Chuyên đề: Đánh giá và xếp loại E11

Methodology-E.11- Intensive Program

Presented by Lê Kim Tường

TESTING & ASSESSMENT

 Questions for discussion

1.State what you know about innovation/change in testing and assessment

2.List some test types you usually give your 11-grade students.

3.Suggest what should be done to make fair tests.

 Follow-up activity

In groups, choose one point to be tested (either

language skills or vocabulary or grammar or

pronunciation) Design a 45-minute test with key answers.

assessment), or the student himself/ herself (self-assessment).

Note to the teacher

PEER OBSERVATION & EVALUATION ( for advanced discussion skills only)

According to Green (2002:225), peer evaluation may be carried out in one, two, or all of three main ways:

 Observer ring While a group conducts its discussion, the

observer-evaluators sit with the discussion group and monitor the proceedings Observers need to complete observation and evaluation sheet.

 Shadowing Shadowing provides for intensive one to one

evaluation A specified member of the partner group sits next to or behind a discussion group participant At a prearranged

point in the discussion, the shadow may substitute for the participant and adopt his/her line of argument

 Using video and audio recorders The recording of each

group should be made away from the classroom in a quiet space to obtain excellent results.

Testing and Assessment

 “…Testing is one kind of assessment One which is typically used at the end of a stage of instruction to measure student achievement Assessment is a broader concept: it is part of the whole educational process of teaching and learning…”

 “…Whilst tests can be used as a ‘bolt-on’ procedure at points in a learning program, assessment is integral to the whole process of teaching and learning…”

end- Assessment is undertaken and for different purposes The first

purpose is pedagogically motivated, i.e formative assessment The second one is to measure learner achievement, i.e summative assessment.

Source: Hedge, T (2000) Teaching and Learning in the Language Classroom, OUP (pp 336-337)

Formative versus Summative Assessment

Source: Hedge, T (2000) Teaching and Learning in the Language Classroom, OUP (pp 336-337)

Formative assessment

is prepared and carried out by the class teacher as a routine part of teaching and learning.

is specifically related to what has been taught, i.e content is in harmony with what has been taught.

the information from the assessment is used

diagnostically; it focuses on the individual learner’s specific

strengths and weaknesses, needs, etc.

the judgement about a learner’s performance is likely to feed into record-keeping and be used for administrative purposes, e.g checking standards and targets.

is frequently externally

imposed, e.g by institution or a ministry of education.

Some test types

Teachers might use a variety of test types which will depend on

a) The level of students

b) The skills they want to test

c) The language points they want to test

A Listening tests

1 Multiple choice 2 True-False

3 Open-ended questions 4 Grid-filling

5 Gap-filling (cloze)

Some test types (cont.)

B Reading tests

1 Multiple choice 2 True-False

3 Open-ended questions 4 Grid-filling

Some test types (cont.)

D Writing tests

 Guided writing tests: - Gap-filling

- Re-ordering words/sentences - Summary writing based on texts

 Free writing tests: - Sentence writing - Paragraph writing - Essay writing

Some suggestions for making fair tests

 Ask enough questions to test accurately.

A test will be less reliable if it has too few questions With more questions, one question will not cause too much a problem.

 Write clear instructions/directions for the test and use examples.

Clear instructions will help students understand the questions, know how to answer, and answer the questions accurately.

Some suggestions…

 Test what has been taught in class.

A test based on what has not been taught in class would not be a reliable test.

 Write clear test items.

Compare the following:

Item 1: Directions: Choose the best response.

Today it is rather cloudy.

A It will probably rain.

B Yesterday the weather was nice C Yes, I think so, too.

Some suggestions…

Item 2: Directions: Choose the letter for the answer

which means the same as the statement.

Today it is rather cloudy.

A The clouds are dark.

B It is not too sunny today C It might snow tomorrow.Which item is clear?

Item 2 is clear; Item 1 is unclear.

Some suggestions…

When writing multiple choice questions, use realistic distractors Distractors are wrong answers A test will not be reliable if impossible

distractors are used.

Consider the following question:

What color is the sun?

A Yellow ( This is intended correct answer) B Orange ( too close to the correct answer)

C Soft (not a color & too far from the correct answer)

D Yes (It is a bad distractor because this is an answer to a yes/no question)

A better set of answers to test knowledge of colors would simply be a list of colors:

A blue B green C yellow D black

Some suggestions…

 Score tests consistently with a key.

When scoring, use a key that will help teachers grade

objectively The key should have examples of correct answers ( though other correct answers should be accepted) and the

appropriate points/marks as well.

 Avoid traps for students

A good test should never be constructed in such a way as to trap the students (testees) into giving an incorrect answer All tests should be constructed primarily with the intention of

finding out what a student knows _ not with trapping him.