Assessing Grammar[StudentVersion] (1)

7/25/2019 Assessing Grammar[StudentVersion] (1)

1/31

Assessing Grammar


2/31

Aims for today

To look at concepts related to assessment

of grammar

To discuss the importance of assessinggrammar in the primary ESL classroom

To discuss methods of assessing

grammar


3/31

Defnitions

Teaching Versus Testing

Assessment & Evaluation
http://var/www/apps/conversion/tmp/scratch_7/Integrating%20Testing%20with%20Teaching.docxhttp://var/www/apps/conversion/tmp/scratch_7/The%20difference%20between%20assessment%20and%20evaluation.pdfhttp://var/www/apps/conversion/tmp/scratch_7/The%20difference%20between%20assessment%20and%20evaluation.pdfhttp://var/www/apps/conversion/tmp/scratch_7/The%20difference%20between%20assessment%20and%20evaluation.pdfhttp://var/www/apps/conversion/tmp/scratch_7/Integrating%20Testing%20with%20Teaching.docx


4/31

Assessment

An important aspect o the T-Lprocess.

One o the underling pedagogical

principles o the !tandard-"asedcurriculum.

#e $ill e%amine assessment rom

the perspective o the classroomteacher ocusing on practicaltechni'ues.


5/31

#h do $e assess(

Diagnosing students) strengths &$ea*nesses

Deciding $hat to teach & $hat not to

+hec*ing student)s progress Giving students eed"ac*

Giving students a fnal grade

The reason,s or assessing $ill helpdecide the assessment techni'ue &ho$ the results $ill "e reported.


6/31

Assessment or Learning

+ontinuous assessment is an integral part olearning $hich ena"les teachers to assess$hether pupils have ac'uired the learningstandards taught. Formative assessment is

conducted as on-going process $hilesummative assessment is conducted at theend o a particular unit or term. A range oactivities can "e utilised in order to assess pupils)

perormance orall or in $riting. The ormativeand summative assessments $ill "e used togauge pupils) perormance.

Do*umen !tandard uri*ulum !e*olah /endah


7/31

0ormative versus !ummative

Formative assessment ta*es place duringthe course o teaching and is intended toimprove learning outcomes. 1t is otenrelativel inormal.

Summative assessment occurs at the end othe teaching process and is carried out in orderto 2udge $hat students have achieved during

the course. 1t oten ta*es place through teststhat are ormall designed and administered. 1tma "e carried out " e%ternal agencies.


8/31

0ormative assessment

#hen used ormativel teachers can3"e a$are o students) strengths and

$ea*nesses

Give students appropriate eed"ac*

*eep trac* o students) progress

Give a fnal grade

plan activities or urther development.


9/31

DO45E6 !TA6DA/D 4/14L45!EOLA7 /E6DA7

8.9 :upils $ill "e a"le to use di;erent

$ord classes correctl andappropriatel.

8.9.9 A"le to use nouns correctl andappropriatel3

,a common nouns ," proper nouns ,c singular nouns ,d plural nouns

#hat to assess


10/31

!4ATA6 :ELA:upils $ill "e a"le to constructvarious sentence tpes correctl. 8.9.> A"le to constructdeclarative sentences correctl.

Assess $hat is taught.

#hat to assess


11/31

7o$ to assess grammar

Discrete-item/point tests Assess individual grammar items.

AsssessGrammar!ample5trls

?Discrete:oint.


12/31

5ode o Assessment

The test must provide enoughconte%t or children to produce thecorrect grammatical responses

through spea*ing or $riting.

Grammar can "e assessed as part oa test o $riting or spea*ing.


13/31

5ethods o Assessment

The methods or assessing grammarcompetenc should re@ect thedi;erent $as grammatical structures

are learnt and the teaching ocus.An tas* e%ercise that is used orteaching can "e used or assessment.,=ut a set o assessment criteria and amechanism or giving eed"ac* must"e attached to a testing tas*.


14/31

Games

Designed to restrict the languageused

4suall these games are defned "

their ocus on the accurate use o agrammatical item structure &limited options or communication

O"servation instrument re'uired


15/31

!plit !entences

#rite out some sentences and thencut each sentence in hal. 7and outthese pieces to the students and as*

them to fnd the matching hal,among the other students.

Assess studentsa"ilit in com"ining

sentences & grammar *no$ledge onall orms o the sentences


16/31

E%amples

1 ou eat that

1 ou touch the cat

1 ou steal m"oo*

1 ou go out no$

1 ou dont leave

1 ou dont "oo* atic*et

oull "e sic*

itll "ite ou

1ll never spea*to ou again

oull get soa*ed

1ll call the police

oull "e luc* toget a seat


17/31

!entences rom :ictures

7and out a sheet o pictures. As*

students to come out $ith sentencesrom the pictures. Or as* studentsto tell a stor.

