英语教学论Chapter7-Assessmentin-Language-Teaching-课件

Chapter7

AssessmentinLanguageTeachingDrHongyingZheng

Chapter7

AssessmentinLan1AimsoftheunitWhatisassessment?Howisitdifferentfromevaluationandtesting?ThepurposesofassessmentThemethodsofassessmentThecriteriaforassessmentTheprinciplesforassessmentTestsinlanguageassessmentAimsoftheunitWhatisassess2UnderstandingassessmentTask1Thefollowingisalistofunderstandinggivenbydifferentteachersaboutassessment.Ticktheonesthatareclosesttoyourunderstanding.Thencompareanddiscussthemwithyourpartner.UnderstandingassessmentTask13It’stodowithtesting.Findingouthowgoodyouareatsomething.Iuseittokeepacheckonmylearners,byspellingtests,smallquizzesandthingslikethat.Itisanon-goingprocesswhichfocusesonthewholelifeofourschool.Findingoutifwearebeingeffective.Ifeelasthoughit’sabigstickhangingoverourheads,teacherevaluationandallthat.Findingoutstrengthsandweaknessesofourstudentsandourselves.Iusetestsinmyclassroom.Ialsousequizzes—asawayofkeepingacheckonthestudents’learning.Ialsomarktheirwork,sometimeswithagradebutusuallyacomment.Itistodowithrecord-keeping,collectinginformationabouthowwellthestudentsaredoing.Ithinkithassomethingtodowithevaluation.(AdaptedfromConner,1991:2)It’stodowithtesting.4Differencesamongtesting,assessmentandevaluationTesting:Testingoftentakesthe‘pencilandpaper’formanditisusuallydoneattheendofalearningperiod.Theresultisoftenexpressedbyamark,agradeoraratio.Students’testscoresarecomparedwitheachotherandsometimesrankedforselectionpurposes.Assessment:Assessmentinvolvesthecollectingofinformationorevidenceofalearners’learningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.Itisnotbasedononetestoronetask,norisitexpressedbyamarkorgrade,butratherinareportformwithscalesorlevelsaswellasdescriptionandcommentfromtheteacher.Testscoresmayalsobeonesourceoftheinformation.Thestudents’achievementisoftenmeasuredagainsthis/herownstartingpointratherthancomparedagainsttheskillsorabilitiesofotherstudents.Evaluation:Evaluation,accordingtoCameron(2019:222),canbeconcernedwith‘awholerangeofissuesinandbeyondlanguageeducation:lessons,courses,programs,andskillscanallbeevaluated.’Itinvolvesmakinganoveralljudgmentaboutone’workorawholeschool’swork.Itproducesaglobalviewofachievementusuallybasedonmanydifferenttypesofinformation,suchasobservationoflessons,students’testscores,teachers’assessmentreports,coursedocuments,orinterviewswithstudentsandteachers,etc.Differencesamongtesting,ass5Task2Readtheabovedefinitionsagainanddrawyourowndiagramtodemonstrateyourownunderstandingofthethreetermsandtheirrelationships.Doesthediagramyoucreatedhelpyou,tosomedegree,understandtherelationsamongthethreeterms?Explaintoeachotherhowtestingisrelatedtoassessmentandassessmenttoevaluation.Task2Readtheabovedefinitio6PurposesofassessmentAssessmentinELTmeanstodiscoverwhatthelearnersknowandcandoatcertainstageofthelearningprocess.PurposesofassessmentAssessme7Task3Whatdoyouthinkarethepurposesofassessment?Thechartbelowhastwelvepossiblepurposesofassessment.Doyouagreewiththem?Ifyes,choosesixitemsthatthinkarethemostimportantpurposesofassessment.ThenaddoneortwoassessmentpurposesthatyouthinkapplytoELTclassroom.Task3Whatdoyouthinkareth8Agree/Disagree1.Todiscoverlearners’weakness2.Todiscoverlearners’achievements3.Toevaluateexistingcurriculum4.Tocheckuponteachers’performance5.Tomotivatelearners6.Toprovidelearningincentive7.Toprovidebasisforfurtherplanningofteaching:whattoteachnext8.Toqualifystudentsforcertainstatus9.Toprovidebasisforcorrection10.Toprovidecriteriatoqualifyforhigherlevelstudies11.Toprovidelearnerswithasenseofaccomplishment12.TofosterlearningabilityAgree/Disagree1.Todiscoverl9Task4Accordingtowhatyouhaveunderstoodfromtheabovediscussions,completethefollowingtableandthendiscussitwithapartner.TestingAssessmentEvaluationPurposesSourcesofinformationReportformsForwhom?Task4Accordingtowhatyouha10Whataretesting,assessmentandevaluationfor?Testingisforschool’sorparents’benefits,forthemtoknowexactlywhereeachstudentstandsamongallthestudentstestedandhowwelltheydoinsuchtests.Assessmentisforteachersandforlearners,forthemtonotonlyknowhowwelltheyhavedonebutalsowheretheyhavedonewellandwheretheyneedmoreefforts.Foreducationalpurposesandforthepurposesofimprovingteachingandlearning,assessmentisfarmoreimportantthantesting.Evaluationisoftenforauthoritieswhowouldwanttoknowwhetherthemoneytheyspentorthepolicychangehashadgoodresults.Whataretesting,assessmenta11MethodsforassessmentSummativeassessment:Itismainlybasedontesting.Itisdonemostlyattheendofalearningperiodortheendofaschoolyear.Itfocusesverymuchonmemorywork.

