Assessment in ELT

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AMAZONIA UNIVERSITYIX SEMESTER ENGLISH DEGREE


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Education has beenbased on atransmission model of

instruction

Students needed tolearn a common set ofbasic skills.

All individuals are thoughtto learn by constructinginformation about the world

and by using active anddynamic mental processes.(Jones et al. 1987;Marzano, Pickering, andMcTighe 1993; Resnick andKlopfer 1989)


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Applications for assessments

If the students learn complex

procedures most affectively when theyhave opportunities to apply the skills inmeaningful ways. Assessments should beauthentic reflections of these kinds of

meaningful learning opportunities.


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Types of authentic materials

There are numerous types of authenticassessments used in classroom.

1. Oral interviews2. Story or text retelling3. Writing samples4. Projects / exhibitions5. Experiments / demonstrations6. Constructed / response items7. Teacher observation8. Portfolios.


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Oral interviews

Students should be appropriate to becometo this stage.

How is it?

Teacher realizes

Advantage..


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Story or text retelling

Students` role

Advantages..


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Writing samples

It can be used in many ways ( informal or

academic )

Teachers` role

Advantages


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Projects / exhibitions

A project may be conducted individually or in

small groups and is often presented through o

an oral or written report.

Advantages..


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Experiments / demonstrations

Students might conduct an experiment inscience using actual materials.

Let`s make an experiment (oralpresentation)

Advantages


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Constructed / response items

This assessment often focuses on howstudents apply information rather thanon how much they recall of what hasbeen taught.

Advantages..


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Teacher observation

Teacher often observes students`attention to tasks, responses to differenttypes of assignments, or interactions with

other students while working cooperativelytoward a goal.

Advantages


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Portfolios

It is a purposeful collection of studentwork that is intended to show progressover time.

Advantages..


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Teachers have different levels of awareness and interest in alternative

assessments

Some of them will already

have tried some form of

authentic assessment or

may have attended

workshops on it.

Others who have only

heard about

performance

assessments and want

to know more.


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It will assist in engaging teachers in a dialogue aboutauthentic assessment and in setting personals goals forstaff development.

Questions:1-2 level of interest3-6 practices related to authentic assessment7-8 about authentic assessments9-11 collaboration with other teachers12-13 students involvement14-16 uses of authentic assessments


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Results can be used to:

Staff development needs, and plan for future professionaldevelopment.

Monitor annual progress. (awareness, interest, andimplementetion)


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It is a recommendation you work with:

Parents

School administrator

Other teachers


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1) Build a team: why, purposes, and role in instruction and in the school.

2) Determine the purposes: identification, placement, and reclasificationas monitoring students performance.

3) Specify objectives: they should be obtained fromDistricts curriculumState curriculum frameworksStandards developed by professional associations


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4) Conduct professional development: share information with theteam and with other teachers about the rationale for authenticassessments, their design and their use in planning instruction.

5) Collect examples:Books and articlesConferences and workshopsCenter for Research on Evaluation, Standards, and StudentTesting (CRESST) University of California at Los AngelesTest Center at the Northwest Regional EducationalLaboratory in Portland, Oregon


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6)Adapt existing assessments or develop new ones: designing procedures,

reaching agreement on scoring rubrics, trying out the assessments, settingstandards, and reviewing the success of assessments are dauting tasks.

7) Try out the assessment:

Try them out with students, team members.

Use the score you agreed with other teachers.

Appropriate standards of performance for grade-level

8) Review the assessments:

Providing a diagram or chart that will clarify the question

Simplifying the wording

Changing the directions

Changing the scoring rubric


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Technical Quality of

Authentic Assessments

-Reliability

-Validity

focus


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Reliability

It is the consistency of the assessmentin producing the same score ondifferent testing occasions.

Without reliability someteachers may be give

students the impression of

rating hard while othersare rating easy

Scored can be based onscoring rubric, that assigns

a numerical value

performance depending onthe criteria.

Two types of scoring rubrics Holistic and analytic


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Holistic Rubric

Focuses on a central idea

Uses appripriate use of verbs tenses, syntactic

structures, complex sentences and smooth

transitions.

Uses precise vocabulary

Uses accurate capitalization, punctuation and

spelling.


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Analytic Rubric

Idea development Organization,sentence fluency

Structure, worldchoice, andmechanics.


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RATER TRAINING

There are Five development activities that canhelp teachers reach agreement in scoring anyauthentic assessment.

1. ORIENTATION TO THE ASSESSMENT TASK

2. CLARIFICATION OF THE SCORING RUBRIC

3. PRACTICE SCORING

4. RECORD THE SCORING

5. CHECK RELIABILITY


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Bibliografy

J. Michael & Lorraine Valdez Pierce. 1996. Authentic Assessment for English Language

Learning. Practice Approaches for Teachers. USA. Longman.


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Assessment in ELT

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