KIỂM TRA & ĐÁNH GIÁ MÔN TIẾNG ANH THCS

Training Session
Module 3
ASSESSMENTS IN
Lower secondary ENGLISH CLASSROOM
What’s included?
Introduction to the Module
Module 3.1. Assessment and Testing
Module 3.2. Feedback on learning
Practice
Q&A
Topic 3.1

Assessment Vs. Testing
Aims of Topic 1
To enable you to:
recognise what assessment and testing are;
distinguish between assessment for learning and assessment of learning and their roles in language learning/teaching;
familiarise with different forms of assessment in class for effectiveness;


How do you assess pupils in your schools? In pairs or group of 3 discuss and make a list of all your assessment/test techniques/activities.

2. How are these assessment activities different? What are the main purposes of each assessment in the school system?

What are the purposes for Assessment?
To identify what they have learned (achievement over a term)
To identify pupils’ progress in learning EL
To give feedback on the performance of pupils
To diagnose problems and strengths pupils have in a skill
Views from Filipino
and Malaysian
teachers
To plan the next lesson
Module 7 - Slide number 7
Assessment is the engine that drives learning (Cowan, 1998)
Do you understand ?
What is your understanding of the two terms: “assessment’, and ‘testing’ ?

What is the relationship between them ?
A simple definition
Assessment means judging learners’ performance by collecting information about it. We assess learners for different reasons, using different kinds of test/types to do so. Assessment tasks are the methods we use for assessing learners.

Testing measures performance and is an example of an assessment procedure/ assessment instrument
One view
Journals: written exchanges between the teacher and her students. For e.g. after a lesson on wild and domestic animals, the teacher may ask her students to draw a picture or write a story about their experience with animals.
Observations: kid watching, by observing how the students solve the difficulties, teacher know what she/he is good at or how to help
Portfolios: purposeful collections of students’ work which document student learning - “produce a portrait” of a student; it helps children recognize their own strengths and weaknesses.
Assessment tools: Examples

Students Portfolio to develop writing skills:
“Every two weeks, students are assigned a piece of writing (e.g. writing a postcard) to do in class. At home, they may re-read and edit it. In the next class, students are given sometime to exchange their paper with peers and discuss the problems he/she has with the paper. The teacher comes over and helps as well. The students will then rewrite the piece to have the 2nd version and hand it to the teacher for written feedback.
All the writing papers are put in a folder and submit to the teacher on regular basis/at the end of the semester for written comments from teacher.”
Testing to assess students’ skills
“I normally run two kinds of test for the students, oral and written. The oral test is done at the beginning of all lessons on some individuals. The written (objective) tests can be 15-45 minutes long, done at the end of a section/term. The test results will be announced to students…”
Group work
- Compare the two assessment situations above (purpose, frequency, time, administration, ...)
- Which assessment is for learning? Which one is of learning? Why?

Assessment tools: Example 1
Students Portfolio to develop writing skills:
“Every two weeks, students are assigned a piece of writing (e.g. writing a postcard) to do in class. At home, they may re-read and edit it. In the next class, students are given sometime to exchange their paper with peers and discuss the problems he/she has with the paper. The teacher comes over and helps as well. The students will then rewrite the piece to have the 2nd version and hand it to the teacher for written feedback.
All the writing papers are put in a folder and submit to the teacher on regular basis/at the end of the semester for written comments from teacher.”
Assessment tools: Example 2

Testing to assess students’ skills
“I normally run two kinds of test for the students, oral and written. The oral tests are done at the beginning of all lessons on some individuals to check what they have learned after the lesson. The written (objective) tests can be 15-45 minutes long, done at the end of a section/term. The test results will be announced to students. ...”
Module 7 - Slide number 17
Informal Classroom-based assessment (CBA)
Teacher need to use assessment as a teaching tool to promote learning.
(E. White, PhD Thesis presentation, 2012)
..”Informal assessments on a regular basis throughout the school year provides useful information that can help teachers to identify the individual strengths and weaknesses of each student.”
(Source: http://www.readingrockets.org)
Checklist
Effective assessment for learning involves
sharing learning goals with pupils
helping pupils know &recognise the standards to aim for
providing feedback that helps pupils to identify how to improve
believing that every pupil can improve in comparison with previous achievements
both the teacher and pupils reviewing &reflecting on pupils` performance and progress
pupils learning self-assessment techniques to discover areas they need to improve
recognising that both motivation and self-esteem can be increased by effective assessment techniques.
(Source: www.webschool.org.uk)


