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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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