Assignment - ATC

SUBJECT ASSIGNMENT:
ASSESSMENT AND TESTING IN THE CLASSROOM

Assignment:

You should devise a formal “progress” or “achievement” test for assessing

language learning outcomes of:
• Specified objectives in either listening or reading.
• Specified objectives in either speaking or writing (you must specify the
objectives).

The instrument should be justified in relation to its theoretical basis. The test
should aim to test the communicative use of language and will therefore include
integrative techniques, although these might be objectively or subjectively
marked as you feel appropriate. Items which test knowledge of discrete items of
grammar and lexis may also be included if you think it is appropriate. The
rationale should minimally include discussion of the following:
• The type of test according to purpose (see unit 2).
• Whether the test could be considered second, or third generation.
• Discussion of the principles of language testing as outlined in Unit 3, in relation
to the test you design.
• Discussion of relevant scales and instructions for marking the test.
• Discussion of why you have chosen the test formats elected for the particular
skill.

Name and surname(s):Yessenia Barros

Login:ESFPMTFL636250
Group:2013_06_YBarros_A&T
Date: March 2015

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 Assignment - ATC

INDEX

INTRODUCTION……………………………………………………………………………3

CONTENT…………………………………………………………………………………...3

CONCLUSION……………………………………………………………………………...12

BIBLIOGRAPHY…………………………………………………………………………....13

APPENDICES...............................................................................................................

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INTRODUCTION

This paper develops a formal progress assessment test for assessing the listening ,
speaking skills and vocabulary to a group of 20 high school students. ( elementary
level). The test aims to look back over the syllabus of the last unit that have been
taught during the latest two weeks. The syllabus is within the context of stores and
locations in a city/town, where students should be able to ask and say where places
are, and give and ask for directions. The vocabulary to be tested will be the main
locations in a town. The grammar will include the prepositions of place, the verbs used
for giving and asking for directions. The tense to be tested is the imperative form and
simple present tense.

CONTENT

The development of the communicative teaching has also conveyed a significant shift
in the language assessment and testing which now strive to emulate real language use
too. In the past the items in a test were carried out through a battery of many items
each one of them testing one small part of the language, bearing little relevance to
each other. The more parts of the language were tested, the better indicator of the
learner's competence of the language; but it did not necessarily indicate anything about
the learner's possible performance. Nowadays, the communicative assessment sees
language as basically indivisible, looking forward to integrative testing, the items of
which test the ability to combine knowledge of different parts of the language in a full
context , simulating real world language tasks ,where students need to develop a
number of linguistic skills in order to carry them out. Testing speaking is definitely the
best way to assess our learners performance of the language, what they can really do
with the knowledge they have learned, in simulated real communicative situations.
Listening comes together with speaking since if you do not understand what the
speaker is saying , you will not be able to have a conversation. Thus, communication
breaks down.

The following test is a formal progress test. It is a formal one because it is a written
one, administered in class by the teacher in order to assess learning in under relatively

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informal conditions. Thus, it is not so formal as any validated language examination of

an external body and not so informal as mere teacher observation. At the same time it
is a progress test since it looks back over recent work, testing a small range of
language, so providing feedback on the effectiveness of the student learning. This
feedback is for both, the teacher and the learner for deciding also on any possible
modification to the programme.

This test is considered a third generation test since we are dealing with a
communicative language test; thus, learners' communicative language abilities are
assessed on a test which tests both knowledge of the language (competence) and the
capacity for implementing this knowledge in a communicative language use. Tasks in
this type of tests are authentic; i.e, students are asked to do tasks which have clear
reference in reality. This is clearly seen in the assessment of the speaking skill.

TEST

PART I: Assessment of the speaking skill.

