Opportuni)es and pialls - Iatefl Teasig · 2017. 11. 25. · Teacher par)cipants’ online course...
Transcript of Opportuni)es and pialls - Iatefl Teasig · 2017. 11. 25. · Teacher par)cipants’ online course...
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Opportuni)es and pi/alls in teacher assessment literacy provision
LIZ HAMP-LYONS CRELLA
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Overview of this session
Languageteachersarebeingaskedtotakemoreandmoreresponsibilityforassessinglearners’language.Inmanycontextsthereares;llfewopportuni;esforlanguageteacherstoacquireexper;seinassessment,andneedsanalysishasshownthegreatvarietyofneedsamongteachers. Thispresenta;onillustratesmaterialsdevelopedfortheErasmus+fundedTeachersAssessmentLiteracyEnhancement(TALE)Project,intendedforonlineself-accessorwithintrainingprogrammes,focusingontheAssessingWri;ngcourse.Pilotcourseandsolopar;cipantfeedbacksuggeststhatsomeexperiencedteachersoveres;matetheirunderstandingofandexper;seinassessment. TALEisopenaccessathJp://taleproject.eu/
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Why TALE? FromtheProjectProposal:
ThereisevidencethatLTAcanhavepowerfulimpactsonthequalityoflearningoutcomes.PoorLTAprac;cescanreducelearnermo;va;onandrestrictthecontentofteachingandlearning.Goodprac;ceinvolvescoopera;onbetweenstakeholdersandreconcileslearningandassessment.Ithasemergedthatprovidingfeedbackthatindicatestolearnershowperformancecanbeimprovedisofpar;cularvalue(especiallywhencoupledwithopportuni;estotryagain).Thishasbeenshowntosupportlearningbyimprovingthecogni;veengagementoflearnersandtoreducetheachievementgapbetweenthehighestandlowestperforminglearners.
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Why TALE? ProjectProposal,cont’d: Unfortunately,researchhasshownthatineduca;onalsystemsacrossEurope,ELTsareunabletocreategoodqualityassessmentmaterialsandprocedures.ThisisatleastpartlybecausetheyarenotsufficientlytrainedintheareaofLTA:theylackwhathasbeentermed‘assessmentliteracy’.Teachersreportthattheyfeelpoorlyequippedtodelivervalidandreliableassessmentresultsortoofferconstruc;vefeedbackonperformancetoguidelearning.Thereisthereforeapressingneedtoiden;fyandaJendtothespecificLTAtrainingneedsofELTsinordertobuildassessmentliteracyamongteachersandtoestablishmoreeffec;veassessmentandfeedbacksystems.
Trainingneeds
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Figure8TeacherresponsestoQ13.Ticktheareasyouneedtrainingin(overall)
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Figure8TeacherresponsestoQ13.Ticktheareasyouneedtrainingin(overall)
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Figure8TeacherresponsestoQ13.Ticktheareasyouneedtrainingin(overall)
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Figure8TeacherresponsestoQ13.Ticktheareasyouneedtrainingin(overall)
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The Courses TheABCsofassessment
Assessingreadingskills Assessingwri;ngskills Assessinglisteningskills Assessingspeakingskills Providingfeedback Alterna;vesinassessment
Testimpact
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Teacher par)cipants’ online course delivery preferences
Teachers - useful activities in training course
Values Cyprus Germany Greece Hungary Grand Total
1. Short video presentation illustrating specific points 2.87 2.71 2.93 2.77 2.82
2. Materials to read (articles, summaries) 2.68 2.20 2.78 2.33 2.52
3. Introduction to practical materials 2.68 2.74 2.90 2.68 2.71
4. Discussing assessment materials with other teachers 2.67 2.46 2.71 2.47 2.59
5. Trying out and evaluating assessment materials 2.64 2.54 2.85 2.67 2.65
TherearenoresponsedatafromtheUKsinceUKwastheQA/evalua;onpartner
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TALE—Assessing Wri)ng Goals Uponcomple;onofthisCourse,youshouldbeableto:
Understandthedifferencebetweenwri;ngasaprocessandwri;ngasaproduct; Dis;nguishbetweendifferentwaysofassessingstudentwri;ng; Understandtheusesofthedifferenttypesofwri;ngassessments;
Understandthekeyelementsofanywri;ngassessment;
Besensi;vetotheeffectsofyourchoicesofassessmenttoolsonyourlearners.
