Unit 13 Assessment in Language Teaching.docx

Unit 13 Assessment in Language Teaching.docx

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Unit13AssessmentinLanguageTeaching

Unit13AssessmentinLanguageTeachingandLearning

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Aimsoftheunit

Inthisunit,wearegoingtodiscusshowtoconductassessmentinlanguageteaching.Wewillmainlytalkaboutthefollowing:

1.Assessmentpurposes

2.Assessmentmethods

3.Assessmentcriteria

4.Assessmentprinciples

5.Testinginlanguageassessment

-----------------------------------Part1-------------------------------------

I.Revision

Inreality,whenwecommunicatewitheachother,weoftenusemorethanoneofthefourskills,whicharelistening,speaking,readingandwriting.It’samustincommunication.

Itisnecessarytointegratetheskillsinmanydifferentsituations.Anditisafactthatweusethemtogether.

12.1Whyshouldweintegratethefourskills?

1）Manysituationsforceustouseintegratingtheskills.

2）Communication.Tocommunicatebetterinreality.

3）Consolidatecommunicativecompetences.

4）Buildinmorevarietyintolessons.

5）RaisemotivationtolearnEnglish.

Possibleoccasions:

interview,makeaspeech,orderdishes,examination,havealesson,shopping,sendashortmessage

IntegratedskillswillmotivatestudentstolearnEnglishinrealcommunication.

Whataretheconditionsforlanguagelearning?

1.Essential:

1）Exposureinputofrealspokenandwrittenlanguage）2）Useoflanguagetodothings3）Motivation:

toprocessandusetheexposure

2.Desirable:

Instructioninlanguage（vocabularyandform）.

Integratingthefourskillscanleadtothestudents’all-rounddevelopmentofcommunicativecompetenceinEnglish.

12.2Howcanweintegratethefourskills?

Therearetwotypesofintegration:

SimpleIntegration

Receptiveskills:

listeningreading

↓↓

Productiveskills:

speakingwriting

ComplexIntegration

Oralmedium:

listening←（adialogue）→speaking

↑（adictation）↓

Writtenmedium:

reading←（aletter）→writing

12.3Whataretheimplicationsforteaching（exceptforintegratingskills）?

1.Focusondiscourse话语:

Whatisdiscourse?

Itisawholeunitofcommunicativetext,eitherspokenorwritten,thatis,everyaspectofatext.

Discoursefeaturesincludeaspectssuchas:

1）theorganizationofatext

2）theform/layoutofatext

3）languagestyle（formalorinformal）

4）theregister（语域）（thevocabularyevidenceofthelanguagestyle）

2.Adjustingthetextbook

Notalltheactivitiesinthetextbookcanbedesignedforintegrationofthefourskills,sowemayneedtomakesomechangestothecontents,fromthesimpleintegrationtothecomplexone.

3.Adjustingthetimetable

Thatmeansweshouldmakethetimetablearrangementsmoreflexiblesothatwecanintegratetheskillsbetter.Arrangethetimetableagainifnecessary.

12.4Whatarethelimitationsofintegratingthefourskills?

1.Time-consuming

2.Students’differentskilllevels

&Thefourskillstendtodevelopatadifferentpace:

receptiveskillsarestrongerthanproductiveskills.

12.5Conclusion

Integratingthefourskillsenhancesthefocusonrealisticcommunication,whichisessentialindevelopingstudents’competenceinEnglish.Butitisnecessaryforteacherstomaintainanappropriatebalancebetweenintegrationandseparation

-----------------------------------Part2------------------------------------

II.Presentation

Whatisassessment?

AssessmentinELTmeanstodiscoverwhatthelearnersknowandcandoatacertainstageofthelearningprocess.

Puzzles:

1.Assessment=Testing?

2.Leveloflanguagelearning=scores?

3.60points=everything?

Inthepast,weassessthestudentsjustbytheirscore,andbasedonthat,weprovidecriteriatoqualifythemforhigher-levelstudies.Sothescorecanbetheonlyonepurpose,whichseemsmoreimportantthananythingelse.Andsothemostimportantpurposeforthestudentsistogethighmarksintheexaminations.That’swhytheyoftensay:

分分分，学生的命根；考考考，老师的法宝。

Inthisway,thelearnerscandonothingbuttakeexaminations.Thiswillfrustratemanystudentsintheprocessofstudyortheperformanceofexaminations,andtheymaybegoodatsomethingelse.So,wecan’tcallthesystemofassessmenttobefairinsomeway.So,weshouldmakeaclosestudyofthepurposesofassessmentinlanguageteaching.

Question:

13.1Whataretheassessmentpurposesoflanguageteaching?

Task1（P157）（checkonebyone）

PurposesofAssessment:

1.Discoverlearners’achievements

2.Evaluatelearners’progress

3.Checkuponteachers’performance

4.Motivatestudents,nottofrustratethem

5.Providemotiveforlearning,etc

Question:

Whatconclusioncanyoudrawfromtheform?

