Presentation atoxforduni
-
Upload
russell-stannard -
Category
Technology
-
view
138 -
download
0
description
Transcript of Presentation atoxforduni
www.teachertrainingvideos.com
From blogs to e-portfolios: new ways of
assessing students
Russell Stannardwww.teachertrainingvideos.com
Presentation at the University of Oxford Exeter College
www.teachertrainingvideos.com
A bit about me How assessment has changed and why What this means What can technology do to help ( lots of
examples of what I have done) Conclusions
I have created a on-line version of this presentation where all the videos work. It also includes a link to a free book from the British Council
Today’s talk
www.teachertrainingvideos.com
Work Part time lecturer at the University of Warwick NILE associate trainerWriting Have regular columns in the ELT Professional and the
Teacher TrainerAwards Founder of teacher training videos.com Winner of -Times Higher Outstanding Initiative in ICT-British Council ELTons Technology award-University of Westminster ‘Excellence in teaching & learning’
Russell Stannard
www.teachertrainingvideos.com
www.teachertrainingvideos.com
www.teachertrainingvideos.com
Free step by step videos to show teachers how to use technology
Used by 350,000 teachers a year Has a newsletter with 19,000 subscribers An example video from the site ( video will
download before playing)
Provides
www.teachertrainingvideos.com
Ok now let’s talk about assessment and
technologyBased on Chapter in recent British Council Book
Innovations in learning technologies for ELT
www.teachertrainingvideos.com
Assessment
Past Now
For the teacher/school/student/employers
Discrete language items Some writing/reading Reflected ideas about
language learning, about assessment etc
Learner is devoid from the process
Narrow definition of what assessment is.
More stakeholders than ever. Parents, students, teachers, external examiners, employers, institutions, government etc
Much wider view of what language learning is
Learners have more say in the process ( autonomy)
Totally different understanding of what assessment is and can do.
www.teachertrainingvideos.com
It is about communication ( Hymes 1972) It has a top down process as well as a bottom
up process Knowledge of grammar does not mean the
ability to use a languageMy memories of foreign language learning include long lists of vocabulary words and multiple choice, fill-in-the-blank, and discrete item tests.(Choa, 1999) Language learning needs to be grounded in
needs/reality/through tasks
What do we know about language learning
www.teachertrainingvideos.com
It can be a factor for motivation Needs to reflect what is taught Can have ‘Washback’ (Podromou 1995) It is part of the learning process ( feedback) Can be formative, summative
Most teachers no longer view assessment as something that only occurs after the fact. Rather they recognise the benefits of conducting assessment before, during, and following teaching and learning. (Stoynoff, 2012: 527)
It can even be a source for learning (Tomlinson 1995)
What do we know about assessment
www.teachertrainingvideos.com
Reading texts are often more interesting and related to the student’s lives/interests
Skills are integrated Writing is often better contextualised Listening might be global, specific, include
different accents, do different things More and more speaking exams ( in pairs,
groups etc) Real skills….giving presentations,
discussing, etc
Concrete examples of change.
www.teachertrainingvideos.com
How do we include a greater range of skills in our assessments?
Particularly how can we get the students to do more speaking work?
One possible answer is through technology?
Challenge
www.teachertrainingvideos.com
Watch this demonstration of a technology and think about how this could be used for assessing your students formally/informally.
Discuss with a partnerWhat might you ask them to do?How often?How would feedback be provided?Other factors to consider
Vocaroo ( downloads before playing)
Example
www.teachertrainingvideos.com
So We need to reflect our new knowledge of
language learning in the assessments we create ( formal and informal)
We need to be aware of the wider implications of any assessments we set
We may even want to involve students in the process of assessment ( autonomy/motivation etc)
www.teachertrainingvideos.com
Students make regular recordings in pairs/groups/individually
They peer assess/self evaluate their work They can keep all their recordings in a blog (downloads before playing) They can choose a certain number of
recordings that they ask the teacher to provide feedback on.
