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1、Unit 15 Assessment for student learning1Give a man a fish and you feed him for a day. Teach him how to fish and you feed him for a lifetime.(A Chinese Proverb)Assessment for learning2What is assessment? How is it different from evaluation and testing? What are the purposes of assessment?What are the
2、 methods of assessment?What are the criteria for assessment?What are the principles for assessment?What are the leading test formats in language assessment?Assessment for student learning3Is an integral part of effective planningFocuses on how students learnIs central to classroom practiceIs a key p
3、rofessional skillHas an emotional impactAffects learner motivationPromotes commitment to learning goals and assessment criteriaLearners need constructive guidance on how to improveHelps learners know how to improve encourages self assessmentRecognizes all achievementWhy assessment for learning(AFL)4
4、Teachers should be aware of the impact that comments, marks, and grades can have on the learners confidence & enthusiasm and should be as constructive as possible in the feedback that they give. Comments that focus on work rather than the person are more constructive for both learning and motivation
5、.Why assessment for learning(AFL)5Assessment that encourages learning fosters motivation by emphasizing progress and achievement rather than failure. Comparison with others who have been more successful is unlikely to motivate learners. It can also lead to their withdrawing from the learning process
6、 in areas where they have been made to feel they are “no good” . Motivation can be preserved and enhanced by assessment methods which protect the learners autonomy, provide some choice and constructive feedback and create opportunity for self-direction.Why assessment for learning(AFL)6What is assess
7、ment? How is it different from evaluation and testing? 7Task 1 The following is a list of understanding given by different teachers about assessment. Tick the ones that are closest to your understanding. Then compare and discuss them with a partner. Assessment, evaluation and testing8Testing often t
8、akes the “pencil and paper” form; usually done at the end of a learning period, for example, at the end of a whole semesters learning. The result often expressed by a mark, a grade or a ratio; compared with each other; usually ranked for selection purposes. Assessment for student learning9Assessment
9、 for student learning10Assessment involves the collecting of information or evidence of a learners learning progress and achievement over a period of time for the purposes of improving teaching & learning. Not based on test or one task, nor expressed by a mark or grade, but rather in a report form w
10、ith scales or levels as well as description and comment from the teacher. Assessment for student learning11Assessment report written based on samples of the students work, his/her self-assessment sheets, teachers observation notes on the students linguistic ability, attitude, participation, cooperat
11、ion, general cognitive development, and even test scores. The students achievement often measured against his/her own starting points rather than compared against the skills or abilities of other students. Assessment for student learning12Evaluation can be concerned with a whole range of issues in a
12、nd beyond language education. Lessons, courses, programs, skills, etc. can be evaluated. Assessment for student learning13Evaluation involves making an overall judgment about ones work or a whole schools work. Produces a global view of achievement usually based on many different types of information
13、, such as observation of lessons, students test scores, teacher assessment reports, course documents, or interviews with students and teachers, etc. Assessment for student learning14What are the purposes of assessment?15Task 3Choose 6 items that you think are the most important purposes of assessmen
14、t. Then add two assessment purposes that you think apply to ELT classroom. Assessment for student learning161To discover learners weaknessesagree/ disagree2To discover learners achievement3To evaluate existing curriculum4To check upon teachers performance5To motivate learners6To provide learning inc
15、entive7To provide basis for further planning of teaching: what to teach next8To qualify students for certain status9To provide basis for correction10To provide criteria to qualify for higher level studies11To provide learners with a sense of accomplishment12To foster learning ability131417What are t
16、esting, assessment and evaluation for?Testing Assessment EvaluationPurposesSources of information Report formsFor whom 18Testing is for schools and parents benefit, for them to know exactly where each student stands among all the students tested and how well they do in such tests. Assessment is for
17、teachers and for learners, for them to not only know how well they have done but also where they have done well and where they need more efforts. Evaluation is often for authorities who would want to know where the money they spent or policy change has had good results. What are testing, assessment
18、and evaluation for?19In light of educational purposes and for the purposes of improving teaching & learning, assessment is far more important than testing. What are testing, assessment and evaluation for?20What are testing, assessment and evaluation for?StakeholdersWhy to knowWhat to knowAdministrat
19、orsAdministrators provide money and personnel for educationWhether the programs they have planned are working wellTeachers Teachers are mainly the agent in educationWhat has been done and what needs to be done next.What the Ss already know or can do and what they do not know or cant doParents Unable
20、 to watch their kids The feedback about their childrens performance from the teacher and the school Students To build up confidence and satisfaction from what they have achievedWhat theyve accomplished, what they need to work on next 21It should be noted that both positive and negative feedback shou
21、ld be made available to the learner, as honestly as possible. It is essential, however, for such assessment to be given in an atmosphere of support and warm solidarity, so that learners feel that the teachers motive is honestly to promote and encourage their learning, not to put them down.What are t
22、esting, assessment and evaluation for?22The problem in negative assessment is often not the assessment itself, but rather the accompanying implications of aggression on the side of the assessor and humiliation on the side of the assessed (Ur, 1996) .What are testing, assessment and evaluation for?23
23、What are the methods of assessment?24Assessment is often divided into summative assessment and formative assessment.Summative assessment is mainly based on testing. It is done mostly at the end of a learning period or at the end of a school year. Formative assessment is based on information collecte
24、d in the classroom during the teaching process for the purposes of improving teaching and learning. Sometimes termed as classroom assessment. Summative vs. formative assessment 25Teachers observationsContinuous assessmentSelf-assessmentPeer assessmentProject workPortfoliosMethods for assessment26Wha
25、t are the criteria for assessment?27Types Concept Purpose Criterion-referenced assessmentBased on a fixed standard or a set criterionThe students are expected to achieve a standard/ an agreed criterion at the end of a courseNorm-referenced assessmentDesigned to measure how the performance of a parti
26、cular student or groups of students compares with that of another student or group of students whose scores are given as the normCompare students achievement with that of another group studentsIndividual-referenced assessmentBased on how well the learner is performing relative to his/her previous pe
27、rformance or his/her individual abilityNot compared with others, but rather compared with himself/herself. 28What are the principles for assessment?29Assess authentic use of language in reading, writing, speaking and listening. Assess literacy and language in a variety of contexts. Assess the enviro
28、nment, the instruction, and the students. Assess processes and products.Analyze patterns of errors in language and literacy. Assessment principles (Law & Eckes, 1995)30Base assessment on normal developmental patterns and behavior in language and literacy acquisition.Clarify and use standards when as
29、sessing reading, writing, and content knowledge. Involve students and parents, as well as other personnel such as ESL or mainstream teacher, in the assessment process. Make assessment an ongoing part of every day. Assessment principles (Law & Eckes, 1995)31What are the leading test formats in langua
30、ge assessment?32Questions and answersTrue or false questionsMultiple-choice questionsGap-filling or completionMatching questionsDictationsTransformationTranslationEssay writinginterviewTests in assessment331.We believe assessment is to find out what students already know and can do rather than what
31、they do not know and cant do. Conclusion342.At present, the kind of assessment (particularly, testing), is often conducted to find out students weaknesses, which damages students motivation and confidence in language learning. Conclusion353.Assessment can be done in many ways. Testing is only one of
32、 them.Conclusion364.Varying assessment methods according to assessment purposes and contexts helps to make assessment fairer and more reliable. Conclusion375.When tests have to be used in assessment, great care must be taken when teachers deign test formats and items. Conclusion386.Tests designed in different formats tend to have more validity and reliability than tests designed in a single format. Conclusion39Learner differences and learner trainingNext time 40
