英語教學論Chapter7AssessmentinLanguageTeaching精選課件

1、Chapter 7 Assessment in Language TeachingDr Hongying Zheng第1頁，共27頁。Aims of the unitWhat is assessment? How is it different from evaluation and testing?The purposes of assessmentThe methods of assessmentThe criteria for assessmentThe principles for assessmentTests in language assessment第2頁，共27頁。Under

2、standing assessmentTask 1 The following is a list of understanding given by different teachers a bout assessment. Tick the ones that are closest to your understanding. Then compare and discuss them with your partner. 第3頁，共27頁。Its to do with testing.Finding out how good you are at something.I use it

3、to keep a check on my learners, by spelling tests, small quizzes and things like that.It is an on-going process which focuses on the whole life of our school. Finding out if we are being effective.I feel as though its a big stick hanging over our heads, teacher evaluation and all that.Finding out st

4、rengths and weaknesses of our students and ourselves.I use tests in my classroom. I also use quizzesas a way of keeping a check on the students learning. I also mark their work, sometimes with a grade but usually a comment.It is to do with record-keeping, collecting information about how well the st

5、udents are doing.I think it has something to do with evaluation.(Adapted from Conner, 1991:2)第4頁，共27頁。Differences among testing, assessment and evaluationTesting: Testing often takes the pencil and paper form and it is usually done at the end of a learning period. The result is often expressed by a

6、mark, a grade or a ratio. Students test scores are compared with each other and sometimes ranked for selection purposes.Assessment: Assessment involves the collecting of information or evidence of a learners learning progress and achievement over a period of time for the purposes of improving teachi

7、ng and learning. It is not based on one test or one task, nor is it expressed by a mark or grade, but rather in a report form with scales or levels as well as description and comment from the teacher. Test scores may also be one source of the information. The students achievement is often measured a

8、gainst his/her own starting point rather than compared against the skills or abilities of other students.Evaluation: Evaluation, according to Cameron (2019:222), can be concerned with a whole range of issues in and beyond language education: lessons, courses, programs, and skills can all be evaluate

9、d. It involves making an overall judgment about one work or a whole schools work. It produces a global view of achievement usually based on many different types of information, such as observation of lessons, students test scores, teachers assessment reports, course documents, or interviews with stu

10、dents and teachers, etc.第5頁，共27頁。Task 2Read the above definitions again and draw your own diagram to demonstrate your own understanding of the three terms and their relationships. Does the diagram you created help you, to some degree, understand the relations among the three terms?Explain to each ot

11、her how testing is related to assessment and assessment to evaluation.第6頁，共27頁。Purposes of assessmentAssessment in ELT means to discover what the learners know and can do at certain stage of the learning process. 第7頁，共27頁。Task 3What do you think are the purposes of assessment?The chart below has twe

12、lve possible purposes of assessment. Do you agree with them? If yes, choose six items that think are the most important purposes of assessment. Then add one or two assessment purposes that you think apply to ELT classroom.第8頁，共27頁。Agree/Disagree1. To discover learners weakness2. To discover learners

13、 achievements3. To evaluate existing curriculum4. To check upon teachers performance5. To motivate learners6. To provide learning incentive7. To provide basis for further planning of teaching: what to teach next8. To qualify students for certain status9. To provide basis for correction10. To provide

14、 criteria to qualify for higher level studies11. To provide learners with a sense of accomplishment12. To foster learning ability第9頁，共27頁。Task 4According to what you have understood from the above discussions, complete the following table and then discuss it with a partner. TestingAssessmentEvaluati

15、onPurposesSources of informationReport formsFor whom?第10頁，共27頁。What are testing, assessment and evaluation for?Testing is for schools or parents benefits, for them to know exactly where each student stands among all the students tested and how well they do in such tests. Assessment is for teachers a

16、nd for learners, for them to not only know how well they have done but also where they have done well and where they need more efforts. For educational purposes and for the purposes of improving teaching and learning, assessment is far more important than testing.Evaluation is often for authorities

17、who would want to know whether the money they spent or the policy change has had good results.第11頁，共27頁。Methods for assessmentSummative assessment: It is mainly based on testing. It is done mostly at the end of a learning period or the end of a school year. It focuses very much on memory work. Forma

18、tive assessment: It is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well. It focuses on the process of learning, that is, on assessing how well students un

19、derstand concepts, perform tasks and make progress during the process of learning rather than on the final product or result of learning.第12頁，共27頁。Task 5Work in pairs and answer the following question:Besides testing, what are the other methods that can be used to gather information about the knowle

20、dge and performance of language learners? Please give examples if possible. 第13頁，共27頁。In addition to testing, there are many other alternative ways to gather information, such as teachers observation;continuous assessment;students self-assessment;project work;portfolios;第14頁，共27頁。Teachers observatio

21、nsResearch shows that the teachers knowledge about students and their strengths and weaknesses based on daily observations is more accurate and sound than testing (Law and Eckes, 2019:44). Very often the teachers observations of the learners overall performance or achievement can be quite accurate a

22、nd fair.第15頁，共27頁。Continuous assessmentThe final grade given to the student is not his/her mark on the final exam paper; rather, it is some kind of combination of the grades the student has received for various assignments during the course. It can also include the grades that the teacher has given

23、for the students performance or participation in the class activities. It could also be a written report rather than just a grade. 第16頁，共27頁。Self-assessment and peer assessmentThe students themselves are given the chance to evaluate their own performance, using clear criteria and weighting systems a

24、greed on beforehand. Kohonen (2019) asserts that students are able to make quite accurate assessment of their own achievements. With peer-assessment students are involved in assessing each others work. This will give them a sense of responsibility in learning and it can give them a good opportunity

25、to become more aware of their own learning.第17頁，共27頁。Project workProject work requires students to complete a set of tasks designed to explore a certain idea or concept. 第18頁，共27頁。Portfolios Portfolios aim to assess students ability to apply knowledge. A portfolio is a purposeful collection of mater

26、ial assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study. As part of the portfolio process, students are normally asked to think about their needs and goals, and reflect on their weaknesses and strengths in language learning. Thei

27、r reflections not only help raise their awareness for learning but also provide feedback to teachers, enabling teachers to be more aware of the students interests, needs, potentials and abilities so that teachers can take necessary measures to monitor their learning (Barootchi and Keshavarz, 2019).第

28、19頁，共27頁。What kind of things can be included in a portfolio?Oral performance records based on story-telling, interviewing, dialogue performance, etc.Collection of pictures and art works reflecting the students learningDrawings, picture story, diagram description by the student;Performance records su

29、ch as role plays, reciting, music performances, etc.第20頁，共27頁。Criteria for assessmentCriterion-referenced assessment: it is based on a fixed standard or a set criterion. Norm-referenced assessment: it is designed to measure how the performance of a particular student or group of students compares wi

30、th the performance of another student or group of students whose scores are given as the norm. Individual-referenced assessment: it is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability. 第21頁，共27頁。T

31、ask 7What are the possible advantages and disadvantages of different assessments based on different criteria? Discuss the question in groups of 4 and note down your ideas in the chart below.AdvantagesDisadvantagesCriterion-referencedNorm-referencedIndividual-referenced第22頁，共27頁。Assessment principles

32、Assess authentic use of language in reading, writing, speaking, and listening;Assess literacy and language in a variety of contexts;Assess the environment, the instruction, and the students;Assess processes as well as products;Analyse patterns of errors in language and literacy;Base assessment on normal development patterns and behaviour in language and literacy acquisition;Clarify and use students when assessing reading, writing, and content knowledge;Involve students and parents, as