Unit 15 Assessent in Language Teaching

这是一篇关于Unit 15 Assessent in Language Teaching的思维导图，包含different criteria or references of assessment。

Unit 15 Assessment in Language Teaching

• 1.what is assessment
• 2.Assessment purposes
  • assessment in ELT general
    • Assessment in ELT means to discover what the learners know and can do at certain stage of the learning process.
  • for different group
    • 1. for administrators They need to know whether the programmers they have planned are working well. The only way to do this is to discover how well the students are doing with their courses.
    • 2.for teachers Teachers put the administrators’ plans into practice. They need to know what has been done and what needs to be done next; what the students already know or can do and what they do not know or cannot do yet.
    • 3.for parents They are anxious to know how their children are doing in school. Unable to watch their kids in the class, parents value the feedback about their children’s performance from the teachers and the school.
    • 4.for students They need to know what they’ve accomplished, be aware of what they need to work on next, and build up their confidence and satisfaction from what they have achieved.
• 3.Methods for assessment
  • 1.summative &Formative assessment
    • 1.summative assessment
    • 2.Formative assessment
      • 1.Formative assessment is based on information collected in the classroom during the teaching processes for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well. 2.
  • The ways to gather students information
    • Teacher’s observations: Teacher’s observations of the learners’ overall performance or achievement can be quite accurate and fair. Continuous assessment: The kind of combination of the grades the student has received for various assignments during the course. Self-assessment and peer assessment:This is will give them a sense of responsibility and it can give them a good opportunity To Become more aware of their own learning Project work: Project work requires students to complete a set of tasks designed to explore a certain idea or concept. Portfolios A portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes.
• 4. Criteria for assessment
  • different criteria or references of assessment
    • 1. Criterion-referenced assessment: is based on a fixed standard or a set crite rion. The national or local educational authority may have this standard or criterion. A school or several schools in a district may have their standard or set criterion for what-ever purposes they might have. A fixed standard is usually the ultimate goal which the students are expected to achieve at the end of the course.
    • 2.Norm-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another student or group of students whose scores are given as the norm.
    • 3. Individual-referenced assessment is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability.
  • How to assess portfolios
• 5.Assessment principles
  • 1.assess authentic use of language in reading, writing, speaking, and listening; 2. assess literacy and language in a variety of contexts; 3. assess the environment, the instruction, anti the students; 4. assess processes as well as products; 5. analyze patterns of errors in language and literacy; 6. be based on normal developmental patterns and behavior in language and literacy acquisition; 7. clarify and use standards when assessing reading, writing, and content knowledge: 8. involve students and parents, as well as other personnel such as the ESL or mainstream teacher, in the assessment process; 9. be an ongoing part of every day.
• 6.Tests in assessment
  • testing
    • drawbacks of using tests for assessment
      • one-off event /not always valid or reliable;/fragment skills/Extremely stressful/Multiple choice items Randomly choosing/No or little context
    • more validity and reliability
  • more More frequently used
    • 1.Questions & answers Students are asked to answer questions according to information provided in reading texts or recorded materials.
    • 2.True or false questions Students are provided with a set of statements related to the read or heard texts and required to decide whether they are true or false according to the texts.
    • 3.Multiple-choice questions Usually there are 3-5 choices, one of which is the correct answer,and the rest are distracters.
    • 4.Gap-filling or completion Students are asked to complete paragraphs or sentences by either filling in words that they think are appropriate or choosing the best from the given choices.
    • 5.Matching questions students are asked to match words with their definitions or their synonyms or antonyms.
    • 6.Dictation Students write down exactly what is read to them. The dictated materials can be sentences or short paragraphs.
    • 7.Transformation Usually students are asked to transfer sentences from one pattern to another but keep the original meaning.
    • 8.Translation Students are asked to translate sentences or paragraphs from or into the target language.
    • 9.Essay writing Students are asked to write an essay on a certain given topic.
    • 10.InterviewsThe testers ask the students questions or ask them to perform some tasks.
  • Three models of teaching reading
    • Bottom-up model
      • conclusion
        • 1.Some teachers teach reading by introducing new vocabulary andstructures first and then going over the text sentence by sentence and paragraph byparagraph with the students.This is then followed by questions and answers to checkcomprehension.Also a lot of time is spent on having students read aloud the text.
        • 2.It basicallyfollows a linear process from the recognition of letters to words,to phrases,to sentences,to paragraphs,and then to the meaning of the whole text.
      • process
        • 1 introduce new vocabulary and structures first 2.go over the text sentence by sentence andparagraph by paragraph with the ss
        • 3 questions and answers to check comprehension 4.read aloud
    • Top-down model
      • Bottom-up model believes that one's backgroundknowledge plays a more important role than new words andnew structures in reading comprehensionA
      • In teaching reading,the teacher should teach thebackground knowledge first so that ss equipped with suchknowledge will able to guess meaning from the printed page
    • Interactive model
      • The current theory views reading as an interactive process.
      • That is to say,the brain receives visual information and at thesame time,interprets or reconstructs the meaning the writer hadin mind when he wrote the text.
      • This process does not only involve the printed page but alsothe reader's knowledge of the language in general,of theworld,and of the text types
• 6.relationship
  • pre-reading
    • summative assessment
      • testing
        • true or false questions multple choice question gap.filling or completion matching questions testing dictation transformation translation eassy writing interview
    • formative assessment
      • teacher's observation continous assessment sell-assessment and peer assessment project work portfolios
  • criterion of assessment
    • criterion Reference assessment
    • Norm Reference assessment
    • Individual assessment
  • Principles of assessment