OBJECTIVE: The student will be able to ask for and give information and directions
about locations in a town. The vocabulary to be used are prepositions of place: near,
next to, behind, in front of, opposite, between; the commands for giving directions: turn
left/right, go/walk straight ahead/along, go past, cross. The tense employed is the
simple present tense

TASK 1: GIVING AND ASKING FOR DIRECTIONS

PAIR WORK. Given worksheet 1 to student A and worksheet 2 to Student B (both of

them containing a map of a town), each student will have to follow the written
instructions so as to make up an oral dialogue in which they ask for and give directions
of the places requested, according to the map given.

INSTRUCTIONS:
Ask for and give directions of places in a town. Look at your map and follow the
instructions given below.

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WORKSHEET 1 / STUDENT A

SEE APPENDIX 1.1 for worksheet with picture of the map

• Ask yor classmate if there is a coffee shop near there.

• Ask your classmate how to get there.
• Say thanks.
• Do the same with the following places :a shoe store
a bookstore
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

• Answer to your classmate. Tell him yes and specify where the place is located
by using a preposition of place.
• Answer to your classmate. Give him the directions to get to the place.

WORKSHEET 2 / STUDENT B

SEE APPENDIX 1.2 for worksheet with picture of the map

1. Ask your partner if there is a car wash near there.
2. Ask your partner how to get there.
3. Say thanks.
4. Do the same with the following places :a supermarket
a flower shop
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

1. Answer to your classmate. Tell him yes and specify where the place is located
by using a preposition of place.
2. Answer to your classmate. Give him the directions to get to the place.

This task is a communicative one since it tests the students ability to perform his/ her
knowledge of the language (language use). Thus, it is a forward-looking assessment as
it assess what students can do with the language in a simulated real situation. This

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task does not only tests competence but also performance, using a testing task of the
same type as a language task in the real world. When a test assesses both,
competence and performance, we are dealing with a direct assessment. This task is
also known as an integrative/global one since it assess the student's ability to combine
knowledge of different parts of the language and sees language use as indivisible.
Actually, this task involves a contextualized language since the items of which are in a
full context, simulating a real world language for a communicative purpose.
Assessing speaking skill occurs a subjective assessment since there is not a mere
right/wrong answer. At this point we face the problem of reliability; i.e,the consistency
of the scoring of the test, both between different raters and between the same rater on
different times. The use of band scales has assured some reliability in our
assessments of students performance. An analytic band scale is used to assess this
task which separates some aspects of the language performance into individual
scales, giving a profile of performance. Thus, it is a criterion referenced assessment
since it refers to an integrative language task, supplying a profile of language ability,
where the student is seen as capable of completing the task to the given standard.
Being a subjective scoring test, it also carries the problem of low practicability, since it
requires more time to set,, administer and mark than any other ordinary objective
scoring test.
See Appendix 2.1 for band scale.

TASK 2. Find out the missing places

PAIR WORK: Given worksheet 1 to student A and worksheet 2 to student B, each one
of the students will have to ask for and give information about the location of places
requested by his/her partner. Students will have to use prepositions of place.
INSTRUCTIONS
Look at your map. Ask for and give information according to your map. Follow the
instructions given.
WORKSHEET 1 /STUDENT A
legend: A= travel agency,
B= department store
D= pay phones

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See APPENDIX 3.1 for worksheet with the map

Ask your partner the location of the following buildings:

• hotel
• gas station
• gym
Answer your partner's questions according to your map

WORKSHEET 2 / STUDENT B
STUDENT B: Look at your map. Ask for and give information according to your map.
Follow the instructions given.

legend: B= department store,

C=gym ,
D= pay phones

See APPENDIX 3.2 for worksheet with the map

Ask your partner the location of the following buildings:
• grocery store
• library
• travel agency
Answer your partner's questions according to your map

This second task is also a communicative one as it requires the learner's ability to solve
a problem. Thus,there is a purpose in the task: finding the missing locations. Within the
task the student performs his/her knowledge of the language;i.e, asking for and giving
information about locations using the prepositions of place.Thus it is a direct
assessment since it uses performance as an indicator of communicative competence;
a forward looking one as it is linked to the future use of the language; an integrative
one since it combines knowledge of different parts of the language for a

