Prepared by: Mohamed AKHARRAZAbdelaziz AIT TALEB

Zakaria JAMAATIYassine AIT HAMMOU Mohamed AKKLOUCH

January 2nd, 2013

Supervised by: Dr Jennifer EVANS

ASSESSING STUDENTS PROGRESS

Teach Business EnglishCHAPTER 7:

FLSH - AGADIRMA TEFL & ICT

1 - What’s important? What’s possible?

Tests should be valid + practical + administered at an appropriate time + tests results and feedback should be given sensitively as they may have devastating results.

4 approaches to assessment

Periodic achievement

tests

Portfolio assessment

End of course tests

External examinations

• Marking criteria and feedback sheets.

1. Criteria and weighing of marks reflects the focus of thecourse.

2. Feedback be easy for ss to understand.

3. Sheet will make sense even after taking back the sheets from ss.

4. Feedback be fairly consistent for all ss.

5. Points given to ss translated into a message.

6. Wording of remaks must not be misinterpreted.

7. Feedback sheet will provide useful information later when re-evaluating objectives

2 - Periodic Achievement Tests

A very effective way of tracking students progress is to arrange periodic achievement tests.

Definition: It is a test of knowledge or proficiency based on

something learned or taught. The purpose of an achievement test is to determine students’ knowledge in a particular subject area.

These tests are popular for various reasons:

1. they show you remember the course’s original objectives.

2. show to students that progress is being monitored fairly and systematically.

3. tests are realistic : they simulate real life situations.

4. no worry by students on a long end-of-course test.

5. students are tested in groups; absentees and low achievers can be tested later.

6. students can choose when to be assessed.

7. low achievers can have a second chance.8. students get feedback on their

achievements.9. students are able to monitor their own

progress.10. some performance areas can be ‘checked

off’ if achieved.11. allow students to be rewarded for good

performance.12. allow students to become involved in

ongoing course.

3 - Portfolio Assessment

A portfolio might contain:•1

0 emails

1

•5 faxes

2

•3 memos

3

•1 three page report

4

Advantages of a portfolio

• Tasks can be done in class or out of it• More time is available in class for other

activities• Ss can work at their own pace• Ss get feedback periodically• Ss don’t have to worry of having an

end-of-course test

4 - End-of-course Tests

• Writing end-of-course tests.• Administering tests• Giving feedback

Writing end-of-course tests.Before writing a test, consider the following points:• Test what was covered in the course• You can use oral or written formats• Include different types of test for the sake of

faireness• Sections should be carefully weighted• Include marking criteria and time for each task• The test could include:

– Some extra reading for those who finish early– Some end-of-course objective-setting– A space for the student to write a comment to you

about the test - his/her progress – the course in general

You can use objective or subjective test items:

Objective test items have predeterminable correct answers.

Subjective test items have involve open-ended questions or tasks which could have many correct answers.

Administering tests

When you actually give students an end-of-course test, if you want your tests to be confidential, bear in mind that you will have to collect all copies of tests every time you use them; although this is rarely done by the teachers.

Giving feedback

• Feedback ought to be comprehensible for students

• The feedback should include a personal message for the student as numbers and rating alone can be very demotivating: encourage and give advice!

• Feedback is given on a specific performance skill (speaking or writing). This is more useful for students and their managers.

Types of tasksMultiple matchingMultiple word gapfillMultiple sentence gapfillClueless gapfillMultiple choiceExtended listeningExtended readingGuided writingLearner feedbackSpotlit role-play

5 - External ExaminationQuite a few British or American bodies now offer

BE exams. These have many advantages:• Students have a clear target at the end of each

course• Students get a qualification which may be used

to get a job or promotion• The test items are written by experienced test-

writers• Tests are checked in advance for safety from

errors• Marking is straightforward.

The main reasons exams are sometimes not used is as follows:

There may not be an exam suitable for your own purposes

Some exams, although well-promoted and conceived, may be disappointing in reality

These exams may slow down progress as they may prioritize less important areas over more important ones

Some studenst may not wish to focus on accuracy to the extent often required by the examiners.

