Assessment in language learning classrooms: More questions than answers
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The document discusses various methods of assessment in language learning classrooms, emphasizing the need for a systematic approach to evaluate student progress and improve learning. It covers types of assessments, their purposes, scoring methods, and practical considerations, along with the roles of both teachers and students in the assessment process. Key themes include the importance of validity, reliability, and the integration of assessments into teaching to enhance student engagement and understanding.
Assessment in language learning classrooms: More questions than answers
- 1. Assessment in language learning classrooms: More questions than answers Robert J. Dickey Keimyung University, S. Korea
- 3. Defining Assesment… • the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning progress, and skill acquisition of students • the use of empirical data on student learning to refine programs and improve student learning • the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning • the systematic basis for making inferences about the learning and development of students --. the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development • the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development
- 4. Opening Quiz! Rank the following in determining student grades. __ performance (as indicated in formal tests, quizzes, etc) __ (oral) participation in class __ improvement over the course __ behavior in class __ effort __ motivation __ assignments __ punctuality and attendance __ intuitive, informal assessments of class performance (Most important = 1, Least/Not important = 9)
- 5. Who are we testing? ?Elicitation is both testing and lesson confirmation
- 6. Who are we testing? • The Students • The Teacher
- 7. What are we testing? ?
- 8. What are we testing? • Overall English –competence? proficiency? skill? • Mastery of course content • Needs of students • Improvements during the course • Teaching performance • Coursebook / Curriculum
- 11. When do we test? ?
- 12. When do we test? • Pre-test • Midterms • Finals • Quizzes • More Frequent > > > –Elicitation –Homework/Assignments –“heat of the action”
- 13. Why do we test? ?
- 14. Why do we test? • Required (from above) • Duty (teacher’s sense) • Tradition (always been testing) • Expectation (parents, others) • Feedback (students, others) (request) • Ease (following coursebook pattern)
- 15. How do we test? ?
- 16. How do we test? • 4 skills • “forms” : vocabulary, grammar, spelling… • fluency/accuracy • paper & pencil • multiple-choice • fill-the-blank • open-ended • interview • group-tests • rubrics • standardized • textbook-source • commercial (generic) • curriculum-based • standards-based • teacher-created • computer-based
- 17. Types of tests • Proficiency (regardless of training) • Achievement (final and progress) • Diagnostic • Formative / Pedagogic • Placement • Selection/Gate-keeping • Aptitude • Encouragement !!!
- 18. Oral & Written test forms
- 19. Types of tests
- 20. Traditional & Alternative • One-shot, standardized exams • Timed, multiple-choice format • Decontextualized test items • Scores suffice for feedback • Norm-referenced scores • Focus on the "right" answer • Summative • Oriented to product • Non-interactive performance • Fosters extrinsic motivation • Continuous long-term assessment • Untimed, free-response format • Contextualized communicative tasks • Individualized feedback and washback • Criterion-referenced scores • Open-ended, creative answers • Formative • Oriented to process • Interactive performance • Fosters intrinsic motivation
- 21. Other Assessment Instruments • Portfolio / Journal / Notebook • Projects • Systematic set of observations • Communicative tests through real- world tasks • “personal chats” with instructor
- 22. How do we score? ?
- 23. How do we score? • Normative • Relative • “pure” scores • “Good Job!” / “good scolding”
- 24. “The Curve”
- 25. “The Curve”
- 26. How do we feedback scores? ?
- 27. How do we feedback scores? • Public / Private • Personalized / Relative to the class • Commentary / Numbers • Constructive
- 28. Principles in Assessment • Practicality • Reliability • Validity
- 29. Practicality in Assessment • Expense • Within time constraints –preparation –implementation –grading and review • Scoring system is specific and time- efficient
- 30. Reliability in Assessment • Consistent & Dependable • Students (a bad day?) • Rater (inter-rater, intra-rater) • Conditions (noise, heat, etc) • Is a timed-test more fair? To whom? • More than one possible answer? • Too easy/difficult (grade distinctions)
- 31. Validity in Assessment • Rampantly misunderstood ! 1.Face Validity 2.Content Validity 3.Criterion Validity (compare to other test) (concurrent, predictive) concurrent, predictive 4.Construct Validity (test assumptions match matter under investigation) (speaking test must include vocabulary?)
- 32. Face Validity Mostly Under-appreciated •“looks right” to ALL users •Familiar tasks •Familiar format •Clearly do-able within allowed time •Clear and uncomplicated items •Clear directions •Difficulty is “a reasonable challenge”
- 33. Authenticity No one agrees exactly what this means •Language as natural as possible •Contextualized testing •Meaningful topics •Thematic organization of materials •Tasks approximate “real-world” tasks
- 34. Washback • Pedagogic (formative) testing INTENDS a positive washback • Information flows to students and/or teacher • Affects future studies: –Lesson plan designs –Student motivation and focus
- 35. Choices we make…
- 36. Aims of Assessment • Assessment for Learning • Assessment as Learning • Assessment of Learning
- 37. Assessment for Learning • to give teachers information • to modify the learning activities • to differentiate & focus how individual students approach their learning • emphasis is on teachers using the information from carefully-designed assessments • to determine what students know • to gain insights on how, when, & whether students use what they know • so instruction can be targeted
- 38. Assessment as Learning • a process of developing & supporting metacognition for students • focuses on the role of the student as the critical connector between assessment and learning – Students, as active, engaged and critical assessors make sense of information, relate it to prior knowledge, and use it for new learning • the vehicle for helping students develop, practice and become comfortable with reflection and with critical analysis of their own learning
- 39. Assessment of Learning • to confirm what students know • to demonstrate whether or not the students have met the standards and/or show how they are placed in relation to others • Focus on creating accurate and sound statements of proficiency or competence for students, so that the recipients of the information can use the information to make reasonable and defensible decisions
- 41. A quick survey • Instructors for English Conversation courses • Universities in S. Korea • June 2015 • 58 respondents • Online collection (solicited through Facebook groups)
- 42. Included in final course grade • attendance 94.83% • participation 91.38% • final examination 91.38% • midterm examination 86.21% • assignments 53.45% • presentation (oral) 41.38% • quiz 36.21% • report (written) 12.07% • notebook 5.17% • Other includes -- online assignments -- TOEIC test -- transcription of a conversation -- video assignment -- writing lab
- 43. Included in final examination • Oral-based open response 61.11% • paper-based multiple-choice 40.74% • paper-based vocabulary assessment 40.74% • paper-based fill-in the blank/complete the sentence 37.04% • paper-based grammar assessment 35.19% • oral-based vocabulary assessment 33.33% • paper-based open response 31.48% • oral-based grammar assessment 29.63% • listening (accuracy) 29.63% • pronunciation 24.07% • oral-based taught phrases 24.07% • oral-based "content" (non-linguistic materials) 24.07% • paper-based taught phrases 14.81% • reading (accuracy) 11.11% • paper-based "content" (non-linguistic materials) 9.26% • oral-based fill-in the blank/complete the sentence 3.70% • other
- 45. Questions? Rob Dickey rjdickey@content-english.org File available at http://tinyurl.com/q7pm5vt