Assessment in ELT

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Yenny Fernanda Peralta Lina Vanessa Crdenas Jos Ayala Chico

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AMAZONIA UNIVERSITY IX SEMESTER ENGLISH DEGREE

Approaches to Teaching and Learning

Education para modificar el estilo de subttulo del thought All individuals are Haga clichas been patrn a based on to learn by constructing transmission model of instruction Students needed to learn a common set of basic skills. information about the world and by using active and dynamic mental processes. (Jones et al. 1987; Marzano, Pickering, and McTighe 1993; Resnick and Klopfer 1989)

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Applications For Assessments

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Applications for assessments

If the students learn complex procedures most affectively when they have opportunities to apply the skills in meaningful ways. Assessments should be authentic reflections of these kinds of meaningful learning opportunities.
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Types of authentic materials

There are numerous types of authentic assessments used in classroom.

Oral interviews Story or text retelling Writing samples Projects / exhibitions / demonstrations

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Oral interviews

Students should be appropriate to become to this stage. How is it? Teacher realizes

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Story or text retelling

Students` role

Video Saxobeat

Advantages..
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Writing samples

It can be used in many ways ( informal or academic ) Teachers` role Advantages

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Projects / exhibitions

A project may be conducted individually or in small groups and is often presented through o an oral or written report. Advantages..
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Experiments / demonstrations

Students might conduct an experiment in science using actual materials. Let`s make presentation) Advantages an experiment (oral

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Constructed / response items

This assessment often focuses on how students apply information rather than on how much they recall of what has been taught. Advantages..
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Teacher observation

Teacher often observes students` attention to tasks, responses to different types of assignments, or interactions with other students while working cooperatively toward a goal. Advantages
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Portfolios

It is a purposeful collection of student work that is intended to show progress over time. Advantages..
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Awareness of Authentic Assessments

Teachers have different levels of awareness and interest in alternative assessments

Some of them will already have tried some form of authentic assessment or may have attended workshops on it.

Others who have only heard about performance assessments and want to know more.

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Authentic Assessment Inventory for Goal Setting

It will assist in engaging teachers in a dialogue about authentic assessment and in setting personals goals for staff development. Questions: 1-2 level of interest 3-6 practices related to authentic assessment 7-8 about authentic assessments 9-11 collaboration with other teachers 12-13 students involvement 14-16 uses of authentic assessments

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Results can be used to: Staff development needs, and plan for future professional development. Monitor annual progress. (awareness, interest, and implementetion)

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Designing Authentic Assessments

It is a recommendation you work with: Parents School administrator Other teachers

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Steps for Planning and Developing Authentic Assessments

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Build a team: why, purposes, and role in instruction and in the school. Determine the purposes: identification, placement, and reclasification as monitoring students performance. Specify objectives: they should be obtained from Districts curriculum State curriculum frameworks Standards developed by professional associations

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4) Conduct professional development: share information with the team and with other teachers about the rationale for authentic assessments, their design and their use in planning instruction. 5) Collect examples: Books and articles Conferences and workshops Center for Research on Evaluation, Standards, and Student Testing (CRESST) University of California at Los Angeles Test Center at the Northwest Regional Educational Laboratory in Portland, Oregon

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6) Adapt existing assessments or develop new ones: designing procedures, reaching agreement on scoring rubrics, trying out the assessments, setting standards, and reviewing the success of assessments are dauting tasks. 7) Try out the assessment: Try them out with students, team members. Use the score you agreed with other teachers. Appropriate standards of performance for grade-level 8) Review the assessments: Providing a diagram or chart that will clarify the question Simplifying the wording Changing the directions Changing the scoring rubric

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Technical Quality of Authentic Assessments

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Reliability Haga clic para modificar el estilo de subttulo del Validity patrn
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Reliability

It is the consistency of the assessment in producing the same score on different testing occasions.
Without reliability some teachers may be give students the impression of rating hard while others are rating easy Scored can be based on scoring rubric, that assigns a numerical value performance depending on the criteria.

Two types of scoring rubrics Holistic and analytic 6/10/12

Holistic Rubric

Focuses on a central idea Uses appripriate use of verbs tenses, syntactic structures, complex sentences and smooth transitions. Uses precise vocabulary Uses accurate capitalization, punctuation and spelling.
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Analytic Rubric

Idea development

Organization, sentence fluency

Structure, world choice, and mechanics.

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RATER TRAINING

There are Five development activities that can help teachers reach agreement in scoring any authentic assessment. ORIENTATION TO THE ASSESSMENT TASK CLARIFICATION OF THE SCORING RUBRIC

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Bibliografy

J. Michael & Lorraine Valdez Pierce. 1996. Authentic Assessment for English Language Learning. Practice Approaches for Teachers. USA. Longman.

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