EVALUATION IN ENGLISH
TEST VS ASSESSMENT
TEST:
Ø A test is one form of assessment and refers to procedures used to
measure a learners’ learning at a specific point in time and often involves
collecting information in numerical form.
Ø Common forms of tests are multiple choice questions and gap-fill or
cloze tests.
Ø In English classes, teachers also need to assess their students’
learning to determine the effectiveness of their teaching and of the materials
they use.
ASSESSMENT:
Ø Assessment refers to any of the procedures teachers use to do this,
which may include interviews, observations, administering questionnaires and
reviewing students’ work.
Ø Assessment covers a broader range of procedures than testing and
includes both formal and informal measures.
Types of assessment:
diagnostic assessments:
Ø get the information you need to understand student knowledge (strength
and weakness) and engage your whole classroom.
Ø used before learning,
Ø to determine what students already do and do not know.
Formative assessments
Ø help teachers understand student learning while they teach, and provide
them with information to adjust their teaching strategies accordingly.
Ø During the course
Summative assessment
Ø measure student progress as an assessment of learning.
Ø At the end
Ø Standardized tests are a type of summative assessment and provide data
for you, school leaders and district leaders.
Ipsative assessment
Ø It is a type of assessment as learning.
Ø Compares learner’s present performance to their own past performance, to
chart achievement over time.
Ø It motivates students to set goals and improve their skills.
Proficiency assessment
Ø To test the ability to use language
Aptitude test
Ø To assess the proficiency of testee for taking a job.
TYPES OF TESTS USED IN EXAM
Three types:
1.Purposes specified (why)-for specific purposes.
i)
Diagnostic to identify the area of learning for remedial (shortcomings)
ii) Aptitude predictive function to identify
talents (future)
iii)Achievement to which extent our objects how
achieved (success/fail?)
iv) Proficiency ability at a given time. (level
of?)
2.Mode specified (How): mode of construction and usage of tests
- Formal vs
informal
- Formative vs
summative
- Continuous vs
technical
- Process vs
product
- Coursework vs
examination
- Internal vs external
3.Process specified: on the basis of construction
- Teacher made
(flexible) vs standardised (rigid)
- normal reference
(NRT) vs criterion reference (CRT)
NRT: discriminate between
candidate and other candidates (rank)
-high achievers vs low achievers
CRT: Ability of candidate
compared with the standard results
-for behaviour terms.
Ø What it
measures what it is supposed to be measured
Ø Honesty in doing what one promises to do
Ø purpose and practise are two dimensions in the concept of validity
RELIABILITY
Ø consistency of results
Ø Accuracy of what is measured
Ø If a student takes the same test more than once, the student has to get
the same score.
USABILITY:
Ø easy to administrate
New structures/ vocabulary
New vocabulary a textbook must teach 250 to 300 words
a year
New vocabulary to be introduced at 1:40
Ø New word in every 40 words. If it falls to 1:30 or 1:20 that book will
become difficult.
Ø To overcome the difficulty on page glossary should be provided.
Ø Note: glossary gives only the meaning which is essential in the context and
it should not be provided at the end. It must be on the same page.
New structures to be introduced at 1:8
Ø If it becomes 1:4 or 1:5 the lesson will be easy
Ø If it becomes 1:12 the lesson will be difficult
Ø To overcome this appropriate exercises are to be given.
Question vs item
Question is used to refer to the open-ended types
like paragraph/essay type/ short answer type
Item is used to refer the objective type of
items
It is in two types:
- Selection type-
highly reliable- Ex: MCQ
- Supply type-
examinee to provide answer on his own in a word or sentence. Ex: FIB,
Multiple choice questions
Ø Useful to test knowledge, comprehension and even application.
Key terms are:
Ø Rubric: a set of instructions, especially on an exam paper, usually printed in
a different style or colour, it must be clear without ambiguity
Ø Stem: is a direct question or incomplete statement followed by options
Ø Options: normally the given 4 alternatives are called options
Ø Key: the correct choice of options is key
Ø Distracters: In the given 4 options, except the key, other three are called
distracters.
Remedial teaching
Ø It is not re-teaching, it is a crash course
Ø It is a highly specific and need based
Ø more practise than theory
Ø at the end there is always a test
Ø achievement is expected to be very high
|
Don’t tell the learner, They haven’t learnt or They need to re-learn.
It will damage their self esteem |
Ø It should not interfere with the new learning
Reciprocal teaching
It consists of three main components
- Teaching and
learning of specific reading comprehension strategies(QSCP)
QSCP: Questioning,
Summarising, Clarifying, Predicting
- Dialogue between
teacher and student (why, when, where)
- Appropriating of
the role of the teacher by learners.
Reflective teaching
John Dewey defines reflection as thinking
It is thinking analytically to improve future teaching
It is essential to link theory and practise
It is a process of learning from experience.
Features :
1.
Reviewing relevant
existing research
2.
Gathering new
evidences
3.
Analytical skills
4.
Evaluation skills
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