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The Assessing Wri*ng course
Ifyouhaveyourlaptop,gotohJp://taleproject.eu/
Pointstonote: Allcourseshavethesamestructure Wewerenotabletouseanycopyrightedmaterial UsingstudenthandwriJentextswasextremelydifficultforlegibilityreasons ThisandtheAssessingReadingcoursefoundthelengthrestric;onsveryconstraining
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Brief introduc)on Theabilitytowritecon@nuestobeakeycharacteris@cofanyeducatedperson.Learningtowriteinone’sownlanguageisdifficult;learningtowriteinasecondlanguageisevenmoredifficult.Nowthatsomuchinterac@onbetweenpeopletakesplaceina‘mixed’languagethatispartlyoralandpartlywriJen(email,TwiJer,Facebook,etc.),andasmoreandmoreschoolsbringcomputer-basedteachingintotheclassroom,ourdefini@onof‘wri@ng’ismorecomplexthanever.WaysofassessingwhatlearnershavewriJenarealsobecomingmorecomplex.Thisoffersusmanyopportuni@es,notonlyformorecrea@vewaysofformallyassessingwri@ngproducts,butalsoforusingassessmentforma@velytointerveneinandsupportlearners’wri@ngprocesses. Topic1:Understandingwri@ng
TherearetwoTasksinthisTopicwithatotaloffiveAc@[email protected];vi;esinviteyoutoreflectonissuesdiscussedinthisTopic. Task1:Introduc@on Thepurposeofthisintroductorysec;onistoletyoucheckifyouunderstandthedifferencebetweenthewri@[email protected];nc;onwhenitcomestodecidingonwaystoassesswri;ng.
Ac@vity1 Clickheretoopena.pdffilecontainingthreepiecesofwri;ng.AllofthemhavebeenwriJenbyEnglishlanguagelearnersofabout14-17.Readeachofthemandanswertwoques;ons:
a)WhowaseachsamplewriJenfor?b)WhywasitwriJen?
Then,clickonthelinkbelowtosubmityouranswers.Aoersubmipngyourresponses,clickon‘submiJedanswers’toreadtheanswersthatotherteachersworkingonthisCoursehaveprovided.
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BIGPROBLEM
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BIGPROBLEM
Guidelinesooenmissed;andtheyarechallenging,esp.alone
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Feedback on the course
NOTE: No course was fully completed by more than 40 people. Only 30 people fully completed the Assessing Wri)ng course and the evalua)on.
Constraints AllusersofthepilotcourseswereeitherstudentsorcolleaguesofthemembersoftheTALEteam,orvolunteeredtopar;cipateaoerhearingabouttheproject.
ManypilotusersusedthematerialsaspartofaformaltrainingcourseledbyaTALEteammember.Volunteeruserschosewhichevercoursestheywouldliketopilot.Theteammemberscooperatedtomakesureeverycoursegotpiloted.
Duetothepilo;ngcondi;ons,therewasveryliJleopportunityfortheonlinecoopera;onbetweenpilo;ngteachersthathadbeenhopedfor.
Theclassroom-basedpilo;ngalsomeantthatonlythevolunteerswhopilotedwereworkingonlineandatdistance
Datawerecomplextoanalyseduetomul;plevariables(country,levelofteachingquals,coursetaken)andsmalldataset
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Feedback Somepointsofnote:
AssessingWri*ngcoursewasequal-firstinmee;ngexpecta;ons—BUTsecond-lowestinbeingofappropriatedifficulty
7.4%ofrespondentswereneutralordisagreedthatthematerialsinthecourse“providedsufficientknowledge”,matchedonlybythe‘Alterna*vesinAssessment’course
82%ofrespondentsthoughttheywouldbeabletousethematerialswiththeirstudents(oneofthelowest)–Notethatthetargetwasnotthestudentsbuttheteachers…
AssessingWri*ngdidwellfor‘clearandcomprehensiveanswers’:theTestImpact’coursedidbest
Thiscoursedidpoorlyon‘balancingprac;calandtheore;calcomponents’
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