Assess grammar *no$ledge onsentence tpe or sentence pattern.

Gro$ing !tories !tor-"uilding activities Assess studentsa"ilit o ma*ing

sentences $ith di;erent tenses.


18/31

5ethods o Assessment

#e can classi the methods into t$o tpes3 Traditional methods

+hild-riendl methods

#hatever test-tpe is chosen it is importantthat students are amiliar $ith it in advance.A variet o assessment methods should "e

used to get a more complete and morerelia"le picture o children)s achievements.


19/31

Traditional 5ethods

Tpicall Bpencil and paper) tests such as3 0illing in gaps in sentences

Ans$ering multiple choice 'uestions

5atching parts

!entence completion

0avored " teachers "ecause the3

are eas to set

are eas to correct

reduce language *no$ledge to 'uantifa"leresults.


20/31

Dra$"ac*s3

0or ounger children these isolatede%ercises do not sho$ $hat children*no$ and can do $ith confdence.

+hildren are not et good at $ritingand these tests can "e stressul andtiring.

The ma pose negative in@uence onteaching.


21/31

+hild-riendl methods

According to :inter ,>CC assessmenttechni'ues should "e compati"le $iththe activities used in the classroom.

This techni'ue consists o3 tas*sactivities ocusing on a

grammar point similar to the ones

used or teaching Assessment tool instrument

Assessment criteria
http://var/www/apps/conversion/tmp/scratch_7/623-2236-1-PB.pdfhttp://var/www/apps/conversion/tmp/scratch_7/623-2236-1-PB.pdf


22/31

#h child-riendl methods

6on-intrusive reduce stress similar to the grammar activities in

the classroom

Varing interaction modes re@ectingclassroom situation

Varing situations to test the use o

grammar in conte%t


23/31

Assessment +riteria

Assessment instrument used must gotogether $ith a set o assessmentcriteria. #ith !!/ the criteria is

specifed in the Do*umen !tandard:restasi3

=ahasa 1nggeris Tahun

=ahasa 1nggeris Tahun F =ahasa 1nggeris Tahun 8


24/31

Assessment 1nstrument

There is a range o alternativeassessment tools $hich can "e usedtogether $ith or incorporated into the

T-L activities in the classroom3 O"servation

!el:eer assessment

:ortolio :ro2ect


25/31

O"servation

!stematic o"servation can "e a tool toassess children)s perormance

The same sort o tas* is given tochildren in class again & again "eore

teacher o"serves the perormance.

A simple o"servation chec*list isneeded as an assessment instrument

$hen o"serving children. AsssessGrammar!ample5trls

?+hec*list.


26/31

!el-assessment

An integral part o a learner-centeredapproach $here children thin* a"out theiro$n perormances and achievements.

#or*s "est $ith certain $ell *no$n tas*s

and situations. 1n the same sort o tas* the same sort o

criteria can "e used as this gives childrenconfdence and a sense o saet.

0or ounger children teacher can start $ithsomething simple and "uild it up later.


27/31

A simple sel-assessment tool3

Rate yourself onthis scale

Verygood****

Good**

Tryagain

*

1 *no$ a"out common

nouns1 *no$ a"out propernouns

1 can use singular

nouns1 can use plural nouns

1 can tal* a"out mamil ,using

declarative sentences


28/31

:ortolio

A collection o a student)s $or* and

evidence o achievement over a period otime.

+hildren can select their "est $or* to go intothe portolio $ith the help o the teacher.

Teacher and students $or* out criteria orselection.

+hildren)s a"ilit to select their "est $or* is

lin*ed to their a"ilit to re@ect a"out theirlearning and develop o$nership o thelearning process.


29/31

!ummar

A com"ination o various methods oassessment $ill give a more relia"le pictureo students) perormance.

Assessment instrument can include a

variet o tas*s $hich can "e doneindividuall or colla"orativel in smallgroups.

Assessment does not have to "e stressul &

competitive

Assessment should oster learning positivesel-image & sel-esteem.


30/31

TutorialDesign and e%plain ho$ ou $ill use ,i aBpencil and paper) test and ,ii a child-riendlassessment instrument in the classroom toassess ear - 8 students) *no$ledge on oneo the ollo$ing grammar points3

a. prepositions o time3 at, in, on

". the articles aand an

c. to as* or inormation using wh-'uestion

$ordsd. the $ord order o a yes-no'uestion orm.

e. the comparative ad2ective.


31/31

RFR!"

5oon CC8. Children LearningEnglish.

O%ord3 5acmillan

:inter A. ,>CC. Teaching YoungLanguage Leaners. O%ord3 O4:

Thorn"ur !. ,>CCH. How to Teach

Grammar. Esse%3 :earson

Assessing Grammar[StudentVersion] (1)

Documents

Transcript of Assessing Grammar[StudentVersion] (1)