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communicative scope and it conveys a contextualized language as the whole task is

immersed in a full context.
Being speaking a productive skill it is resistant to objective marking, so the student will
be assessed subjectively by means of the same band scale used in the previous task
which will give a description of the sudent performance in the form of profile. Here we
encounter the same problem of low practicality since more time is needed for the
setting and scoring of it.
See APPENDIX 3.1 for band scale

PART II: Assessment of the listening skill

OBJECTIVE: The student will be able to understand the location of places in a town
and the directions given to get somewhere. The grammar used are the prepositions of
place

TASK 1: Finding out the final destination.

Each student will receive a worksheet containing a map of a town. They will listen to
five conversations and will have to write down the final destination for each one of
them.

INSTRUCTIONS: Listen to the recording and write down the final destination.
WORKSHEET 1point each item; total score: 5
1...............................
2 …..........................
3...............................
4...............................
5...............................

See APPENDIX 4.1 for worksheet, APPENDIX 4.2 for audioscrpt and answer key

TASK 2 : Finding out the right building

Each student will receive a worksheet containing a map of a town.They will listen to the
audio and write down the building the speaker is referring to.

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 Assignment - ATC

INSTRUCTIONS: Look at the map. Listen to the audio and find out the right building.
Write down your answers below.

1........................................... 5 …....................................

2 …...................................... 6 …....................................

3 …...................................... 7 …....................................

4 …...................................... 8 …....................................
1 point each item; total score: 8

See APPENDIX 5.1 for audioscript and answer key

TASK 3: Finding out the locations

Given a worksheet containing a map with some missing places, the students will listen
to the conversations and match each number with its corresponding place.

INSTRUCTIONS: Look at the map. Listen to three conversations between Penny and a
man and find out the location of the places below. PENNY IS AT THE STATION.

1)The hospital is number ….............

2) The hotel is number …...........

3) The cafè is number …..........

1 point each item; Total score:3

See APPENDIX 6.1 for worksheet, APPENDIX 6.2 for audioscript and answer key

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One of the main problems that teachers may encounter when planning a listening test
is to guarantee that the listening performance will not be muddied by the requirements
of any other skill. For example; sometimes students are required to take notes or to
read in order to perform a listening task which may lead students to give the wrong
answer even though they know it. This may happen when a student encounters
difficulties in writing or reading. This problem has been solved by means of the
information transfer technique. In the listening tasks of this test we can see that
students are asked to transfer the information into a visual format so as to avoid the
problem of another skill interference. Actually, students look at their maps, listen to
the audio and write their answers by means of a number or word.

Task 1 and task 3 differ from Task 2 since the former ones use global testing items; i.e
the learner requires a global understanding of the audio in order to achieve the right
answer (listening for important information). On the contrary, task 2 uses discrete point
items as the learner's purpose in listening is served by specific understanding task
(listening for gist). Actually, the learner listens to the speaker and writes down the
building he is referring to. Only prepositions of place are tested here. Besides, in task 2
only direct meaning comprehension is required, while in task 1 and 3 other operations
take place such as microlinguistic features (understanding stress, intonation and
grammatical notions)

Being listening a receptive skill, it lends to objective marking; i.e, there is only one right
answer for each item. Thus, this listening test is scored objectively but it uses
integrative objective testing techniques since it includes pictures and maps (information
transfer) which require the learner to use a wide range of language subskills in order to
complete the task successfully. Being an objective assessment it does not take much
time to set, administer and check it; thus it means a high level of practicality.