Conclusion:

Itfocusesnotonlyontheresultbutalsotheprocess;notonlyknowledge,butalsoability,whichcanbeillustratedbelow:

Inthepast

knowledge

result

negative

assessor

Now

Knowledge/skills

process

positive

assessors

Ingeneral,thepurposeofassessmentinlanguageteachingandlearningistodiscoverwhatthelearnersknowandcandoatacertainstageofthelearningprocess,toacertainextent.Eachstagehasitsowncriteria.

Stage

Knowledge

Ability

Primary

criteria……

criteria……

Junior

criteria……

criteria……

Senior

criteria……

criteria……

University

criteria……

criteria…….

Andinthepast,theassessorscouldbeadministrators,teachers,sometimes,maybetheparents.However,studentscanbeassessorswhocanassessthemselves（andteachers’teachinginsomeoccasions）.That’sreallyastimehaschanged;theassessmentanditspurposeshavechanged,too.Buttherolesofthevarietyofassessorsaremoreorlessdifferent.

Question:

Howmanykindsofassessorsarementioned?

Page158

Assessors

Ingeneral,allofthemwanttoknow

Administrators

1.Whathasbeendoneandwhatneedstobedone

2.Whatthestudentshaveaccomplishedandwhattheyhavetoachieve

Teachers

Parents

Students

Question:

Whatdoassessorswanttoknowbyassessing?

Pair-work:

Report

Anditisveryclearthatallthepeopleinvolvedineducationhavesomereasonstoconsiderassessmentnecessary.Theyareadministrators,teachers,parentsandstudents.Allofthemwanttoknowwhathasbeendoneandwhatneedstobedoneandwhatthestudentshaveaccomplishedandwhattheyhavetoachieve.Andthat’swhytheassessorsfromtheNationalDepartmentofEducationcomehere.Youwillknowmoreaboutitifyouhavequestionstoaskthemafterclass.

Note:

Bothpositiveandnegativeassessmentshouldbemadeavailabletothelearners,ashonestlyaspossible.Teachers’motiveishonestlytopromoteandencouragetheirlearning,nottofrustrateorputthemdown.

However,manypeople,whooftencomplainthatthereissomethingwrongwiththeassessment,whichseemsunitaryorsingleinsituationaleducation,haveadoubtwhetheritisagoodmeanstoassessstudentsbasedonthecriteriaandconceptionadoptedincurrenteducationsystem,andsomesuggestthattheformofassessmentshouldbereformedormademorescientificandderivedfromall-around.

Question:

Whataretheproblemswithassessmentinsomeinstitutions?

Group-work（Bb）

Theproblemswithassessmentarenotwithitspurposesbutwiththeaspectsofitsnature,namely,methods,criteria,principlesandfeedback,etc.

13.2Assessmentmethods

Question:

Howshouldweassessstudents?

Group-work:

（Gatherideasfromthestudents）

Speakingofassessment,manyteachersimmediatelythinkoftests.However,thereisanimportantdifferencebetweenassessmentandtesting.

Whatarethedifferencesbetweenassessmentandtesting?

Task:

Readandfinishtheformbelow（P159）

Differences

Assessment

Testing

Informationgatheringway

Manyways

Onlyoneway

Form

Formalandinformal

Formal

Time

Atdifferenttimes

Sametime

Occasion

Different

Single

Range

Broader

Narrower/part

Contents

Knowledgeandability

Mainlyknowledge

Sides

Dimensional

One-dimensional

Norm

Varietyandprogress

Same

Basis

Allaround

Scoring

Result

Accurateandreliable

Accurateonce

So,besidestesting,therearemanyotherwaystogatherinformation,suchasteachers’assessment,continuousassessment⊕,students’self-assessment,andportfolios.

Fourotherwaystogatherinformationaboutlearners:

Fillintheformwiththefourways.

Teacher’sassessment

Subjectiveestimate:

students’knowledge,strength,weaknesses,overallperformance,work,achievement,etc

Continuousassessment

Assignment,participation,performance,（attendances）,report,grades,thefinalgrades,etc

Self-assessment

Performance,achievementsandprogress

Portfolios

Arecordofthestudents’assignmentsandwork

13.3Assessmentcriteria

Assessmentmeanstodiscoverhowwelllearnersknowthingsorcandothings.But“howwell”is“wellenough”?

Sosomecriteriashouldbecreatedforourreferencetoassesslearners.

Whatcriteriashouldwebaseontoassesslearners?

Threetypesofassessment:

1.Criterion-referencedassessment

2.Norm-referencedassessment

3.Individual-referencedassessment

Whataretheimplicationsofeachassessment?

Criterion-

referenced

Syllabus-based:

afixesstandardwhichistheultimategoalandwhichthestudentsareexpectedtoachieveattheendofthecourse

Norm-

referenced

Score-based:

tocompareAwithBorClass1withClass2.Bythecomparison,wecanknowwhetherastudentoragrouphasmadeprogressornot

Individual-

referenced

Self-based:

TocompareA’sownpreviousperformancewithhisorhercurrentperformancetoseewhetherheorshehasmadeprogress

Task4P162

13.4AssessmentprinciplesP162

13.5Testinginassessment

Drawbacksofusingtestsforassessment:

Group-work

Thoughtestinghassomanydrawbacks,itis,atleastnow,themostwidelyusedmethodtocollectinformationforthepurposeo