NOTES:

Many exams are taken only in certain areas and at certain times, so you’ll have to check

Some exams may be influenced by market forces since some (TOEIC, LCCI …) are so well known in certain countries that they become a reference for companies

The following exams may interest BE students:

o UCLES (University of Cambridge Local Examinations Syndicate)

o University of Oxford (UODLE)o Educational Testing Serviceo London Chamber of Commerce (LCCI)o Language Training Services (LTS) examo International Certificate Conferenceo Pitman Qualificationso Trinity College, Londono Association of Recognized English Language Schools

(ARELS)

ACTIVITIES

MR ZAKARIA JAMAATI

MR MOHAMED AKHARRAZ

Assessment through Scenarios

• Scenarios:

“a sequence of events especially when imagined; especially :an account or synopsis of a possible course of action or events”

Merriam-Webster.com• Scenarios in ELT:

Teaching using a simulation-based role-play, in which learners are encouraged to talk spontaneously without prior preparation to practice language items studied in a communicative way.

Definitions

Definitions

• Scenarios in BE:

Business work-simulated role-play that aims at training the BL to use appropriately and effectively English for a particular business purposes (negotiating, telephoning, presenting, etc)

Assessing the Speaking Skill using Scenarios

• Very realistic and authentic.

• Fun and enjoyable (minimum level of anxiety) especially when done at the end of the term.

• Encourage learners to be creative and imaginative.

• Allows T to give clear feed back to individuals

• It can be a good follow up to lesson or as remedial work

Assessing Speaking Skill using Scenarios

• It can be time consuming or hard to assess. Therefore, T need to plan it well and prepare an objective assessment rubric.

• Excellent experiential learning opportunity.

• Scenario: simulation based role-play / spotlit role-play, etc.

Activity - Scenarios

• Check the hand-outs you have:

• 3 pairs of students will be chosen randomly to act a role-play in front their classmates, they will have to act immediately without preparation according to an instruction they have in a slip of paper.

• Others: Use the Rubric hand-out to assess objectively the performance of you classmates.

back

Oral Testing

•What’s the purpose behind having an oral testing?

AccuracyAdequate but limited vocabulary, obvious grammar mistakes, pronunciation somewhat influenced by mother tongue. (1Pt) Appropriate use of vocabulary for task but still somewhat limited. Some pronunciation errors. (2 Pts)

Good range of vocabulary used appropriately, occasional, but infrequent, grammar slips, slight pronunciation errors. (3 Pts)

Wide vocabulary appropriately used, virtually no grammar mistakes, native-like or almost undetectable pronunciation errors. (4 Pts)

Fluency• Gets ideas, but slightly hesitantly. Uses brief

sentences, mainly descriptive phrases, little development of ideas. (1Pt)

• Able to develop ideas into longer discourse, moves beyond description. Some inaccuracies and/or hesitations may occur. (2Pts)

• Maintains a flow of language with only natural hesitation or pauses. Expresses ideas which are generally coherent and somewhat complex. (3Pts)

• Easy and effective communication, expresses complex ideas and concepts that are coherent and easy to follow. (4Pts)

Interactive Communication - Turn taking

• No effort to invite opinions, dominating and frequent interruptions, no/inappropriate response to eliciting or long pauses before responding. (0 Pt)

• Some effort to invite opinions and/or respond to eliciting of opinions, some interruptions. (1pt)

• Eliciting opinions and responding appropriately. (2Pts)

back

Applying For Jobs

Activity: Assessing Students’ Listening Progress

• Maria Martinez is applying for a job. Listen carefully to the conversation in the video and answer the questions in the following activities:

I. True or False + Justification (4pts)

• 1. False: executive management assistant position.• 2. False: a high school diploma.• 3. False: as a receptonist and assistant in a fashion

company.• 4. True• 5. False: she is working as assistant.• 6. True• 7. True• 8. False: she could only submit the application online.

II. Multiple choices: (2pts)

• 2. Resume• 6. References

III. Questions: (4pts)

• 1. Propo Fashion Corporattion• 2. Fashion• 3. Foreign langauages and organizing things• 4. -The planning of all the executives affairs -The creation of budgets and statistics -Taking care of all the executives

correspondents

How good is your listening?

• 10 = Perfect• 9= Excellent• 8 = Very good• 7 = Good• 6 = Fairly good• 5= Average• 4= Weak• 1/2/3= Very weak• 0 = Serious problems with your ears!!! You’d better see a

doctor!

10 / 10

THANK YOU !