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PART III Testing Vocabulary

TASK 1: Match
INSTRUCTIONS: Look at the map and match the words below to their correspoding
places

a bed and breakfast …...............

a river............
a park.............
a station...............
houses............
flats.............
a market …...........
a square..............
a road.................
a cafè …........
a hotel............
shops...............
a bus station............. 1 point each item; total score: 13

See APPENDIX 7.1 for worksheet with the map of the town

TASK 2: Match

INSTRUCTIONS: Match the words and the definitions / 1point each item; total
score:14

What's a …? It's a place where you....

laundromat …........ a) deliver letters

library …........ b) pay for lodging and meals
stationery store …....... c) buy food
travel agency …........ d) buy cards and papers
grocery store …....... e) borrow books
theater ........... f) make reservations for a trip
bank …........ g) wash and dry clothes
bookstore …........ h) have meals and refreshments
drugstore ..…...... I) see a movie or play
gym ….. ….. j) buy books
hotel ….. ….. k) do various indoor activities and exercise
post office …........ l) get gasoline for your car
restaurant …......... m) buy medicines
gas station …......... n) keep your money

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Part III is devoted to vocabulary of locations as it has not been tested in any of the
previous items. (locations were always written). Testing vocabulary leads to objective
assessment. There is only one right answer for each item, Both, Task 1 and Task 2
include multiple matching, but Task 1 also contains a visual that students have to
convert to written format. These are integrative objective testing techniques which
require the student to use a variety of language subskills to complete the task . The
use of multiple matching also decreases the chance of mere guessing by the students
as in an ordinary multiple choice item.

Grammar has not been tested separately since it has been already included in the
speaking test. Actually it is impossible for the student to perform the speaking task
successfully without its competence; i.e, imperative form for giving directions and
asking for directions.

CONCLUSION

This test moves towards a communicative approach since it assess the learner's
performance of his/her competence. Besides it can be considered a valid test because
it assesses more than one skill (listening and speaking). Actually the more skills tested,
the more valid the test is. It is also a high utility test since it gives feedback to both, the
teacher and the learner ,about the specific areas for possible remedial work. This can
be mainly seen in the speaking assessment where students does not only receive a
single mark but also a description in the form of a profile of his/her performance. The
reliability of the test depends on the type of scoring being used. In the speaking skill
test, the reliability is not as high as in the listening one, though this has been in
someway solved by means of a rubric which describes a number of possible student
performances of the skill being tested. In addition, we can see that receptive skills
(such as listening) lend to objective marking while productive ones lend to subjective
marking. The type of marking defines the level of practicality of the test. A subjective
assessment (like the speaking one) needs more time to administer and mark than an
objective one (listening skill). This has been in some way solved by assessing the
students in pairs.

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BIBLIOGRAHY

[1] Claire, A. & Wilson, J. (2011): Speakout Preintermediate Book 1.

Pearson Education Limited.

[2] Cunningham G. & Redson C. (2006): Face2Face Elementary Student's Book

and Workbook. Cambridge University Press.

[3] Lennon, A. Assessment and Testing in the Classroom. Funiber.

[4] Oxenden, C.&Lathan-Koeing C. (2009): New English File.

Beginner Student's Book. Oxford University Press.

[5] Richards, J.C. (1994): New Interchange Intro Student's Book B.

Cambridge University Press.

[6] Richards, J.C. (1997): New Interchange Student's Book 1 and Workbook 1.
Cambridge University Press.

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APPENDIX 1.1

WORKSHEET 1 / STUDENT A
INSTRUCTIONS
STUDENT A: Ask for and give directions of places in a town. Look at your map and
follow the instructions given below.

• Ask yor classmate if there is a coffee shop near there.

• Ask your classmate how to get there
• Say thanks
• Do the same with the following places :a shoe store
a book store
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

• Answer to your classmate. Tell him yes and specify where the place is located
by using a preposition of place.
• Answer to your classmate. Give him the directions to get to the place.

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 Assignment - ATC

APPENDIX 1.2

WORKSHEET 2 / STUDENT B
STUDENT B: Ask for and give directions of places in a town. Look at your map
and follow the instructions given below.

• Ask your partner if there is a car wash near there.

