Presentation on theme: "Topic: Assessment and Evaluation"— Presentation transcript:
1 Topic: Assessment and Evaluation General objectives:Trainees will be able to evaluate methodology teacher’s ways of assessing trainees.
2 Lesson One Evaluating Methodology Teacher’s Assessment Pre-task activitiesStep One: assessing trainees achievements by questionary.Step Two: assessing trainees achievements by interview.Step Three: assessing trainees achievements by discussion.Step Four: definition ,directions, purposes, methods, criteria of language assessment.Step Five: making comparison between the standardized testing and the communicative assessmentWhile-task activitiesStep Six: evaluating the trainer’s assessments by debate.Post-task activitiesStep Seven: evaluate the loop input: mapping content with process.
3 A definition of assessment Directions in assessment in languagesPurposes of assessmentMethods of assessmentCriteria of assessmentComparison of standardized testing and communicative assessment
4 A definition of assessment Assessment involves making considered judgments about learners’ performance. It is a dynamic process and is concerned with determining how satisfactorily learners have achieved the objectives of a particular course or unit of work. Assessment has the educational function of describing the performance and promoting the development of the learner, while, at the same time, meeting the needs of the school, the educational system, and society at large to know the outcomes of a particular learning program.
5 Directions in assessment in languages Changes in assessment in languages have taken place together with changes in our understanding of what language and how it is learned, and change in approaches to language teaching. With the grammar/translation approach to language teaching and learning, for example, assessment mostly involved tests of discrete items of grammatical knowledge and translation. The same assessment procedures prevailed when audiovisual and audiolingual approaches were adopted. Because it was believed that learners learned patterns through stimulus-response habit formation, testing focused on discrete linguistic patterns. The communicative approach, with its emphasis on purposeful language use, has resulted in a move towards communicative assessment.Communicative assessment involves the assessment of learners’ language on the basis of how well they carry out activities. It represents a holistic approach to language testing, and focuses on language as it is used in communication, rather than on the discrete components of language.
6 Purposes of communicative assessment The purposes of assessment are closely related to both the goals towards which learners are aiming and the teaching and learning process. They can be described as follows:l To motivate learners and teachersl To inform the teaching and learning process, and to guide future curriculum planningl To inform other relevant peoplel To encourage cooperative styles of workl To encourage responsibility and involvement
7 Methods of assessment Summative assessment--- End of stage tests Formative assessment. The following are useful methods of formative assessment:1. Oral interview(of learners by the teacher)2. story or text retelling (with listening or reading inputs)3. writing samples (with a variety of topics and registers)4. projects and exhibitions (presenting collaborative effort)5. experiments and demonstrations (with oral or written reports)6. constructed-response items (to open-ended questions)7. teacher observation (of learners’ work in class, making notes)8. portfolios ( focused collections of learner’s work to show progress)
9 Ads. And disads of differently-referenced assessments advantagesdisadvantagesCriterion-referencedObjective standard of ability level;Difficult to design, especially for classroom teachersNorm-referencedMaximize the distinction among individuals in a given group;Difficult to decide the “norms”;Individual referencedMake students aware of their progress, Encourage students;Lack of comparison among students.
10 Comparison of standardized testing and communicative assessment 1. Testing &instruction regarded as separate activities2. Ss treated in a uniform way3. Decisions based on single sets of data (test scores)COMMUNICATIVE ASSESSMENT1. Assessment as an integral part of instruction2. Each learner is a unique person3. Provides multiple sources of data, a more informative view
11 4. Emphasis on weakness/ failures: what Ss cannot do 5. One-shot exams6. Cultural/socio-economic status bias7. Focus on one “right answer”8. Judgment without suggestions for improvement4. Emphasis on strengths/ progress: what learners can do5. Ongoing assessment6. More culture-fair7. Possibility of several perspectives8. Useful information for improving/guiding learning
12 9. Pressures teachers to narrow teaching to what is tested 10. Focus on lower-order knowledge and skills11. Forbids Ss to interact; promotes comparisons btn Ss(norm-ref)12. Extrinsic learning for a grade9. Allows teachers to develop meaningful curricula10.Emphasis on higher-orderlearning outcomes & thinking skills11. Encourages collaborative learning; (criterion-ref)12. Intrinsic learning for its own sake