Formativeassessment:Itisbasedoninformationcollectedintheclassroomduringtheteachingprocessforthepurposesofimprovingteachingandlearning,therefore,itissometimestermedasclassroomassessmentaswell.Itfocusesontheprocessoflearning,thatis,onassessinghowwellstudentsunderstandconcepts,performtasksandmakeprogressduringtheprocessoflearningratherthanonthefinalproductorresultoflearning.MethodsforassessmentSummativ12Task5Workinpairsandanswerthefollowingquestion: Besidestesting,whataretheothermethodsthatcanbeusedtogatherinformationabouttheknowledgeandperformanceoflanguagelearners?Pleasegiveexamplesifpossible.Task5Workinpairsandanswer13Inadditiontotesting,therearemanyotheralternativewaystogatherinformation,suchasteachers’observation;continuousassessment;students’self-assessment;projectwork;portfolios;……Inadditiontotesting,there14Teacher’sobservations Researchshowsthattheteacher’sknowledgeaboutstudentsandtheirstrengthsandweaknessesbasedondailyobservationsismoreaccurateandsoundthantesting(LawandEckes,2019:44).Veryoftentheteacher’sobservationsofthelearners’overallperformanceorachievementcanbequiteaccurateandfair.Teacher’sobservations15Continuousassessment Thefinalgradegiventothestudentisnothis/hermarkonthefinalexampaper;rather,itissomekindofcombinationofthegradesthestudenthasreceivedforvariousassignmentsduringthecourse.Itcanalsoincludethegradesthattheteacherhasgivenforthestudent’sperformanceorparticipationintheclassactivities.Itcouldalsobeawrittenreportratherthanjustagrade.Continuousassessment16Self-assessmentandpeerassessment Thestudentsthemselvesaregiventhechancetoevaluatetheirownperformance,usingclearcriteriaandweightingsystemsagreedonbeforehand.Kohonen(2019)assertsthatstudentsareabletomakequiteaccurateassessmentoftheirownachievements.Withpeer-assessmentstudentsareinvolvedinassessingeachother’swork.Thiswillgivethemasenseofresponsibilityinlearninganditcangivethemagoodopportunitytobecomemoreawareoftheirownlearning.Self-assessmentandpeerasses17Projectwork Projectworkrequiresstudentstocompleteasetoftasksdesignedtoexploreacertainideaorconcept.Projectwork18PortfoliosPortfoliosaimtoassessstudents’abilitytoapplyknowledge.Aportfolioisapurposefulcollectionofmaterialassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesandattitudesrelatedtotheirstudy.Aspartoftheportfolioprocess,studentsarenormallyaskedtothinkabouttheirneedsandgoals,andreflectontheirweaknessesandstrengthsinlanguagelearning.Theirreflectionsnotonlyhelpraisetheirawarenessforlearningbutalsoprovidefeedbacktoteachers,enablingteacherstobemoreawareofthestudents’interests,needs,potentialsandabilitiessothatteacherscantakenecessarymeasurestomonitortheirlearning(BarootchiandKeshavarz,2019).Portfolios19Whatkindofthingscanbeincludedinaportfolio?Oralperformancerecordsbasedonstory-telling,interviewing,dialogueperformance,etc.Collectionofpicturesandartworksreflectingthestudent’slearningDrawings,picturestory,diagramdescriptionbythestudent;Performancerecordssuchasroleplays,reciting,musicperformances,etc.……Whatkindofthingscanbeinc20CriteriaforassessmentCriterion-referencedassessment:itisbasedonafixedstandardorasetcriterion.Norm-referencedassessment:itisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoresaregivenasthenorm.Individual-referencedassessment:itisbasedonhowwellthelearnerisperformingrelativetohisorherownpreviousperformance,orrelativetoanestimateofhisorherindividualability.CriteriaforassessmentCriteri21Task7Whatarethepossibleadvantagesanddisadvantagesofdifferentassessmentsbasedondifferentcriteria?Discussthequestioningroupsof4andnotedownyourideasinthechartbelow.AdvantagesDisadvantagesCriterion-referencedNorm-referencedIndividual-referencedTask7Whatarethepossiblead22AssessmentprinciplesAssessauthenticuseoflanguageinreading,writing,speaking,andlistening;Assessliteracyandlanguageinavarietyofcontexts;Assesstheenvironment,theinstruction,andthestudents;Assessprocessesaswellasproducts;Analysepatternsoferrorsinlanguageandliteracy;Baseassessmentonnormaldevelopmentpatternsandbehaviourinlanguageandliteracyacquisition;Clarifyandusestudentswhenassessingreading,writing,andcontentknowledge;Involvestudentsandparents,aswellasotherpersonnelsuchastheESLormainstreamteacher,intheassessmentprocess;Makeassessmentanongoingpartofeveryday.(TakenfromLawandEckes,2019:9)AssessmentprinciplesAssessau23TestsinassessmentAtestwithdifferentformatstendstohavemorevalidityandreliabilitythanatestthatisdesignedinasingleformat,forexample,multiple-choiceformat.Belowaremostfrequentlyusedtestformats.QuestionsandanswersTrueorfalsequestionsMultiple-choicequestionsGap-fillingorcompletionMatchingquestionsDictationTransformationTranslationEssaywritingInterview……TestsinassessmentAtestwith24Task9 Workingroupsanddiscussthesequestions:

WhataretheusualformatsoftheteststhatyouhavetakeninyourexperiencesofEnglishlearning? Isthereanyparticularformatthatyoulikeordislike?Why?Task925ReferencesConner,C.(1991).AssessmentandTestinginthePrimarySchool.Hampshire:TheFalmerPress.Law,B.&Eckes,M.(2019).AssessmentandESL:OntheYellowBigRoadtotheWitheredofOz.Winnipeg,Man.:PeguisPublishers.王蔷.2019.《英语教学法教程》.高等教育出版社.ReferencesConner,C.(1991).As26Thankyou!Thankyou!27

Chapter7

AssessmentinLanguageTeachingDrHongyingZheng

Chapter7

AssessmentinLan28AimsoftheunitWhatisassessment?Howisitdifferentfromevaluationandtesting?ThepurposesofassessmentThemethodsofassessmentThecriteriaforassessmentTheprinciplesforassessmentTestsinlanguageassessmentAimsoftheunitWhatisassess29UnderstandingassessmentTask1Thefollowingisalistofunderstandinggivenbydifferentteachersaboutassessment.Ticktheonesthatareclosesttoyourunderstanding.Thencompareanddiscussthemwithyourpartner.UnderstandingassessmentTask130It’stodowithtesting.Findingouthowgoodyouareatsomething.Iuseittokeepacheckonmylearners,byspellingtests,smallquizzesandthingslikethat.Itisanon-goingprocesswhichfocusesonthewholelifeofourschool.Findingoutifwearebeingeffective.Ifeelasthoughit’sabigstickhangingoverourheads,teacherevaluationandallthat.Findingoutstrengthsandweaknessesofourstudentsandourselves.Iusetestsinmyclassroom.Ialsousequizzes—asawayofkeepingacheckonthestudents’learning.Ialsomarktheirwork,sometimeswithagradebutusuallyacomment.Itistodowithrecord-keeping,collectinginformationabouthowwellthestudentsaredoing.Ithinkithassomethingtodowithevaluation.(AdaptedfromConner,1991:2)It’stodowithtesting.31Differencesamongtesting,assessmentandevaluationTesting:Testingoftentakesthe‘pencilandpaper’formanditisusuallydoneattheendofalearningperiod.Theresultisoftenexpressedbyamark,agradeoraratio.Students’testscoresarecomparedwitheachotherandsometimesrankedforselectionpurposes.Assessment:Assessmentinvolvesthecollectingofinformationorevidenceofalearners’learningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.Itisnotbasedononetestoronetask,norisitexpressedbyamarkorgrade,butratherinareportformwithscalesorlevelsaswellasdescriptionandcommentfromtheteacher.Testscoresmayalsobeonesourceoftheinformation.Thestudents’achievementisoftenmeasuredagainsthis/herownstartingpointratherthancomparedagainsttheskillsorabilitiesofotherstudents.Evaluation:Evaluation,accordingtoCameron(2019:222),canbeconcernedwith‘awholerangeofissuesinandbeyondlanguageeducation:lessons,courses,programs,andskillscanallbeevaluated.’Itinvolvesmakinganoveralljudgmentaboutone’workorawholeschool’swork.Itproducesaglobalviewofachievementusuallybasedonmanydifferenttypesofinformation,suchasobservationoflessons,students’testscores,teachers’assessmentreports,coursedocuments,orinterviewswithstudentsandteachers,etc.Differencesamongtesting,ass32Task2Readtheabovedefinitionsagainanddrawyourowndiagramtodemonstrateyourownunderstandingofthethreetermsandtheirrelationships.Doesthediagramyoucreatedhelpyou,tosomedegree,understandtherelationsamongthethreeterms?Explaintoeachotherhowtestingisrelatedtoassessmentandassessmenttoevaluation.Task2Readtheabovedefinitio33PurposesofassessmentAssessmentinELTmeanstodiscoverwhatthelearnersknowandcandoatcertainstageofthelearningprocess.PurposesofassessmentAssessme34Task3Whatdoyouthinkarethepurposesofassessment?Thechartbelowhastwelvepossiblepurposesofassessment.Doyouagreewiththem?Ifyes,choosesixitemsthatthinkarethemostimportantpurposesofassessment.ThenaddoneortwoassessmentpurposesthatyouthinkapplytoELTclassroom.Task3Whatdoyouthinkareth35Agree/Disagree1.Todiscoverlearners’weakness2.Todiscoverlearners’achievements3.Toevaluateexistingcurriculum4.Tocheckuponteachers’performance5.Tomotivatelearners6.Toprovidelearningincentive7.Toprovidebasisforfurtherplanningofteaching:whattoteachnext8.Toqualifystudentsforcertainstatus9.Toprovidebasisforcorrection10.Toprovidecriteriatoqualifyforhigherlevelstudies11.Toprovidelearnerswithasenseofaccomplishment12.TofosterlearningabilityAgree/Disagree1.Todiscoverl36Task4Accordingtowhatyouhaveunderstoodfromtheabovediscussions,completethefollowingtableandthendiscussitwithapartner.TestingAssessmentEvaluationPurposesSourcesofinformationReportformsForwhom?Task4Accordingtowhatyouha37Whataretesting,assessmentandevaluationfor?Testingisforschool’sorparents’benefits,forthemtoknowexactlywhereeachstudentstandsamongallthestudentstestedandhowwelltheydoinsuchtests.Assessmentisforteachersandforlearners,forthemtonotonlyknowhowwelltheyhavedonebutalsowheretheyhavedonewellandwheretheyneedmoreefforts.Foreducationalpurposesandforthepurposesofimprovingteachingandlearning,assessmentisfarmoreimportantthantesting.Evaluationisoftenforauthoritieswhowouldwanttoknowwhetherthemoneytheyspentorthepolicychangehashadgoodresults.Whataretesting,assessmenta38MethodsforassessmentSummativeassessment:Itismainlybasedontesting.Itisdonemostlyattheendofalearningperiodortheendofaschoolyear.Itfocusesverymuchonmemorywork.

