Language Assessment

ORAL PRESENTATION
Scenario 3

Group members:
Bùi Văn Hiếu
Lê Thùy Linh
Đỗ Thị Khánh Linh
Phan Thị Ngọc Linh
 Scenario 3

* Assessing goals: Assessing students’ achievement of the vocabulary they have been taught
( Unit 1-3, MOET’s new textbook)
* Assessing content: Form, meaning and use of the learnt vocabulary
* Assessing conditions:
Time: 15 minutes
Students’ age range: Students of grade 4; 9 years old
Students’ level: A1 of the CEFR
I. KEY TERMS

of the learnt
vocabulary
 Form Meaning Use

How is the vocabulary What does the vocabulary When or why is the
formed? mean? vocabulary used?
 FORM OF VOCABULARY

Spoken form

Form Written form

Word part

FOR EXAMPLE: THE WORD “MORNING” IS SPELLED “M-O-R-N-I-N-G” AND THE

FIRST SYLLABLE IS STRESSED
 MEANING OF VOCABULARY
• 2 ASPECTS OF MEANING.
i. WHAT IS LITERAL OR ‘ESSENTIAL’ MEANING OF THE WORD?
ii. WHAT DOES IT MEAN IN THE CONTEXT IT’S BEING USED IN?
• FOR EXAMPLE:
SHE’S WEARING A RED SKIRT. THE LITERAL OR ESSENTIAL MEANING OF THE
WORD “RED”: A PARTICULAR COLOR.
SHE’S RED FROM SITTING IN THE SUN.
HER SKIN HAS TURNED A PARTICULAR SHADE OF PINK INDICATING SUNBURN.
 USE OF VOCABULARY

• THE WORDS WE CHOOSE TO USE ARE DETERMINED BY THE SITUATION WE ARE IN

AND/OR WHAT WE WANT TO COMMUNICATE TO OUR LISTENER(S).
• USE IS INTERCONNECTED WITH MEANING.
• FOR EXAMPLE:
GOOD MORNING! IS A GREETING WE USE WITH OTHERS WHEN WE SEE THEM BEFORE
NOON.
 IF WE SAY GOOD MORNING! TO A PERSON WHO GETS UP IN THE AFTERNOON, WE ARE
BEING IRONIC AND PERHAPS INDICATING DISAPPROVAL. WE WOULD PROBABLY NOT
SAY THIS TO OUR BOSS WHEN HE/SHE CAME IN LATE.
 II. ASSESSMENT TARGET

• TO ASSESS STUDENTS' ACHIEVEMENT OF THE VOCABULARY OF MOET'S NEW

TEXTBOOK
- UNIT 1 (NICE TO SEE YOU AGAIN)
- UNIT 2 (I'M FROM JAPAN)
- UNIT 3 (WHAT DAY IS IT TODAY?)
 III. ASSESSMENT PURPOSE
Assessment purpose
(Achievement Test)
+ Check for students’ understanding by a
formative assessment throughout a lesson or
unit
+ Determine students’ level of achievement by
a summative assessment after they complete
the study of a topic, and provide them with
feedback.
Other assessment purposes
(Diagnosis, Placement , Grades)
- Diagnostic tests: Identify both what students
have learnt, the feedback students need and
the types of learning activities
- Placement tests: students are assigned to
different levels of the same type of instruction,
education, or work.
- Assigning grades: grades represent your
summative evaluations or judgments about how
well your students have achieved important
learning targets
 IV. DIFFERENTIATE 3 ASSESSMENT METHODS:

Selected response Constructed response Personal response

• Present students with • Require students to • Like constructed-

language material and
require them to choose
the correct answer from
among a limited set of
options
produce language by
writing, speaking, or
doing something else.
response assessments,
personal-response
assessments require
students to actually
produce language

• Ss typically do not create • Virtually no guessing • Allow each student's

any language => not
require Ss to use any
productive language.
factor, and they measure
productive language use
as well as the interaction
of receptive and
productive skills
responses to be quite
different. (communicate
what they want to
communicate
Disadvantages and advantages of assessment methods