Vocaroo
www.teachertrainingvideos.com
Present.Me allows students to upload PowerPoint presentations and then add their voice
It includes a webcam The tool is free and very easy to use. The recordings can be shared or embedded. Example of how the tool works I have worked with this tool to develop students
fluency/speaking. Here is an example of a student recording What feedback could we provide to him?
Present.Me
www.teachertrainingvideos.com
Similar in some ways ot Present.Me Can we used to get students speaking in
pairs/groups/individuals Allows students to upload video, pictures,
presentations etc Then add their voice to them Then share them over the internet or embed. How it works ( downloads before playing) Have done extensive work with the tool for
speaking activities. Student 1 Student 2
MybrainShark
www.teachertrainingvideos.com
Influenced by work of David Kluge and Peter Schneider (on line references)
Set up clear activities Make them regular Have some sort of peer/self evaluation of the
recordings ( pair students) Offer teacher intervention periodically Students choose the recordings for formal
evaluation Work with my student Lu Lian showed that
regular recordings resulted in improved fluency
My experience with speaking assessments
www.teachertrainingvideos.com
Use blogs as a key assessment tool Students can..WriteLeave commentsAdd up digital content they have createdBuild an audience for their blogsBe creative in the designUse social networks to share
Writing
www.teachertrainingvideos.com
Easy for other stakeholders to view Wide range of resources ( writing, reading,
videos, audio, discussions) Easy to update and change Continue after the course Washback ( Podromou 1995) Evidence of digital literacy ( Tomlinson
1995) 21st Century Skills
Advantages
www.teachertrainingvideos.com
Restrict to one type of media ( for example only write once a week)
Use as repository for other content ( audio recordings, video etc)
Use in a much wider context to assess a whole range of skills ( reading, writing, speaking, vocabulary , pronunciation etc)
(Cummins, P and Davesne, C 2009) Example ( downloads before playing) How to set up a blog ( downloads before
playing)
Blogging
www.teachertrainingvideos.com
ICT can broaden the types of assessments we set up
They can engage students Provide them with 21st Century Skills Can provide information to a range of
stakeholders Can cover the skills/competences students
need to provide evidence of language ability.
Are not that difficult to set up
Conclusions
www.teachertrainingvideos.com
Click on the book ( FREE)
www.teachertrainingvideos.com
Kluge, D. Boosting Speaking Fluency through Partner Taping ITESLJ-available at
http://iteslj.org/Techniques/Kluge-PartnerTaping.html Shneider P. Using Partner taping ITESLJ-available
athttp://iteslj.org/Techniques/Kluge-PartnerTaping.html
On-line references
www.teachertrainingvideos.com
Choa, C-C (1999) ‘Theory and Research: New Emphases of Assessment in the Language Learning Classroom’, in Egbert, J and Hanson-Smith, E (eds) (1999) CALL Environments Research, Practice and Critical Issues. Alexandria, Va.: TESOL.
Cummins, P and Davesne, C (2009) Using Electronic Portfolios for Second Language Ass
Hymes, DH (1972) ‘On communicative competence’, in Pride, JB and Holmes, J (eds) (1972) Sociolinguistics, Harmondsworth: Penguin, 1972.essment. Modern Language
Journal 93: 848–867 Lam, R and Lee, I (2010) Balancing the dual functions of portfolio assessment. English Language Teaching Journal 64/1: 54–64 Prodromou, L (1995) The backwash effect: from testing to teaching. English
Language Teaching Journal 49/1: 13–25. Stoynoff, S (2012) Looking backward and forward at classroom-based language assessment. English Language Teaching Journal 66/4: 523–532. Tomlinson, B (1995) Testing to learn: a personal view of language testing. English Language Teaching Journal 59/1: 39–46.
References
www.teachertrainingvideos.com
How to use Vocaroo How to use Present.Me How to use Blogger How to use myBrainShark
Learning the technologies I presented
www.teachertrainingvideos.com
Sign up to my newsletter ( sent out twice a month)
Follow me on Twitter
Keeping in contact with Russell