際際滷

際際滷Share a Scribd company logo

2015 assessment new

Download as PPT, PDF
A
Alicia Marisel Perez

This document discusses the differences between summative and formative assessment. Summative assessment occurs at the end of a stage to measure learning, while formative assessment provides ongoing feedback to improve performance. It also describes different types of tests such as placement, diagnostic, progress, and proficiency tests. The document outlines characteristics of good tests, such as validity and reliability. It discusses direct and indirect test items as well as how to write, administer, and analyze tests. Finally, it addresses how teaching can be aligned with tests through familiarizing students with test formats and skills.

1 of 15
Download to read offline
2015 assessment new
2015 assessment new
2015 assessment new
SUMMATIVE vs FORMATIVE Kind of measurement done at the end of a stage. Ongoing feedback given during the course so as to improve performance.
SUMMATIVE vs FORMATIVE End of unit tests End of year tests Exams Diagnostic tests Asking and answering questions orally. Result analysis.
DIFFERENT TYPES OF TESTING PLACEMENT TEST DIAGNOSTIC TESTS PROGRESS OR ACHIEVEMENT TESTS PROFICIENCY TESTS
PORTFOLIO ASSESSMENT(FORMATIVE) It provides evidence of students effort It helps students become more autonomous. It fosters students reflections It helps them selfmonitoring
CHARACTERISTICS OF A GOOD TEST - VALIDITY: it tests awhat it hs to test - RELIABILITY: it gives consistent results
TYPES OF TEST ITEM DIRECT Stsgeneral or specialist knowledge. Create a level- playing field. Replicate real-life interaction. eg. tell me about your last holidays INDIRECT Multiple choice questions. Cloze procedure. Transformation and paraphrase. Sentence re-ordering. eg. Conjugate the verbs into the past tense.
WRITING AND MARKING TESTS BEFORE: Assess the test situation: Which context? How much time? When? Where? Decide what to test: what to include. items. Balance the elements: Direct and indirect test Weight the scores: Give marks for each activity. Make the test work: Rehearse/try the test with another teacher
AFTER: Marking tests: Discuss criteria with colleagues. Training (for marking). -More than one scorer (if possible). -Global assessment scales (rubrics for oral and writing skills planned together). Analytic profiles: -reliable marking. -practicality -rubrics for oral/writing skills. Scoring and interacting during test: with team work done by a pair of teachers (one provokes conversation while the other one marks).
TEACHING FOR TESTS WASHBACK OR BACKWASH EFFECT The format of the exam is determining the format of the lessons.
WHAT TO DO, STEPS TRAIN THE STS. FOR TEST TYPES: SO AS TO MAKE THEM FAMILIAR WITH THE TEST ITEMS THEY WILL HAVE TO FACE. DISCUSS GENERAL EXAM SKILLS: PACE/TIMING. DO PRACTICE TESTS:REHEARSALS/MOCKS HAVE FUN: PRACTICE GAMES AND ACTIVITIES IGNORE THE TEST: USE FREE ACTIVITIES FROM TIME TO TIME.
From The practice of English Language Teaching by Jeremy Harmer; chapter 22. Alicia P辿rez and Lorena Fleitas. Didactics III 2015
http://www.search.ask.com/search?apn_dtid= %5EBND533%5EYY%5EUY&d=533-107&atb=sysid %3D533%3Aappid%3D107%3Auid %3D317fe4ab1c956fa8%3Auc2%3D652%3Atypekbn %3D1.1%3Asrc%3Dds%3Ao%3DAPN10644&p2= %5EAG5%5EBND533%5EYY%5EUY&apn_ptnrs= %5EAG5&o=APN10644&gct=ds&q=evaluation+and+ass essmente&tpr=10&ctype=pictures assessment and evaluation

More Related Content

2015 assessment new