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ASSESSMENT & TESTING

ASSESSMENT & TESTING . What is Assessment?. Assessment is a measure of what students are learning. Its purpose is to improve student learning . It can be thought of as a review of students’ work. .

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ASSESSMENT & TESTING

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  1. ASSESSMENT & TESTING

  2. What is Assessment? Assessment is a measure of what students are learning. Its purpose is to improve student learning. It can be thought of as a review of students’ work. Assessment measures are based on how well students are meeting learning objectives and curricular goals. . Why? How?

  3. Question… • Which is the "best” type of assessment in your view? Please define. • Formative Assessment • Summative Assessment Assessment should reflect the coverage of skills, functions , language and topics that students experience in their materials.

  4. Making Your Assessment a “Good Assessment” To make your test is a good one, do the following: Do formative assessment throughout the year and adjust your lessons when necessary: Remember, you’re teaching the students, not the lesson. ( portfolio is a good helping tool ) Make sure your test is both valid and reliable. In other words, make sure you are actually testing what you wish to test, and not something else ( Match with objectives). Also, make sure your test results will be as consistent as possible, especially among different teachers marking the exam.

  5. What to Test in Building Skills? Listening Speaking Reading Writing

  6. Final Exam Marks’ Division

  7. 3. For summative evaluations, use a variety of test-item types: Use direct and indirect, discrete-point and integrative, multiple-choice and open-ended, and so on.

  8. Summative Evaluation How Listening What should be assessed? Strategies Listening

  9. Speaking What should be assessed? Vocabulary Expressions (Function) structure How Speaking

  10. Sample of Functions and Expressions Talking about possible plans / making quick decision: - What / When are you going to …..? - I think I’ll …. - I guess I’ll … Making Suggestion and Responding: - Why don’t …. -That’s a good idea. - How / What about …. - Sounds great. - Let’s …. - I’d love to but …. - I’m sorry I can’t because

  11. Sample Speaking Rubrics

  12. Vocabulary Expressions structure Strategies Listening Speaking Form Strategies Function Reading Writing Structures & techniques for different types Strategies

  13. Compare

  14. Steps for Writing a Good Test • Step One : know the language content you are going to assess.( Book Map ) • Step Two: Know the language skills you are going to cover in the exam and how many marks are you going to give them. ( Book Map + TM (objectives) + Marks division) • Step Three: Know how many items to have in your test so that one part of the test does not become more important than another. • Step Four: Know the kind of tasks you are going to use. ( Rubric for activity types)

  15. Rubric for activity Types

  16. Step Five : Have a set of principles which guide assessment: • Students of all levels of ability can demonstrate their knowledge of English. • Reflect the coverage of skills, functions , language and topics that students experience in their material. • Employ tasks and exercise types that students are familiar with. • Discourage ( avoid) rote learning and memorization by using the same vocabulary, themes and structures but not in identical form.

  17. Step Six: know how to correct your test. • Set rules for correcting open ended questions and questions which encourage productivity. • Rubrics are recommended when correcting: Writing. Translation. Step Seven: Check the language, rubrics, spelling ,layout of the test.

  18. Time for application Evaluate the questions using the following check list

  19. A Reminder MCQ in Assessing vocabulary. - Question should be clear from the stem - Provide sufficient context in the stem - Standardize the number of response options (4 is considered best!) - Distracters should come from the same frequency level as the word being tested - Make sure all response options are the same part of speech of the answer. - Make sure all response options are approximately the same length and level of difficulty - Place the correct answer equally in the A, B, C and D positions - Avoid providing grammatical clues in the stem or using absurd distracters.

  20. Final Points on a “Good Test” When making a test remember to do the following: Follow the Ministry of Education guidelines for test preparation and marking, including how to score and weight each item. (NOTE: The Ministry requires tests to be both valid and reliable). Test students only on what you’ve actually taught and what you feel confident that they’ve reasonably understood. Give students reasonable practice with exam-type questions (not with exam questions!) before the test. Finally, always remember that the purpose of making an exam is to see what students have gained from your lessons—not to make something “easy to mark.” Nevertheless, do make your exams as marker-friendly as possible.

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