.
Formative Assessment: It takes place during the learning process and provides information needed to
improve learning and teaching. It aims to give feedback to the students.

Summative Assessment: It takes place at the end of the learning process and it provides information
making judgements and decisions.

WHY DO WE ASSESS?

Accountability:Doing activities and trying to help students to teach language.It gives information
about stakeholders,administration.
Certification: When the student finishes the program, the document(certificate) is given.
Supporting Learning and Teaching: Teacher uses methods, techniques then takes feedback about
students' learning progress and gives support. That's why we use assessment.

WHAT WE ARE GOING TO ASSESS?

● Skills both separate and integrate.


● Learning how to learn (self- assessment)
● Attitudes (performance task- projects)
● Communicative and social skills.
LEARNING
● as acquiring knowledge
● for preparing for examination
● as applying
● as explaining an relating phenomena (understanding)
● as changing one’s perspectives and attitudes: personal development.
It is also related to Bloom’s Taxonomy.

ASSESSMENT FOR AND OF LEARNING


Process Progress Product

LANGUAGE: A MEANS OF COMMUNICATION


There are some language domains.These are:

Countable-measurable
● Spelling
● correct use of structures
● factual knowledge
● speed of reading/speaking
● length of production

There are domains that can be assessed, but you cannot measure. These are:

Uncountable- cannot be measured but assessed


● Comprehension
● communication: written/oral,appreciation,awareness.

ASSESSMENT OF LANGUAGE PERFORMANCE


Actual performance of relevant tasks rather than more abstract demonstration of knowledge often by
means of pencil and paper tests (Mcnamara 1996).

Work sample approach,cognitive achievement.

There are two aspects of language performance:


Weak sense Strong sense
performance performance
in an artificial context in a real life context
(role-play activities)

FUNCTION OF ENGLISH AS A SL OR FL
Learning activities
Assessment activities
DOMAINS
● Social interaction
● Access to information
● Presentation of information, knowledge
● Appreciation of language(literature,culture and language

SOCIAL INTERACTION
➢ learning; register, formal/informal, oral and written

➢ Assessment

● Role play (small talk, social interaction)


● Letters
● Group discussion
● Recording of speech
● Email correspondences

ACCESS TO INFORMATION

➤Learning to learn (autonomous learning): lifelong learning

➤Books, resource books, internet, research tools

➤Assessment:

● Find relevant information


● Write questionnaires
● Plan interviews, write interview questions
● Pick out information from media

PRESENTATION INFORMATION

● Processing information
● Producing new knowledge
● Summarize, comparison, literature survey
● Diagrams
● Writings
● Recordings
● Oral presentations
● Powerpoint presentations

Appreciation of language (literature, culture and language)

● Awareness level
● Metacognitive skills
● Needed in previously discussed domains

Alternatives in Language Assessment


● Involving learners in decision making about assessment
● Self assessment
● Portfolio assessment
● Peer assessment
● Projects
● Performance-based assessment
● Observation
● Conferences

➔ What is the contribution of having alternative assessments in a language classroom?

● It is also called comprehensive assessment of language development

● require students to perform, create, produce or do something

● use real-world contexts or simulations

● are non intrusive in that they extend the day-to-day classroom activities

● allow students to be assessed on what they normally do in the class everyday

● use tasks that represent meaningful instructional activities

● focuses on processes as well as products

● tap into higher level thinking and problem-solving skills

● provide information about strengths and weaknesses

● It is also called comprehensive assessment of language development

● require students to perform, create, produce or do something

● use real-world contexts or simulations

● are non intrusive in that they extend the day-to-day classroom activities

● allow students to be assessed on what they normally do in the class everyday

● use tasks that represent meaningful instructional activities

● focuses on processes as well as products

● tap into higher level thinking and problem-solving skills

● provide information about strengths and weaknesses

➢ Self assessment: Involvement of learners in identifying standards or criteria to make


judgements. Also it involves reflection. Self assessment includes a judgmental perspective.
➢ Portfolio: They strengths the students' learning, enhances the teacher’s role and improves
the testing process.
➢ Performance assessment: Examiners should perform some sort of task, and the task should
be as authentic as possible. Performances are typically scored by qualified raters.

What is Rubric?

➢ Can be used for self evaluation, peer evaluation, teachers for assessment.

Current and Future Trends in Language Assessment

➢ Computer-based Assessment: Entails students taking a test on the computer.

Conclusions:

➢ Comprehensive assessment of comprehensive language learning


➢ Use multiple assessment tools
➢ Gather evidence for effort, progress and product
➢ Assistance within the learners ZPD (zone of proximal development)
➢ Learners active
➢ Use some metacognitive strategies.

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