Curriculum and Course Design - PER 3260

Dr. Antonio Grau Sempere

Week 15 – Unit 10.2: Assessment & Exam review

Universidad Internacional de La Rioja

In today’s class

Hour 1:
Unit 10.4-
10.5:
Types of
assessments

Hour 2:
Exam review
2: Units 6-10

2
What are the three types of
assessment strategies?

3
 Diagnostic

Formative Summative

4
 Diagnostic

Summative
Formative (a.k.a.
evaluation)

5
 Diagnostic

Definition

Formative Summative

6
Tasks to test students on
what they already know and
allow for teachers to make
adjustments to the intended
curriculum to meet the needs Diagnostic
of the students.

It takes places in the day-to-

day learning experiences the
students participate in, it is
generally informal, and
occurs throughout the entire
year.
Definition
Tasks to determine if the
learning objectives set out
at the beginning of a
unit/semester/end of the Formative Summative
course/project/year have
been achieved.

7
 Tasks to test students on
what they already know and
allow for teachers to make
Diagnostic
adjustments to the intended
curriculum to meet the needs
of the students.

Definition

It takes places in the day-to- Tasks to determine if the

day learning experiences the learning objectives set out
students participate in, it is at the beginning of a
Formative Summative
generally informal, and unit/semester/end of the
occurs throughout the entire course/project/year have
year. been achieved.

8
 Diagnostic

Application

Summativ
Formative
e

9
• Explains how the student is
progressing towards
demonstrating proficiency on
grade level standards
• Supplies information to adjust
instruction
• Indicates if the curriculum is
helping students achieve grade
level standards
• Predicts future performance
• Monitors student progress
• Adjusts instruction to
maximize student
Diagnostic achievement
• Provides effective and timely
feedback
• Reveals students who need
remediation
• Predicts performance on
summative assessments

Application • Builds on student

strengths
• Clarifies misconceptions
• Adjusts the curriculum
Summativ
Formative to meet the needs of the
e
students
• Introduces new or
unknown concepts

10
 • Builds on student
strengths
• Clarifies misconceptions
• Adjusts the curriculum
Diagnostic to meet the needs of the
students
• Introduces new or
unknown concepts

• Explains how the student

is progressing towards
• Monitors student progress
demonstrating proficiency
• Adjusts instruction to
Application on grade level standards
maximize student • Supplies information to
achievement
adjust instruction
• Provides effective and
• Indicates if the curriculum
timely feedback Summativ
Formative is helping students
• Reveals students who e achieve grade level
need remediation
standards
• Predicts performance on
• Predicts future
summative assessments
performance
11
 Factors to
consider
when
implementing
assessment

12
 Educational
setting

Available Format of
resources the course

Factors to
consider
when
implementin
g
assessment
Preferences Institutional
of the or curricular
teacher requirements

Learner's
needs

13
14
15
What's this?

What's its
purpose?

Type of
assessment?

16
 KWL chart

Graphic organizers
that help students
organize information
before, during, and
after a lesson

Diagnostic, formative

17
What's this?

What's its
purpose?

Type of
assessment?

18
 Test

Evaluates how
well students
have mastered
the class content

Summative
(evaluation)

19
What's this?

What's its
purpose?

Type of
assessment?

20
 Needs analysis
questionnaire

Gives a general
understanding of the
specific needs and
wants of students

Diagnostic

21
What's this?

What's its
purpose?

Type of
assessment?

22
 Exit ticket

Requires students to
explain something
they have learned, or
to process some part
of the day’s lesson

Formative

23
What's this?

What's its
purpose?

Type of
assessment?

24
 “Can do” self-
assessment
checklist

Estimates the
individual
proficiency levels
of learners

Diagnostic,
formative

25
 10/10 true or false 10 x 0.25 = Wrong answer:
statements 2.5 points - 0.10 points

5/5 short-answer 5 x 0.5 = No longer than 5

questions 2.5 points lines

No longer than 2
1/2 essay question 5 points
sides of a page
How is the exam
formatted?

Time: 120 minutes

Grammar or spelling Wrong word =

Penalties error = - 0.05 points - 0.10 points
(max. - 2 points) (max. - 2 points)

More details TBA

26
 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
Learning aim, outcomes, Communicative language
Learning outcomes Task-based learning Assessment and evaluation
and objectives competences

Diagnostic, summative, and

Bloom’s Taxonomy Gamification
formative assessment

Formal and informal

Cultural activities
assessment

27
 TBL is mainly focused on
True or false statements
Sample questions meaning

Explain what TBL is in your

Short-answer questions
own words

Explain what TBL is; provide two LOs

for a TBL activity; describe the age
Essay question group, level, timing, and topic;
explain the activity; outline the
assessment

28
Write your
answers
in the chat
box Sample T/F section

29
 Define x in your own words

Define x in your own words and give

Short-answer questions, typically…
an example/some examples

Compare x and y and give examples

30
 Sample
short-answer
question

Define TBL
in your own
words
31
Sample short-answer Define TBL in your own
question words

TBL is based on the idea that learning language

successfully comes through having to
communicate real meaning. When learners are
involved in real communication, their natural
strategies for language acquisition will be used,
and this will allow them to learn to use the
Possible answer 1 language. Classroom activities guided by TBL are
characterised by trying to produce meaningful and
real communication, at all levels. As a result there
may be more emphasis on skills than systems,
lessons are more learner-centred, and there may
be use of authentic materials.

