Testing and Evaluatión in ELT

Step 1 - Previous Knowledge

Marelvis Epalza Beltran

CC. 44.157.360
551020_14

Tutor
Edner Suarez Alomia

Universidad Nacional Abierta Y A Distancia

September 2020
 Step 1
REFLECTION
Assessments are a common part of the learning process, regardless of the subject or level in
which we are working. We design them "in all shapes and sizes," and they can be used for a
variety of reasons. Sometimes, the differences between the types of evaluation can be subtle.
In the educational context, the types of summative and formative evaluation give us to
understand in general terms that the main focus is to integrate evaluation into the teaching-
learning process, that is, move towards a pedagogical use of evaluation. This pedagogical
sense has to do with the ability of a school to turn evaluation into a tool that supports both
student learning and monitoring and reflection instances, so that teachers and management
teams can make better decisions regarding their own teaching process.

Comparative chart
Summative Evaluation Formative Evaluation
Summative evaluation tries to establish The central axis of the formative evaluation is to
reliable balances of the results obtained at the provide feedback to the student on their progress
end of a teaching-learning process. It and their weaknesses, tending to favor their
emphasizes the collection of information and learning abilities.
the development of instruments that allow
reliable measurements of the
knowledge to evaluate.
Summative evaluation functions functions of formative assessment:
• Summative evaluation is carried out at • Diagnose weaknesses.
the end of a stage of the teaching- • Give feedback.
learning process to verify its results • Generate autonomous motivation.
• Determines whether the stipulated • Promote dialogue between teacher and student.
educational objectives were achieved, • Stimulate self-evaluation.
and to what extent they were achieved • Help develop independent study skills.
for each of the students.
• The final evaluation is aimed at the
student's qualification and the
evaluation of the educational project,
the developed program, with a view to
its improvement for the following
academic period.
Student role.
• Informative
• Counselor
• Motivating
. Determine if the stipulated educational
objectives were achieved, and to what extent
they were achieved for each of the students.
Teacher's role.
. Know the learning rhythm of the
student.
• Diagnose a level of learning
• Forecast
• Qualify
• Keep all parties informed
interested
Techniques for using formative assessment
in
classes or small groups:
Regulatory testing. When evaluating we can
limit ourselves to group criteria, with which
the individual's qualification remains in a
relative position with respect to the other
members of the group (normative evaluation).
These tests are known as normative because
they compare students through norms
established with a representative group
already studied. They tell us what students
have learned in a certain subject or subject.
Criterion tests. Criterion-linked tests are
those tests whose purpose is to obtain
information about what students know or are
capable of doing. They prepare to determine if
they have mastery of learning skills
specific. They are called criteria tests because
the performance of the students is interpreted
based on criteria previously established for
each skill to be measured.
Student role
Identify gaps in knowledge or difficulties in clinical
skills.
• Commit to the learning process.
• Develop independent study skills.
• Clarify educational goals.
• Identify their learning difficulties.
• Generate autonomous motivation.
• Achieve deep learning.
Teacher role:
• Empathy with students.
• Personal motivation aimed at promoting
student progress.
• Ability to communicate educational objectives.
• Knowledge of the educational competences that
correspond to the activity in which
participates.
Techniques for using formative assessment in
classes or small groups:
1. Input test: allows to generate a process
interactive where students can identify their
limitations and set goals for
learning. It is an activity oriented to provide
feedback and not to qualify with notes.
2. 1-minute test: during the class or group activity,
students are asked to
have them take a sheet of paper and answer one
ask in just 1 minute. The answers are
can analyze out loud or by collecting the
answers and selecting some.
3. Buzz groups: a question is posed to first be
answered individually, then
with the neighbor student, then between two
adjoining couples, etc. Finally, a representative
of each group presents the answer. The term
"Buzz" is due to the noise generated by the groups
while exchanging opinions.
4. Case analysis: a clinical situation is presented
and students are invited to generate diagnoses,
behaviors or treatment.
Step 2. Q&A
Based on what you found from Step 1, answer the following questions in the forum:
1. What is Standardized assessment in education?
Standardized tests or exams are assessment instruments that measure the strengths or
weaknesses of students. In these tests, stimuli are presented to the subjects who
respond to them, then the responses are analyzed both quantitatively and
qualitatively, and interpreted.
2. What is the purpose of a standardized test?
Objectively, reliably and validly assess what students have learned in a given school
domain, regardless of the context in which their learning has occurred (Popham, 2001a; 2002.
3. What are the types of standardized test?
Evaluations are usually used with large populations of students, which is why they
require that their format allows the answers to be scored objectively and
automatically; hence its name of standardized One way to achieve this is to ask
questions where the correct answer must be identified and selected from a set of
plausible options; that is, they could be true. In this way, electronic devices (whether
optical or computerized) can be used capable of qualifying a large number of
individuals in a standardized and objective way, in a matter of minutes. There are
different types of formats for selecting answers. Among the most used are the
following three: multiple choice, false / true and column relationship. The first of
these is surely the most widely used and well-known format in large-scale
assessments (National Education Association, n.d .; Fletcher, 2009).
4. What are the norms for standardized tests?
• They are designed in such a way that the questions, the conditions for their
administration, the scoring procedures and the way of interpreting the results are
uniform, consistent and comparable from one evaluation to another.
• They are not necessarily high-impact, time-limited tests, or tests whose response
format is multiple choice. The questions can be simple or complex and are not
limited to measuring educational achievement.
• They are designed to be administered to large groups of people, such as university
admissions tests and learning assessments that are carried out to assess the
educational quality of a country.
• Its development requires specialized and trained personnel in the development of
assessment instruments, among which the following stand out: psychologists who
are experts in measurement and psychometrics, specialists in the curriculum and
teachers of the subjects and school grades that are evaluated.
5. Establish the difference between formative assessment and summative assessment
within the educational context
The formative assessment is responsible for informing each student about their particular
level of achievement. and the summative take the pertinent decisions to assign a totalizing
grade to each student.
Step 3. Reflection
Based on your teacher-in-training experience reflect with your group in the forum on the
following questions:
1.What are the pedagogical strategies you are considering to use in this face-to-face
immersion practice? Include deep description of each strategy.
1. Repetition Strategies:
The use of this methodological strategy consists of keeping the material literally, through
playfulness. Although this strategy is of very little use, neuro pedagogues do not stop
insisting that its importance within the retention and memorization processes.
2. The direct method: Based on the conviction that students can be taught to think in the
foreign language from the beginning. This would be achieved by associating images and
objects with words and expressions, eliminating the mother tongue from the classroom.
Through this method, all procedures are used to strengthen oral skills in students. And then
in later stages the skill of reading and writing develops.
3. The songs in English because music influences the ability to retain information, they also
project an image of fun and joy. Example: A song routine should be performed daily; there
are many in English related to the alphabet, colors, numbers and habits; so that the child can
have fun and learn more easily.
4. Videos to learn English is a good strategy for children to listen carefully and also relate it
to what they observe in their daily routine. For example: At the time when the videos are
being watched, the teacher must make the child interested, through gestures and repetitions
of what the video is about, concentrating on the words that are to be taught.
5. Stories: It is a method by which children easily learn English, as they are moved by a story
told by someone. The teacher can use classic stories, with the topic that is being taught at that
moment, such as, for example: colors, or stories that contain a moral that impacts children,
and that they may feel attracted to learn English
2.What is the difference between formative and summative assessment? Make a wide
description.
Formative assessment is a means of monitoring the learning styles of individual students. It
helps to detect problems early, giving you more time to address and adjust to different
problem areas, while Summative Assessments are used to assess and rate students' general
understanding of what you have taught.
3. Explain some strategies you will use to help the students to improve their English
level.
For students to improve their level of English:

• . Identify difficulties
• Provide accompaniment
• Encourage creativity
• Apply evaluation methods
• Create a language platform
5. What steps are necessary to develop an evaluation?
1. Create an assessment that adjusts to the student’s English level.
2. Make use of the tests in each unit to observe how students progress from one unit to the
next.
These tests will be divided into the following sections:
a. Reading
b. Listening
c. Writing
d. Vocabulary
e. Grammar
3. Daily work in class and at home
5. What are the best times to apply an evaluation?
The ideal is to carry out a comprehensive evaluation in which the two main objectives of
learning are met, the first with respect to the student, here we will evaluate the abilities and
aptitudes of this in front of the subject and the second with respect to the conceptual contents
which must be evaluated for strengthen the teaching-learning process.
6.What types of evaluation do you know? What are the most recommendable for you?
ICFES type tests, oral presentations, debates, dialogues.
In my case, I think the ones that best suit my class are the Icfes and roller plays.
7.What can determine how reliable the evaluation results are?
The validity
The five important sources of validity in learning assessment are (AERA, APA & NCME,
2014; Downing, 2003):
Content. A table of test specifications should be used and the process followed to prepare
it, the definition of the topics, the congruence of the content of the questions with the exam
specifications, the representativeness of the questions from the different areas to be
examined, the quality of the questions, the credentials of the people who elaborate the
questions, among others.
Response processes. Evidence of data integrity is required, so that sources of error that
may be associated with the administration of the exam have been controlled to the extent
possible. For example, the quality control of the preparation of the exam, the validation of
the key of the answer sheet used, the quality control of the report of the examination results,
the student's familiarity with the evaluation format (pencil and paper or computer).
Internal structure. It refers to the statistical characteristics of the exam and the questions
that compose it, such as the statistical analysis of items, the operation of distractors in
multiple-choice questions, the reliability of the exam, among others. Much of this data
should be collected routinely as part of the exam quality control process, especially for high
impact exams.
Relationship with other variables. The relationship of the test results with other variables
refers to the statistical correlation between the results obtained by means of a test with
another measurement of known characteristics. For example, the correlation between the
bachelor's admission exam and the marks obtained in the midterm exams during the career
and the professional exam.
Consequences. It refers to the impact on students of assessment scores, the decisions that
are made as a result of the test, and their effect on teaching and learning. For example, the
method of establishing the cut-off point for passing or failing an exam, the consequences
for the student and society, the consequences for teachers and educational institutions
 web_graphy

https://webdelmaestrocmf.com/portal/tipos-de-evaluacion-educativa/
https://es.slideshare.net/lucrevergara/tarea-4-solo-presentacion
https://es.slideshare.net/rosaangelica30/libro-de-tecnicas-e-instrumentos-de-evaluacin