• Ask your partner how to get there.
• Say thanks
• Do the same with the following places :a supermarket
a flower shop
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

• Answer to your classmate. Tell him yes and specify where the place is located
by using a preposition of place.
• Answer to your classmate. Give him the directions to get to the place.

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APPENDIX 2.1

BAND SCALE FOR ASSESSING SPEAKING SKILL

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 Assignment - ATC

APPENDIX 3.1

WORKSHEET 1 / STUDENT A
STUDENT A: Look at your map. Ask for and give information according to your map.
Follow the instructions given.

LEGEND
B= department store,
C=gym ,
D= pay phones

1) Ask your partner the location of the following buildings:

• hotel
• gas station
• gym
2) Answer your partner's questions according to your map

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APPENDIX 3.2

WORKSHEET 2 / STUDENT B
STUDENT B: Look at your map. Ask for and give information according to your map.
Follow the instructions given.

LEGEND
B= department store
C=gym
D= pay phones

1) Ask your partner the location of the following buildings:

• grocery store
• library
• travel agency
2) Answer your partner's questions according to your map

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APPENDIX 4.1

WORKSHEET

INSTRUCTIONS: Listen to the recording and write down the final destination.

1...............................
2 …..........................
3...............................
4...............................
5...............................

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APPENDIX 4.2

RECORDING 1
Go along Heminway Road. Go past The Bellow Club and take the first left. It's next to
the Baldwin Bar.

RECORDING 2
Go along Heminway Road. Keep going until you reach Carver street. Turn right on
Carver Street and it's the first building on your right.

RECORDING 3
Go straight along Hemingway Road. Take the second right .You'll be on Cheever
Road. Go along Cheever Road. Go past the school. It's on your right.

RECORDING 4
Go straight along Heminway Road. Keep going until you reach Nabokov street. Go
straight on. There's a river, The Faulkner River. Cross the bridge and it's in front of you.

RECORDING 5
Go along Heminway Road. Take the first right on Morrison Road. Then take first left.
There's a hospital. It's next to the hospital.

KEY ANSWERS:
1) Restaurant
2) University Hall
3) Theatre
4) Park
5) Library

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APPENDIX 5.1

AUDIOSCRIPT

1. It's opposite the theatre.

2. It's between the school and the supermarket .
3. It's next to the museum opposite the school.
4. It's on the corner opposite the church, next to the post office.
5. It's between the bookshop and the cinema
6. It's next to the music shop, opposite the cinema.
7. It's on the corner opposite the bookshop, next to the music shop
8. It's opposite the park.

ANSWER KEY

1. cinema
2. post office

3. park
4. supermarket
5. chemist's
6. theatre
7. bank
8. school

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APPENDIX 6.1

WHERE ARE THE FOLLOWING LOCATIONS?

Look at the map. Listen to three conversations between Penny and a man and find out
the location of the places below. PENNY IS AT THE STATION.

hospital - hotel- café

1) The hospital is number ….........

2) The hotel is number ….........

3) The café is number …........

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 Assignment - ATC

APPENDIX 6.2

RECORDING 1
PENNY: Excuse me, where's the hospital?
MAN: It's at Morgan Road. Go along this road and past the petrol station. The
hospital is on you right.
PENNY: Thanks a lot. Bye.

RECORDING 2
PENNY: Excuse me, Do you know the Roman Hotel?
MAN: Yes, go along this road and turn right. That's Gunn street. Go over the
bridge and turn right again. The Roman Hotel is on your right, opposite the police
station.
PENNY : Thanks very much.

RECORDING 3
PENNY: Excuse me, is there a café near here?
MAN: Yes, there's one in Angel street.
PENNY: Where's that?
MAN: Go along this road and turn right. Then turn left before the bridge.
There's a café on your left, next to a supermarket. You can't miss it.
PENNY: Thank you. Goodbye

ANSWER KEY

1) The hospital is number 3

2) The Roman Hotel is number 6
3) The café is number 5

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APPENDIX 7.1

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