Language testing &

assessment
Formative assessment
Group 2
 • Techniques
+ Self- assessment
+ Peer assessment
+ Portfolio
Contents + Feedback
• If teachers use FA, is it necessary
to change the method (GTM, DM,
ALM, CLT) they apply to teaching?
If the answer is yes, what is it?
 Technique: SELF- ASSESSMENT

• Basically, self-assessment means learners making their own

judgements about their abilities, qualities of their own leaning
processes and products ( Green-13)
 • Self-assessment makes you sure and
confident about your capabilities. It
eliminates or reduces work related fear
and uncertainty.
Benefits of • Gain confidence in their own judgement;
acquire a view of evaluation that covers
self- the whole learning process; and see
assessment errors as something helpful. It was also
seen to be potentially useful to teachers,
providing information on learning styles,
on areas needing remediation and
feedback on teaching (Barbot, 1991).
  To have good self-assessment,
Benefits of students should have the ability to
self- provide accurate judgements of
their achivement and proficiency
assessment
 • Correlating the self-assessment
measure with one or more
external measures of student
performance (e.g., Shameem,
Self- 1998; Ross, 1998)
• Use of multi-trait multi-method
assessment’s (MTMM) designs and factor
validity analysis (Bachman & Palmer,
1989) and a split-ballot technique
(Heilenman, 1990
• comparing student ratings to
teacher scores
  In general, these studies have
found self-assessment to be a
Self- robust method for gathering
assessment’s information about learner
proficiency and that the risk of
validity cheating is low (see Barbot, 1991).
 Technique: PEER- ASSESSMENT

• Peer assessment is an educational activity in which students

judge the performance of their peers and it can take different
forms depending on the characteristics of its implementation,
the learners and the learning context
 • Provides a structured learning
process for students to critique
and provide feedback to each
other on their work
Benefits of • Helps students develop lifelong
peer- skills in assessing and providing
feedback to others, and also
assessment equips them with skills to self-
assess and improve their own
work.
Peer- • Comparative judgement (Jones &
Alcock, 2014)
assessment’s • Comparing student ratings to
validity teacher scores
 Technique: PORTFOLIO (from Handbook…)

• Include 2 parts: process-ortiented self-regulation and task-

specific self-assessment.
• Students produce and reflect on written work. They write
responses to question referring to the writing process and the
content of their writing, such as:
What strategies have I used to decide what to say?
Does my portfolio include drafts, schemes or products deriving from brainstorm?
What questioned have I asked myself to organize the text?
Have I considered the purpose of my essay and the reader’s needs?
Have I considered potential arguments against my point of view and adressed them?
……
 Technique: PORTFOLIO (from Handbook…)

• Portfolio are especially good vehicles for reflection on process

and product. In fact, reflection is one of the primary purposes of
portfolio-based assessment.
• In order to enhance the self-assessment aspect, Ss should be
engaged in generating a list of qualities of excellent pieces of
work, and in a process of judging their own work in relation to
those qualities. This process would be followed by opportunities
to revise
 Technique: FEEDBACK ( from Exploring…-
Anthony Green)

• Feedback uses information about the current state of a system to

regulate and make adjustments to that system.
• Feedback gives to learners of all ages to improve learning and
narrow the performance gap between the higher achieving and
lower achieving learners.
 Characteristic of
effective feedback
(Green- p92)
 Effective feedback
Prosprective
- Look forward to guide and
encourage learners to reflect and
take action to improve
performance.
Directly related to learning goals
- Makes use of checklists or scales
based on curriculum goals.
- Learner understands the criteria.
Continuous and timely
- Feedback is provided as an
integral element of each unit
- There are opportunities to improve
Unproductive feedback
Retrospective
- Only looks back at completed
performance, does not require
action by the learner.
Not related to learning goals
- Comments are inconsistent and
unfocused.
- Learner does not grasp the
criteria.
Infrequent and delayed
- Comes only after the relevant unit
is complete.
Specific Generic
- “successful use of linking words to - “good organisation.”
connect sentences”
Frequent and continuous Infrequent
Task referenced: descriptive of the Peron referenced: praise or criticism
performance, not judgemental of of the learner.
the person. - “Good job!”
- “There are three grammatical - “Must try harder!”
errors in the second paragraph.
Can you find them?”
Corrective: targeted and achievable Excessive
- Requires action that is within - Asks too much of the learner in
scope of learner abilities. terms of difficulty or quantity.
- Additional support (scaffolding)
may be provided to simplify the
The answer of the
question
No
 GTM DM ALM CLT
Self- Self-
assessmen correction
t
Peer- Communic
assessmen ative
t activities
Portfolio Writing Paragraph Letter
compositio writing writing
n
Teacher’s Questioning Correct ss’ Questionin
 don’t change the teaching methods because
feedback for each method,
mistakes g and we
can apply different FA assessment. immediatel giving
y feedback.
Thank you for your
attention!