Needs analysis and diagnostic testing
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This document discusses needs analysis and diagnostic testing for an English language teaching course. It provides guidance on collecting needs analysis data through various methods like interviews and questionnaires. It also discusses different diagnostic testing techniques like formal and informal testing as well as objective and subjective tests. Students are advised to consider different forms of diagnostic testing for their assignment, including their rationale for choosing certain tests and limitations. Key questions are provided to guide students in analyzing the needs of their specialist group and identifying language areas to focus on based on diagnostic test results.
Needs analysis and diagnostic testing
- 1. Delta Module ThreeExtending practice and English language teaching specialisation1www.ih-buenosaires.com
- 2. NeedsAnalysis & DiagnosticTestingCambridge Delta Module Threewww.ih-buenosaires.com
- 3. Session Two: Friday September 10th3pmNeeds AnalysisDiagnostic Testingwww.ih-buenosaires.com
- 4. Session Aims:Needs Analysis DataNeeds Analysis ModelsOn-going Needs AnalysisLearning from experienceAssignment Part Twowww.ih-buenosaires.com
- 5. Needs Analysis DataWhat different information may you collect from a needs analysis? 5www.ih-buenosaires.com
- 6. Needs Analysis DataNeil McMahon Delta 36www.ih-buenosaires.com
- 7. Needs Analysis DataHow could you collect this information during a needs analysis? 7www.ih-buenosaires.com
- 8. Needs Analysis ModelsWhat task type do they involve?PositivesNegativesSuitable for studentsUseful data for teachers?Principles exemplified?Usable in your assignment?8www.ih-buenosaires.com
- 9. Needs Analysis ModelsPrinciples to consider?Age group effectPersonal details necessaryLevel of student / L1 or L2?Open / closed questionsOptions to choose fromReliability of answersCreativity required in making the test and answering the questionsAre results easily quantifiable?Is it practical for teacher to implement?Face validity - motivating, professional, accessibleInstructions & Layout – non-use of metalanguageLevel of Teacher involvement?9www.ih-buenosaires.com
- 10. On-going Needs AnalysisConsider the different ways of ongoing needs assessment. Which appeal to you?Why?10www.ih-buenosaires.com
- 11. On-going Needs AnalysisDialogue JournalsAudio and video tapingLearning logs or learning diariesStudent portfoliosFeedback sessionsObservation in classProgress testsRepetition of original analysis11www.ih-buenosaires.com
- 12. Learning from experienceGraves’ Case StudyWhat did the teacher learn from the experience?12www.ih-buenosaires.com
- 13. What do we need to do in Part Two?13www.ih-buenosaires.com
- 14. Guiding QuestionsPart 2: Needs AnalysisWho is your specialist group?What are their main characteristics? (e.g. age, educational and language level, nationality, learning style(s), motivations, job, etc.)14www.ih-buenosaires.com
- 15. Guiding QuestionsPart 2: Needs AnalysisHow did you identify the needs of your specialist group?For example: Did you use interviews, a questionnaire, examination results?Why did you select these methods?15www.ih-buenosaires.com
- 16. Session Two: Friday September 10th3pmNeeds AnalysisDiagnostic Testingwww.ih-buenosaires.com
- 17. Session Aims:Basic testing typesDifferent diagnostic testsAdvantages and disadvantagesRationale for tests you will usewww.ih-buenosaires.com
- 18. Diagnostic TestingWhat is the difference between formal and informal testing? Give examples of each…18www.ih-buenosaires.com
- 19. Diagnostic TestingWhat is the difference between objective and subjective tests? Give examples of each for the four skills and four systems areas. 19www.ih-buenosaires.com
- 20. Diagnostic TestingConsider this quote from Harris and McCann (94):‘Where other types of tests are based on success, diagnostic tests are based on failure. We want to know in which areas a student or group of students are having problems…One way of looking at this type of test is to consider it as a technique based on eliciting errors rather than correct answers or language’. To what extent do you agree?20www.ih-buenosaires.com
- 21. Diagnostic TestingDiscuss the advantages and disadvantages of the following ways of conducting diagnostic testing…21www.ih-buenosaires.com
- 27. Diagnostic TestingWhat forms of diagnostic testing might you consider for your Delta 3 assignment? Choose from the suggestions and state why in the final column, plus limitations27www.ih-buenosaires.com
- 28. Guiding QuestionsPart 2: Needs Analysis What form of diagnostic testing did you use and why?28www.ih-buenosaires.com
- 29. Guiding QuestionsPart 2: Needs Analysis What were the results of the diagnostic test(s)? How did you use these in clarifying the learners’ needs and identifying language areas requiring attention? What aspects did you focus on and why?29www.ih-buenosaires.com
- 30. Guiding QuestionsPart 2: Needs Analysis What priorities have you identified from the above?30www.ih-buenosaires.com
- 31. 31 Delta Module Three – Needs Analysis & Diagnostic TestingThe EndThank you very much.Stay in touch!neil@ih-buenosaires.comwww.ih-buenosaires.com