Selected Constructed Personal

response response response
• MCQ • Fill-in • Conferences
• T/F • Short answer • Portfolio
• Matching • Performance • Self/peer
assessment.
 1. PROS AND CONS OF SELECTED RESPONSE.
Pros Cons
- Easy to score. - Difficult to construct.
- No room for subjectivity. - High percent of correctly-random
- Cover a wide range of knowledge guessing.
areas. - Unable to test Ss’ productive skills
- Test lots of Ss at a time. - Encourage Ss to learn by recognition
- Suitable for Ss at low level of English. - Discourage Ss’ creativity.
 2. PROS AND CONS OF CONSTRUCTED RESPONSE
Pros Cons
- Easy to construct. - Subjectivity in scoring.
- Minimize guessing factors. - Take long time to score.
- Test lots of Ss at a time. - Unable to cover wide range of
- Enable to test both Productive and contents.
receptive skills.
- Suitable for Ss at both low and high
level of English.
- Encourage Ss to learn thoroughly.
 3. PROS AND CONS OF PERSONAL RESPONSE

Pros Cons
- Can assess developmental process of Ss. - Difficult to construct.
- Enable to test both Productive and - Subjectivity in scoring.
receptive skills. - Take long time to score.
- Encourage Ss to learn thoroughly. - Unable to cover wide range of
- Encourage Ss’ creativity. contents.
- Not suitable for Ss at low English level.
 V. APPROPRIATE ASSESSMENT METHODS
FOR GIVEN SCENARIO.

• SELECTED RESPONSE: MCQ AND MATCHING

• CONSTRUCTED RESPONSE: FILL-IN, SHORT ANSWER

 WHY WE CHOSE MCQ, MATCHING, FILL-IN AND
SHORT ANSWER ?
MCQ:
- TEST A WIDE RANGE OF CONTENT AREAS.

- BE EASILY-DEPLOYED FOR MANY SS AT A SHORT TIME.

- MOST SUITABLE FOR SS AT BEGINNING ENGLISH LEVEL.

WHY WE CHOSE MCQ, MATCHING, FILL-IN SHORT
ANSWER ?
MATCHING:
- A KID-FRIENDLY TEST.

- ATTRACTIVE FOR CHILDREN.

- FOCUS ON RECEPTIVE KNOWLEDGE.

 WHY WE CHOSE MCQ, MATCHING, FILL-IN AND
SHORT ANSWER ?
FILL IN AND SHORT ANSWER:
- A BIT CHALLENGING FOR STUDENTS.

- EMPHASIZE ON WRITTEN FORM.

 VI. MINI TEST

* Duration: 15 minutes
* Questions: 15 questions (qs)
* Assessing vocabulary: morning, goodbye, evening, pupil, American, England,
Japanese, friends, today, Friday, Wednesday, weekend, go swimming, play the
piano, visit my grandparents.
* Assessment methods/ instruments:

Selected Constructed
response response

• MCQ ( 4 qs) • Fill-in (4 qs)

• Matching (4 qs) • Short answer
(3 qs)
 MULTIPLE CHOICE
Exercise 1: Choose the best answer:
1. I ____ the piano on Saturday and Sunday.
A. go B. watch
C. play D. see
- To assess the use (collocation) and
2. Today is Tuesday. Tomorrow is _____ . meaning of vocabulary
A. Thursday B. Friday - Four options- 25% of guessing
C. Wednesday D. Saturday
factor.
3. It is very hot. I ___ swimming with my father.
A. watch B. play
C. go D. listen

4. I have a lot of ____ in Hanoi.

A. from B. friends
C. country D. city
 MATCHING
Exercise 2: Match the words with the pictures.
One word is not needed.

1. Morning a. - To assess passive vocabulary

knowledge of students
2. England - To assess form- meaning
b.
relationship

3. Evening - One more option added to the

word list to minimize guessing
c. factor
4. Goodbye

5. Japanese d.
FILL- IN
Exercise 3: Complete the dialogue with the
words in the box:
Hello Friday today grandparents weekend
Example:
A: (0) __. Nice to meet you. - To assess use and meaning of
B. Nice to meet you, too. vocabulary in a given context
Answer: (0) Hello
- Provide a word box to limit a
Hieu: What day is it (1) ___, Thu? number of possible answers and
Thu : It’s (2) ___.
Hieu: What do you do in the morning? avoid subjectivity in scoring
Thu : I go to school.
Hieu: Do you go to school at (3) ___?
Thu : No, I do not. I visit my (4) ___.
SHORT ANSWER
Exercise 4: Look at the pictures. Look at the first and
the final letter. Write the correct words:
Example: 0. c _ t Answer:
0. cat
- To assess form of vocabulary
(written form)

1. A______n - The first and the final letters

provided as the prompts

2. P___l

3. E_____g