Formativeassessment:Itisbasedoninformationcollectedintheclassroomduringtheteachingprocessforthepurposesofimprovingteachingandlearning,therefore,itissometimestermedasclassroomassessmentaswell.Itfocusesontheprocessoflearning,thatis,onassessinghowwellstudentsunderstandconcepts,performtasksandmakeprogressduringtheprocessoflearningratherthanonthefinalproductorresultoflearning.MethodsforassessmentSummativ39Task5Workinpairsandanswerthefollowingquestion: Besidestesting,whataretheothermethodsthatcanbeusedtogatherinformationabouttheknowledgeandperformanceoflanguagelearners?Pleasegiveexamplesifpossible.Task5Workinpairsandanswer40Inadditiontotesting,therearemanyotheralternativewaystogatherinformation,suchasteachers’observation;continuousassessment;students’self-assessment;projectwork;portfolios;……Inadditiontotesting,there41Teacher’sobservations Researchshowsthattheteacher’sknowledgeaboutstudentsandtheirstrengthsandweaknessesbasedondailyobservationsismoreaccurateandsoundthantesting(LawandEckes,2019:44).Veryoftentheteacher’sobservationsofthelearners’overallperformanceorachievementcanbequiteaccurateandfair.Teacher’sobservations42Continuousassessment Thefinalgradegiventothestudentisnothis/hermarkonthefinalexampaper;rather,itissomekindofcombinationofthegradesthestudenthasreceivedforvariousassignmentsduringthecourse.Itcanalsoincludethegradesthattheteacherhasgivenforthestudent’sperformanceorparticipationintheclassactivities.Itcouldalsobeawrittenreportratherthanjustagrade.Continuousassessment43Self-assessmentandpeerassessment Thestudentsthemselvesaregiventhechancetoevaluatetheirownperformance,usingclearcriteriaandweightingsystemsagreedonbeforehand.Kohonen(2019)assertsthatstudentsareabletomakequiteaccurateassessmentoftheirownachievements.Withpeer-assessmentstudentsareinvolvedinassessingeachother’swork.Thiswillgivethemasenseofresponsibilityinlearninganditcangivethemagoodopportunitytobecomemoreawareoftheirownlearning.Self-assessmentandpeerasses44Projectwork Projectworkrequiresstudentstocompleteasetoftasksdesignedtoexploreacertainideaorconcept.Projectwork45PortfoliosPortfoliosaimtoassessstudents’abilitytoapplyknowledge.Aportfolioisapurposefulcollectionofmaterialassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesandattitudesrelatedtotheirstudy.Aspartoftheportfolioprocess,studentsarenormallyaskedtothinkabouttheirneedsandgoals,andreflectontheirweaknessesandstrengthsinlanguagelearning.Theirreflectionsnotonlyhelpraisetheirawarenessforlearningbutalsoprovidefeedbacktoteachers,enablingteacherstobemoreawareofthestudents’interests,needs,potentialsandabilitiessothatteacherscantakenecessarymeasurestomonitortheirlearning(BarootchiandKeshavarz,2019).Portfolios46Whatkindofthingscanbeincludedinaportfolio?Oralperformancerecordsbasedonstory-telling,interviewing,dialogueperformance,etc.Collectionofpicturesandartworksreflectingthestudent’slearningDrawings,picturestory,diagramdescriptionbythestudent;Performancerecordssuchasroleplays,reciting,musicperformances,etc.……Whatkindofthingscanbeinc47CriteriaforassessmentCriterion-referencedassessment:itisbasedonafixedstandardorasetcriterion.Norm-referencedassessment:itisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstude