Scribd
Upload
20 views14 pages

UNIR Testing and Assessment 9 - NAC

Uploaded by

Cynthia Cadena
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
20 views14 pages

UNIR Testing and Assessment 9 - NAC

Uploaded by

Cynthia Cadena
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 14

Week 9

Testing and Assessment in EFL


Presentation

Universidad Internacional de La
Rioja
Index of Testing and Assessment

►
Unit 1: Teacher evaluation and professional development
►
Unit 2: Formative assessment
►
Unit 3: Summative assessment
►
Unit 4: Assessment instruments in EFL
►
Unit 5: Speaking
►
Unit 6: Writing
►
Unit 7:Receptive skills
►
Unit 8: Systems
►
Unit 9: Integrating assessment in curriculum
►
Unit 10: Assessment in EFL

Testing and Assessment Louisa Mortimore 2


Overview

• Explore unconventional assessment methods, including open-ended


and collaborative tasks.
• Integrate digital tools to create dynamic and engaging assessment
practices.
• Examine how digital tools influence learning outcomes and
assessment effectiveness.
• Adapt assessment strategies to align with learner needs and foster
Higher Order Thinking Skills..

3
Assessment is a-changing

4
High Order Thinking Skills
High Order Thinking Skills
• Think about times when you
were challenged in school to
go beyond just memorizing
facts. Perhaps you had to
solve a complex problem,
analyze a situation, or come
up with a creative solution.
These moments required skills
like critical thinking, evaluation,
or creativity—skills known as
Higher Order Thinking Skills
(HOTS)

REFLECT: Does your assessment practice go beyong basic recall questions,


pushing students to analyze, evaluate, or create?
5
HOTS and LOTS

• LOTS questions focus on specific knowledge (when, who, where),


often prompting closed, short answers to test comprehension.
• HOTS questions encourage critical thinking (what, why, how),
seeking opinions, evaluations, or analyses with open-ended
answers.

• OUR AIM  Transforming a question's phrasing can shift it from


testing LOTS to fostering HOTS, promoting deeper cognitive
engagement.

6
EXAMPLES OF HOTS

7
EXAMPLES OF HOTS

8
Big Questions

• Big questions in education and assessment are open-ended,


thought-provoking queries designed to engage students in deep
thinking and exploration. These questions:
• Often address broad or essential themes, encouraging students
to make connections across disciplines or real-world contexts.
• Require critical thinking, creativity, and reasoning, aligning with
Higher Order Thinking Skills (HOTS).
• Go beyond simple factual answers, promoting reflection, debate,
and inquiry.
• Are typically used to assess understanding, synthesis, and the
application of knowledge, rather than just recall.

9
Using Big Questions effectively

• Planned questions: Effective questions require careful thought


rather than being asked randomly.
• Student-generated questions: Encouraging students to create
questions enhances engagement and motivation.
• Guidelines or freedom: Teachers can provide topic guidelines or
allow free choice for student-driven inquiry.
• Team discussion: Learners can collaborate to refine questions and
explore research possibilities, such as using mind maps.

10
Defining a good Big Question
DOs DON’Ts
Ensure questions are relevant to the Avoid repeating your own questions or
material covered and aligned with learning learners' answers, as it reduces
objectives. engagement.
Frame questions in clear and concise Do not answer your own questions, as it
language, avoiding unnecessary complexity. discourages student participation.
Make questions purposeful, focusing on Avoid questioning for chorus answers, as
evaluating knowledge or understanding of it limits individual critical thinking.
concepts.
Design questions to guide learners without Do not interrupt learners during extended
leading them to specific answers. responses, as it can hinder their confidence.
Craft questions that stimulate thinking and Avoid ignoring the responding learner or
require reflection on taught concepts. failing to acknowledge their effort.
Focus on one idea per question (single- Avoid selecting the same learners
dimensional) to maintain clarity. repeatedly, as it reduces inclusivity and
fairness.

11
Assessing collaborative work

• Grades can be individual or group-based but must align with the


task's purpose and assessment criteria.
• Effective assessment of collaborative work requires scaffolding
strategies like:
• Clear learning expectations to provide purpose and focus.
• Continuous constructive feedback for assessment for learning.
• Clear criteria to guide the learning process.
• Rubrics to ensure objectivity and support learning.
• Self-assessment to foster metacognitive growth.
• Peer-assessment to encourage reflective learning.

12
Digital tools in assessment:
SARM framework
• Puentedura's model for integrating technology in learning involves
four levels:
• Substitution: Technology replaces conventional tools without
changing functionality (e.g., tablets replace pen and paper).
• Augmentation: Technology adds functional improvements to
tasks (e.g., formatting text for readability).
• Modification: Technology enables significant task redesign
(e.g., recording audio clips instead of writing).
• Redefinition: Technology transforms tasks, fostering creativity in
ways traditional methods cannot achieve (e.g., creating short
films).

13
Digital tools in assessment:
SARM framework

14

You might also like