ASSESSING SPEAKING · ASSESSING SPEAKING Ritassida Mamadou Djiguimde P h . D . En g l i s h : A ppl...
1
ASSESSING SPEAKING Ritassida Mamadou Djiguimde Ph.D. English: Applied Linguistics SouThern Arkansas University [email protected] OBJECTIVES L E A R N I N G 01 POINT #1 03 POINT #3 EVALUATION CRITERIA P R O J E C T DESCRIPTION P R O J E C T MA T CH T ASK A ND M ETHO DS EV ALU A TION Description shows undeveloped understanding of how the elicitation and scoring method could impact the language produced and resulting scores. Description demonstrates some understanding of how the method of elicitation and scoring method may impact the language performance and results but potential issue(s) not acknowledged. Description demonstrates a good understanding of how the method of elicitation and scoring method may impact the language performance and resulting score, and it biases for the best. Description includes unjustified scores for at least 2 VRPB principles for rubric’s use in the particular context. Description includes plausible and justified scores for 3 VRPB principles for scoring method’s use in the particular context. Description includes plausible and justified scores of VRPB for scoring method’s use in the particular context. Assessment has problems which lowers the validity, reliability, or practicality given the mode, context, learning objectives, & assessment prompt/task. It is NOT yet ready for classroom. Assessment has acceptable validity, reliability, practicality, & beneficial consequences given the mode, context, learning objectives, & assessment prompt/task. It could be used in a classroom, but there are some noticeable possible improvements pre-use. Assessment has strong validity, reliability, practicality, & beneficial consequences given the mode, context, learning objectives & assessment prompt/task. Assessment is ready for classroom use in given context. 01 NOT PROFICIENT 02 PROFIEICIENT 03 HIGHLY PROFICIENT FORMAT P R O J E C T Use Times New Roman size 12. Use APA formatting style for references. Double space and leave 1" margins. Identify/create an appropriate stimulus-response materials to elicit speech. INFORMATION ABOUT THE CONTEXT In this assignment, you will create a stimulus-response materials to elicit oral communication (monologic or interactive) and create an appropriate scoring method which demonstrates application of the principles of assessment. Create an appropriate scoring method for the task and mode of speech. 02 POINT #2 01 POINT #1 02 POINT #2 THE ASSESSMENT 03 POINT #3 A SHORT EVALUATION OF THE ANALYTICAL RUBRIC AND ASSESSMENT PROCEDURE A brief description (2-3 sentences) of the language learning context The learning objectives (at least two) for the oral task/activity that you are assessing The task including input content (e.g., written topic, picture prompt, directions) given to the students to elicit the oral language Hint: remember to consider graphics, formatting, and text features (e.g., bolding, font, size). The scoring method for the oral performance (e.g., holistic rubric, analytic rubric, checklist, point system) A short (no more than one paragraph) description with your expectations of the assessment task and prompt (e.g., why the task will elicit language, likelihood it will produce the type of language you want to assess). A short (no more than one paragraph) justification of that scoring method for the speaking task 04 POINT #3 Demonstrate understanding of principles of learning objectives. A short (no more than 1 page) description of your evaluation of scoring method that you chose, including how you rate (1-5) the assessment’s validity, reliability, practicality, and beneficial consequences with justification. Your analysis should include explicit consideration of interactive (pair or group) vs. monologue performance. Demonstrate understanding of validity, reliability, practicality, beneficial consequences in the design.
Transcript of ASSESSING SPEAKING · ASSESSING SPEAKING Ritassida Mamadou Djiguimde P h . D . En g l i s h : A ppl...
ASSESSING SPEAKING
Ritassida Mamadou Djiguimde Ph.D. English: Applied Linguistics
SouThern Arkansas University
OBJECTIVES
L E A R N I N G
01 POINT
#1
03 POINT #3
EVALUATION CRITERIA
P R O J E C T
DESCRIPTION
P R O J E C T
MAT
CH
TASK
AN
D M
ETH
OD
S
EVA
LUAT
ION
Description shows undevelopedunderstanding of how the elicitationand scoring method could impact thelanguage produced and resultingscores.
Description demonstrates some understanding of how the method ofelicitation and scoring method mayimpact the language performance andresults but potential issue(s) not acknowledged.
Description demonstrates a goodunderstanding of how the method ofelicitation and scoring method mayimpact the language performance and resulting score, and it biases for the best.
Description includes unjustifiedscores for at least 2 VRPB principlesfor rubric’s use in the particularcontext.
Description includes plausible and justified scores for 3 VRPB principlesfor scoring method’s use in theparticular context.
Description includes plausible andjustified scores of VRPB for scoringmethod’s use in the particularcontext.
Assessment has problems which lowersthe validity, reliability, or practicalitygiven the mode, context, learning objectives, & assessmentprompt/task. It is NOT yet ready forclassroom.
Assessment has acceptable validity,reliability, practicality, & beneficialconsequences given the mode, context,learning objectives, & assessmentprompt/task. It could be used in aclassroom, but there are some noticeablepossible improvements pre-use.
Assessment has strong validity,reliability, practicality, & beneficialconsequences given the mode,context, learning objectives &assessment prompt/task.Assessment is ready for classroomuse in given context.
01
NOT PROFICIENT
02
PROFIEICIENT
03
HIGHLY PROFICIENT
FORMAT
P R O J E C T
Use Times New Roman size 12.
Use APA formatting style for references.
Double space and leave 1" margins.
Identify/create an appropriate stimulus-response materials to elicit speech.
INFORMATION ABOUT THE CONTEXT
In this assignment, you will create a stimulus-response materials to elicit oral communication (monologic or interactive) and createan appropriate scoring method which demonstrates application of the principles of assessment.
Create an appropriate scoring method for the task and mode of speech.
02 POINT
#2
01 POINT
#1
02
POINT #2
THE ASSESSMENT
03
POINT #3
A SHORT EVALUATION OF THE ANALYTICAL RUBRIC AND ASSESSMENT PROCEDURE
A brief description (2-3 sentences) of the language learning context
The learning objectives (at least two) for the oral task/activity that you are assessing
The task including input content (e.g., written topic, picture prompt, directions) given to the students to elicit the orallanguage Hint: remember to consider graphics, formatting, and text features (e.g., bolding, font, size).
The scoring method for the oral performance (e.g., holistic rubric, analytic rubric, checklist, point system)
A short (no more than one paragraph) description with your expectations of the assessment task and prompt (e.g., why the task will elicit language, likelihood it will produce the type of language you want to assess).
A short (no more than one paragraph) justification of that scoring method for the speaking task
04 POINT #3
Demonstrate understanding of principles of learning objectives.
A short (no more than 1 page) description of your evaluation of scoring method that you chose, including how you rate (1-5) the assessment’s validity, reliability, practicality, and beneficial consequences with justification. Your analysis should include explicit consideration of interactive (pair or group) vs. monologue performance.
Demonstrate understanding of validity, reliability, practicality, beneficial consequencesin the design.
