Transcript Assessing and Evaluating - ed

By Olga Obzhylian
Cherkasy Lyceum of Humanities and Law
2013
“Setting appropriate
assessment tasks is a
principle of good
teaching.”
Paul
Ramsden
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“Assessment is the process of identifying,
gathering and interpreting information about
students’ learning. The central purpose of
assessment is to provide information on
student achievement and progress and set
the direction for ongoing teaching and
learning. (NSWET, 2008)
Evaluation is decision making about
student performance and about appropriate
teaching strategies.
When assessing students, teachers gather,
summarise and interpret data to determine
which strategies to implement in an effort to
further enhance the learning experiences for
the student
 When evaluating students, teachers gather,
summarise and interpret data to determine the
students’ mastery of content and the
effectiveness of the teaching strategies.

In the intent of use:
 Choose assessment when you wish to
determine educational strategies.
 Choose evaluation when shaping student
knowledge, belief and behaviour through
understanding of performance
Initial, formative, summative
 Objective and subjective
 Informal and formal

Initial assessment is conducted prior to
instruction to establish a baseline from
which individual student growth can be
measured
Formative assessment = assessment
for learning
 happens during the lesson
 is carried out through a course or
project.
 allows students to benefit from the
teacher’s feedback while the lesson is still
happening
 can tell teachers where to go next
(review, spend more time, move on)
Summative assessment =assessment
of learning
•Can happen at the end of a unit, school
year, etc.
•Tells the teacher whether the student has
mastered the objective
•Helps shape future instructional plans

Student involved assessment (students are
not passive but are engaged in developing the assessment,
determining what a good performance entails, and learning to score
through models provided by the teacher)

Effective teacher feedback (feedback should
be clear, descriptive and illustrated for students. Students need
guidance in giving their peers feedback)

The skills of self-assessment (AFL should
lead to self-directed learning, which requires learners to evaluate
themselves. Students should be asked to think about their goals,
their current ability and how to work from one to the other)
a form of questioning
which has a single correct answer, e.g. true/false answers,
multiple choice, matching questions.
a form of questioning
which may have more than one correct answer, e.g.
extended-response questions and essays.
a written document
test
quiz
observation
rubrics
discussion
paper
checklists
portfolio
rating scales
performance
Reliability relates to the consistency of an
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assessment and is based on the following:
Temporal stability
Form equivalence
Internal consistency
Validity relates to the accuracy of an assessment
“A test must be reliable in order to be valid…However,
reliability will not guarantee validity. (Woolfolk, 2005)
Methods of Assessing Language
may
be common in
assessing
listening,
reading,
vocabulary,
grammar
works
well for
productive
skills such as
writing and
speaking
MULTIP
LE
CHOICE
FILL-INTHEBLANK
TRUE/
FALSE
CLOZE
TRANSF
ORMATI
ON
Tests
- grammar
- listening
- vocabulary Disadvantages
Advantages
- easy to mark - reading, etc. - students may
- multiple
distracters
minimising guess
work
guess the answer
- assesses only
recognition of
language
Example (from Laser B1, p.66 WB)
Choose the correct option (a, b or c)
1. Manchester United…Oxford City easily in yesterday’s
match.
a beat b won c lost
2. If we…this game, we’ll be in the final!
a beat b win c gain
3. Our opponents were far better so we…the game.
a scored
b lost c missed
4. Ronaldo has the ball and…a terrific goal! What a player!
a scores
b makes
c wins
5. Both teams played well but in the end they…one all.
a drew b scored
c beat
6. Carlo…a prize in the surfing competition.
a scored
b beat c won
Advantages
- High reliability
- Easy to write
- Limits guessing
Tests
-grammar
-vocabulary
-listening for
specific
information
Disadvantages
- Harder to score
- Numerous
correct answers
-not
communicative
Example( from Exam Activator, p.19)
You are going to hear a radio news programme. Complete the
gaps 1-4 with a maximum of two words.
Politics:
Mr Jack Prune is said to have spent public money during his Italian
(1)……….. .
Economy:
The scientists have found that we are wealthier now and enjoy
(2)…….. .
Entertainment:
The Rolling Stones concert is supposed to begin at (3)……..p.m.
Weather:
The roads in the northern part of the country may be (4)….and
blocked by fallen trees.
Example (from Laser B1, p. 78 WB)
Complete the text using one word in each gap.
The Accident.
I (1)…… been looking at my mobile every five minutes to check it was
still on because I’d (2)……waiting for an important phone call for
hours. When my phone finally rang, I (3)……just decided to pour some
orange juice and I spilt it all over the phone!
Complete the second sentence so that it has the same
meaning as the first.
“Do you know what the time is, John?”asked Dave.
Dave asked John……(what)……..it is.
presenta
tions
portfolios
rubrics
interviews
writing
summaries
Rubric on Group Activity
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Criteria
Promptness to assemble and
finish task on time – 2,5 points
Members’ cooperation in the
discussion and work – 2,5
points
Clarity and smoothness in the
discussion of the topic with the
class – 2,5points
Use of English in the discussion
– 2,5 points
Total points - 10
Writing Rubric
Topic sentence______2 points
Concluding sentence__2 points
Unity___________3 points
Development_____5 points
Order of ideas and linking
words_________4 points
Grammar_________4 points
Vocabulary ________4points
Total points - 24
Challenges teachers face
challenges
problem
solution
Language level
low proficiency students;
Tasks complex and
confusing to complete;
Producing the language
difficult and limited
Use L1 in instructions and
feedback;
Write clear or familiar
tasks;
Prior to the assessment let
students practise;
Only ask for short
performances
Feedback
Direct assessment takes
more time to score;
Feedback should be
understandable and clear
for students
Using a scoring rubric;
Sharing the rubric with
students before the test;
students use the rubric to
rate their own
performance
Score interpretation Many factors can impact the Warm-up before the test;
students’ performance
give choices; collect
multiple measures
•Placement evaluation
•Formative evaluation
•Diagnostic evaluation
•Summative evaluation
Evaluation is a global
process. It assesses all
aspects of child’s
development.
 Evaluation is a continuous
process as education.
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It provides feedback on the
students to know their
strengths and weaknesses.
It creates a motivational effect.
It encourages in building good
study habits.
It helps teacher in guiding the
growth of students.
It helps in locating the areas
requiring remedial measures.
It provides basis for revision of
curriculum.
It helps in assigning marks
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Written examination
Oral examination
Practical examination
Observation
Interviews
Questionnaire
Check list
Rating Scale
1. Assessing and Evaluating Student Learning. Atlantic Canada English
Language Art Curriculum: K3
2. Bachman, L & Palmer, A.S.(1996). Language Testing in Practice.
Oxford University Press
3. Baxter, A. (2011,March). Testing – Why Bother?
4. Billings,D & Halsted, J.(2009). Teaching in Nursing: Guide for
Faculty.3rd Ed.St.Louis: Elsevier Saunders
5. Chappius, S & Siggins, R.J. (2009). Classroom Assessment for
Learning. Educational Leadership.
6. Desypri,M . & Stournava,J. Laser B1 Workbook. MacMillan (2012)
7. Dr. Ph Powell-Davies (2011). New Directions: Assessment and
Evaluation. A Collection of Papers.
8. Frost, R. British Council, Turkey (2005, February). Testing and
Assessment.teachingenglish/British council/BBC
9. Lewis, S. Evaluating Speaking, part 2 (2008, May)
10. Prakash, J. Valuable Notes on the Evaluation Process in Education.
11. Rea, J.B. Interesting Article about Assessment and Evaluation.
12. http.//electronicportfolios.org/system/model/jpg