32
Sample short-answer Define TBL in your own
question words

TBL is based on the idea that learning language

successfully comes through having to
communicate real meaning. When learners are Too general. It
involved in real communication, their natural defines
strategies for language acquisition will be used,
and this will allow them to learn to use the communicative
Possible answer 1 language. Classroom activities guided by TBL are
characterised by trying to produce meaningful and language
real communication, at all levels. As a result, there teaching rather
may be more emphasis on skills than systems,
lessons are more learner-centred, and there may than TBL.
be use of authentic materials.

33
Sample short-answer Define TBL in your own
question words

Task-based language learning has its origins in

communicative language teaching. Educators
adopted task-based language learning for a
variety of reasons. Some moved to a task-
based syllabus to develop learner capacity to
Possible answer 2 express meaning, while others wanted to make
language in the classroom truly
communicative, rather than the pseudo-
communication that results from classroom
activities with no direct connection to real-life
situations.

34
Sample short-answer Define TBL in your own
question words

Task-based language learning has its origins in

communicative language teaching. Educators This is not a
adopted task-based language learning for a
variety of reasons. Some moved to a task- definition of the
based syllabus to develop learner capacity to
concept, but
Possible answer 2 express meaning, while others wanted to make
language in the classroom truly rather a summary
communicative, rather than the pseudo-
communication that results from classroom of its background
activities with no direct connection to real-life history.
situations.

35
Sample short-answer Define TBL in your own
question words

TBL stands for task-based learning and it's an

approach that focuses on setting a task for
students and then following three main steps to
achieve that goal: pre-task, task, and post-task.
This teaching method relies on four main
Possible answer 3 principles: The primary focus is on meaning
(communication), there should be a
communicative gap to fill, learners rely on their
own linguistic and non-linguistic resources, and
the language is used for an outcome other than
the use of the language.

36
Sample short-answer Define TBL in your own
question words

TBL stands for task-based learning and it's an

approach that focuses on setting a task for
students and then following three main steps to
achieve that goal: pre-task, task, and post-task.
This teaching method relies on four main Good answer, all
Possible answer 3 principles: The primary focus is on meaning
relevant elements
(communication), there should be a
communicative gap to fill, learners rely on their are there.
own linguistic and non-linguistic resources, and
the language is used for an outcome other than
the use of the language.

37
 Sample essay question

Explain what TBL is;

provide two LOs for a TBL
activity; describe the age
group, level, timing, and
topic; explain the activity;
outline the assessment

38
 Explain what TBL is; provide
two LOs for a TBL activity;
describe the age group, level,
Sample essay question
timing, and topic; explain the
activity; outline the
assessment

TBL stands for task-based learning and it's an

approach that focuses on setting a task for
students and then following three main steps to
achieve that goal: pre-task, task, and post-task.
This teaching method relies on four main
The definition principles: The primary focus is on meaning
(communication), there should be a
communicative gap to fill, learners rely on their
own linguistic and non-linguistic resources, and
the language is used for an outcome other than
the use of the language.

39
 Explain what TBL is;
provide two LOs for a TBL
activity; describe the age
Sample essay question
group, level, timing, and
topic; explain the activity;
outline the assessment

Provide some SMART

The learning outcomes
examples

40
 Explain what TBL is;
provide two LOs for a TBL
activity; describe the age
Sample essay question
group, level, timing, and
topic; explain the activity;
outline the assessment

The age group, level,

?
timing, and topic

41
 Explain what TBL is;
provide two LOs for a TBL
activity; describe the age
Sample essay question
group, level, timing, and
topic; explain the activity;
outline the assessment

Let’s examine one

The activity
example

42
Any issues with this
activity?

43
Any issues with this
activity?

Warm-up?

44
Any issues with this
activity?

Pre-task, and not

post-task, is
focused on form

45
Any issues with this
activity?

Pre-task:
introduction to topic
and activate prior
knowledge?

46
Any issues with this
activity?

Task: Task,
planning, report.
Where are these in
here?

47
Any issues with this
activity?

Task: focus on
meaning, fills a gap,
outcome other than
the use of language,
learners’ own
resources?

48
Any issues with this
activity?

Post-Task: Analyzing,
practice. Focused on
form?

49
 Is this a good
example of TBL?

50
 Is this a good
example of TBL?

Not really…

51
 Explain what TBL is;
provide two LOs for a TBL
activity; describe the age
Sample essay question
group, level, timing, and
topic; explain the activity;
outline the assessment

Where and how?

The assessment What type of
assessment(s)?

52
Summary

We’ve reviewed the

exam format
We’ve seen what’s
important in units 6-
We’ve gone over the 10
three types of
We’ve completed 10
assessment
T/F statements
strategies
We’ve evaluated
some short answers
We’ve outlined an
essay question

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