Key characteristics of AFL
Key characteristics of AFL
sharing learning goals
using effective questioning techniques
using marking and feedback strategies
peer and self-assessment
(Source: www.webschool.org.uk)
Assessment instruments/techniques
Assessment instruments/techniques
Oral interview
Observation
Role-play
Learning Logs
Peer and group assessment
Student portfolios
Presentation
Assessment instruments/techniques
See how it works: ALTERNATIVE ASSESSMENT
Answer these questions:
What are the alternative assessment instruments used in the video clip?
What’s the teacher’s job?
What are the roles of the students?
What are portfolios? What are their benefits?
Practice
Work in groups.
Discuss how you can apply some of those instruments in your own teaching/class.
Include the name of the instrument(s)/technique(s), how you carry it (them) out (frequency, duration, T’s roles, Ss’ roles, …), examples taken from your own textbooks
Present your group work for about 10 -15 mins
REVISION OF PREVIOUS SESSION
TOPIC 3.1
It is rumored that…
Mr. Minister of MOET intends to abolish all types of testing at primary & lower secondary school.
As grassroots teachers from different provinces, we raise our voices against this intention by writing a letter to remind him of the benefits of examinations.

Dear Mr. Minister of Vietnam MOET,
We, … , are writing to you to remind you of the benefits of examinations, for following reasons…
HANDOUT 2

SUMMATIVE and FORMATIVE ASSESSMENT
Assessment can be … or …
Formative
Process-oriented
Subjective
Objective
Individual attention
Summative
Increasing learner’s autonomy
For class as a whole
Teacher-centered
Product-oriented
Formal
Informal
More reliable
More valid
Self/peer/teacher assessment
Teacher assessment only
Low stake
High stake
ASSESSMENT…
OF LEARNING
Summative
Product-oriented
Formal
More reliable
More objective
Teacher assessment only
For class as a whole
Teacher-centered
High stake






FOR LEARNING
Formative
Process-oriented
Informal
More valid
More subjective
Self/peer/teacher assessment
Individual attention
Increasing students’ autonomy
Low stake

WHAT ARE THEY?
WHEN AND WHY?
Topic 3.2
Feedback FOR Learning
Aims of Topic 2
To enable you to :
draw on your own experience in giving feedback to learners;
identify different techniques of giving feedback, their purposes and their possible effect on learners;
demonstrate understanding of evaluative and informative feedback as means of assessment
practice making proper feedback using more informative feedbacks by doing a short micro teaching.
Feedback for Learning
the desired goal
some understanding of how to close the gap
evidence on where they are now
Adapted from http://www.nicurriculum.org.uk
Feedback should provide:
Group these examples into two types of feedback
Can you spot your mistakes?
Fantastic – Good girl. Here’s a sticker.
Don’t talk rubbish!
Mina, you are using a lot more descriptive words which makes the story more interesting.
Evaluative Feedback
Feedback can be evaluative
- means making a judgement of the value of a response, piece of work or pupil behaviour.
E.g. Very good, satisfactory, D-, 15/20
??????

Evaluative feedback
Giving rewards
e.g. smiley stickers, sweets, stars, ??????

Giving punishments
e.g. giving unsmiley faces, losing marks or not getting marks, ??????
Expressing Approval and Disapproval
A. Positive e.g.
Verbal: Fantastic- good girl. Here’s a sticker.
Well done. I am pleased with you ??????
B. Negative
Verbal: Don’t talk rubbish; ???????
Your spelling is really bad
Non verbal: frowning, ignoring a child ???
Informative Feedback
describes for pupils their achievements
OR
tells them what needs to be improved or changed
Informative feedback may involve
Telling a child that their response is correct or not
Saying why an answer is correct or not correct
Telling children what they have achieved/ not achieved in relation to learning objectives
Suggesting a way of improving
Getting children to suggest how they can improve

(adapted from Gipps, Callum & Hargreaves 2000 Page 92)
‘there is no point in you praising a child, patronizing them and saying this is wonderful , this is good , all the time, when really and truly they don’t know what’s good about whatever it is ( the work or response), they haven‘t been given any pointers or tips of how to improve’

