PÄDAGOGISCHE HOCHSCHULE für Welcome 1. Assessment ...€¦ · •Assessment (formal, informal, formative, summative, alternative) •Testing (norm-referenced, standards-based,

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Welcome 1. Assessment: terminology

2. Assessing language 3. Assessment based on E8 BIST

using the 4.0 Scale 4. Assessing receptive skills

5. Assessing productive skills

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Communicative competence

Find the questions to my answers:

5 Norwich

gardening

white John Denver

Indian Ocean

English, History, Art Maths, Physics

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How many pets do you have? Where did you study?

What‘s your hobby?

What colour is your car? Who is your favourite pop star?

Where did you spend your last holiday?

What subjects do you teach? What did you not like at school?

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How many …… do you have? Where do you ……?

What‘s your …….?

What colour is ……..? Who’s your ……. ?

Where do you …..?

What …… do you like? What …… do you not like?

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Assessment: terminology

Claudia Mewald


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Terminology

• Measurement

• Evaluation

• Reliability (rater-related, test-related, student-related)

• Validity (content-related, construct-related, criterion-related)

• Washback

• Assessment (formal, informal, formative, summative, alternative)

• Testing (norm-referenced, standards-based, criterion-referenced, achievement, diagnostic, placement, proficiency, integrative tests)

• Performance

• Competence

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Terminology

• Measurement

• Evaluation

• Reliability (rater-related, test-related, student-related)

• Validity (content-related, construct-related, criterion-related)

• Washback

• Assessment (formal, informal, formative, summative, alternative)

• Testing (norm-referenced, standards-based, criterion-referenced, achievement, diagnostic, placement, proficiency, integrative tests)

• Performance

• Competence

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Assessment

makes use of a wide range of methodological techniques

to document, measure, and/or evaluate

the academic readiness, learning progress,

and skill acquisition of learners of all ages

in an ongoing process

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participation

tests

homework

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Testing/Tests

a subset of assessment

physical existence: prepared, administered

at predefined times in a course

to measure and evaluate

learner performance

instruments of evaluation

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Performance the action or process of performing a

language task or language function

learners listen, speak, read, or write

a sample of language or some kind of

response to input

learner output that can be used to infer general

learner competence

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Competence a set of abilities, knowledge & skills,

commitment, motivation, and willpower that

enable a person to act effectively

in a wide variety of situations

each level/stage of development has its own

requirements so that

competence can occur

at any time in the learning process

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KNOWING

DOING

skills learning intention

motivation

WILL POWER

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Measurement

the process of quantifying observed

performances

to provide exact descriptions of performances

to compare them or to hold

them against a norm

to assign numbers

to rank order or grade

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What can we measure?

We cannot measure competence, we can only measure performances

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Evaluation the systematic determination of the worth and

significance of a performance

uses criteria governed by a set of standards

assists in decision-making (planning)

helps to ascertain the degree of achievement or

value in regard to the aim and objectives

enables reflection and

assists in the identification

of future action/change

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We cannot evaluate a person, we can only evaluate a

performance or product

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Reliability

the consistency of a measure

if it produces similar results under consistent

conditions

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Validity the extent to which a test measures what it is

supposed to measure

the degree to which evidence and theory

support the interpretations of test scores (construct)

the extent to which a test actually

samples the subject matter (content)

the extent to which criteria match

teaching and learning goals and results are

supported by other concurrent performances

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design goals with target

performance in mind

describe evidence for target

performance

(can-do statements)

develop criteria to assess evidence

plan teaching and learning

feedback on teaching and learning through formative or summative assessment

making use of criteria

adjust teaching and learning according to

feedback based on assessment

The design cycle

from goals to teaching, learning & assessment

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I can greet my friends and people I know well and ask for their well-being, if I can use the phrase bank or if my peers or teachers help me.

Simpler goal I can greet my friends and people I know well and ask for their well-being. I know one or two phrases to do this.

Target goal I can greet my friends and people I know well and ask for their well-being. I know many different phrases to do this.

More complex goal I use formal or informal language when I greet people or ask for their well-being correctly.

3.0

2.0

4.0

1.0 Handout Thinking Skills

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References

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Brown, D. H., & Abeywickrama, P. (2010). Language Assessment. Principles and Classroom Practices. New York: Pearson.

Documents

PÄDAGOGISCHE HOCHSCHULE für Welcome 1. Assessment ...€¦ · •Assessment (formal, informal, formative, summative, alternative) •Testing (norm-referenced, standards-based,