(Quote from British primary teacher
Gipps, Callum & Hargreaves 2000 Page 97)
Feedback
Feedback is vital for learning but not all types of feedback help learning.
Praise and rewards can motivate but do not over-use.
Link praise or reward to evidence of why the response is good.
Informative feedback helps learners to improve and learn
When teachers use more informative feedback, they take on a supportive rather than a directive role;
So this means greater involvement of pupils in their own learning. A good thing !
Provides evidence of where children are now
Shows them where they need to be ( desired goal)
Helps them to close the gap and move forwards
Encourages them to self correct
Involves them in thinking about how they can improve

Helpful feedback
What are the Dos and Don’ts in feedback giving?
Work in groups and discuss
What are the Dos and Don’ts in feedback giving?
Watch the video to find out
What are the Dos and Don’ts in feedback giving?
Dos:
Know why the error happened
Identify the type of error (vocabulary, grammar, pronunciation, pragmatic?)
Use feedback that fits the error
Allow self-correction
Be encouraging, positive
Don’ts:
Techniques in giving feedback
What techniques do you usually use to give feedback to your students:
on oral production?
on written production?
Techniques in giving feedback: Oral Production
Watch the video to find out
FEEDBACK ON ORAL PRODUCTION
Correction
Reformulation
Asking for clarification
Gestures
FEEDBACK ON ORAL PRODUCTION
ON-THE-SPOT FEEDBACK: gestures, silent mouthing, offer quick correction, reformulate, ask for clarification or repetition
DELAYED FEEDBACK:
Observers note errors & feedback
Record/ videotape students & feedback
TECHNIQUES IN GIVING FEEDBACK
Handout 2.2
Handout 2.3
WHAT TECHNIQUES DOES THE TEACHER USE?
Story 1
Story 2
Story 3
Techniques in giving feedback: Written Production
Watch the video to find out
FEEDBACK ON WRITTEN PRODUCTION
Provide models
Self-edit checklists and resources
Focus on fluency, comprehension
Formative, peer feedback
Possible Procedures for Correcting an Error

Incorrect Response
Encourage self correction
Ask another student to answer
Get 1st child to repeat
Model the correct answer
Incorrect response / No response
Child calls a friend for help
Give clues or help
Praise for effort
Child repeats
A sample of assessment procedure
Questions to ask ourselves
Is the mistake or error wrong?
Should I redirect the class/group?
Does it affect communication?
Will it offend or irritate someone?
What is the most supportive feedback?



Some principles to bear in mind

A, Be informative rather than evaluative
B, Be encouraging



C, Be attentive to learners’ response
D, Avoid humiliating (cultivating positive attitude towards mistakes)
E, Use both on-the-spot and delayed feedback
Practice
Do role-play teaching in groups
Each take a different role, then swap
Demonstrate
Others observe, take notes of feedback-giving techniques
Comment

WHAT TO GIVE FEEDBACK ON?
WHEN TO GIVE FEEDBACK?
HOW TO GIVE FEEDBACK?
WHO TO GIVE FEEDBACK?
SOME FOOD FOR THOUGHT
FORMATIVE ASSESSMENT
INFORMATIVE FEEDBACK
ASSESSMENT FOR LEARNING
FEEDBACK FOR LEARNING

TKT
References
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning: Putting it into Practice. Buckingham: Open University Press. 2-4
British Council. (2009). ToTs Training Materials British Council
British Council. (2009). Motivating Learning: DVD Teacher Training Series. East Asia: British Council
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press
Cowan, J (1998). On Becoming an Innovative University Teacher. Buckingham: Society for Research into Higher Education, RHE & Open University Press.
Gordon T. (2007) Teaching young children a second language London: Praeger
McKay, P. (2006). Assessing young language learners. Cambridge: CUP
Linse, T. C. (2005). Practical English Language Teaching: Young Learners. McGraw Hill: NY.
Oosterhof, A. (2003). Developing and using classroom assessments. New Jersey: Merrill Prentice Hall.
Shaaban, K. (2005). Assessment of young learners. English Teaching Forum, 43 (1), pp. 34-40.
Spatt, M. Pulverness, A. & Williams, M. (2005) The TKT Course. London: Cambridge University Press.