Professional Documents
Culture Documents
by
Mr.Samir Bounab
yellowdaffodil66@gmail.com
January 19th 2016
Sidi Naamane Medea 2
Tasks
9:00
Opening session
9:05 - 9: 20
9:20 10:30
10:30
40
Coffee pause
10: 40
00
- 10:
-
11:00 - 11 :
30
11:30
55
12:00
- 11:
Workshops
Feedback of the workshop
Closure of the training
Standartized tests
1-Why are teachers of
English blamed fo rbad
results?
2- What are the causes
of such weak results?
Test anxiety
3- What solutions do
you suggest to get
better results?
Time
management
What
is
testin
g?
5 reflection
It is the thing or
product
that measures a
particular
behavior or set of
objectives.
http://www.speechandlanguage.com
Testing Vs
Assessment?
5 reflection
Teachers vs Testing
Many teachers dislike preparing
and grading exams, and most
students dread taking them. Yet
tests are powerful educational
tools that serve at least four
functions.
Why
testing?
5
reflecti
on
rinciples of Testing
10- Are these activities repetitive ?creative?11-Do they require the learner to find answers in the text or to deduce
them from the context?
12- Do the vocabulary- related activities appear in a meaningful
context?
13- Do the grammar related activities appear in a meaningful context?
14- Do the pronunciation activities appear in a meaningful context?
15- Do the activities allow for the use of critical thinking or are they
merely referential ?
16- Are the activities assessing the writing skill in accordance with the
exit profile? Are they meaningful for the student?
17- Does the task at hand correspond to his level of proficiency or is it
beyond his cognitive abilities?
18- Are the tasks communication- oriented ?
19- Do the BEM questions cover an important part of the curriculum?
20- Are the targeted competencies assessed objectively?
21- Are the assessors aware of the rubrics used by the designers of
exams?
22- Do they use assessment criteria (relevance, correct use of
language, coherence and
development) and indicators to measure students production?
23- Are they aware of the four levels of mastery of competencies
(maximum, minimum, partial or lack of mastery)
24 -Do they use these criteria when they assess the work of learners?
Why ?
2- some of them?
Why?
2 reflection
3- None of them?
Why?
5 reflection
Format of:
tests & exams
Part One :
< 14
points>
A/ READING
COMPREHENSION
(7points)
B / Mastery of Language
The text
The activites
Lexis
4 words in all the text
[The words spread all over
the whole text].
The words given must
have at least 4 possible
answers for each word.
The words given in lexis
should be re-invested
likely in the written
Expression
ACTIVITY 1 :
Mechanic/Morphology
tasks
(word formation /
CTIVITY
2
:
Syntax
punctuation)
/ problem solving
must be:
Related Topically to the text .
Not taken from the text
Well worded
Well written
Contains topic task person addressed to
Hints : must not be
- questions .
- nouns
- verbs
- prepositions
Example(hints):
- Place ( abroad / Algeria.
- Time ( holidays..
- Stay ( how long / hotels..)
Write about :
No
motivating
in accordance with
the pedagogical
objectives
adapted to the
level
of the pupil
conveys
positive
values
illustration
s
authentic
documents
a set of
instructions
significant
formulation
rather
than a
Situation of integration
question
(Target situation)
readable
formulation
should be within
reach
should be within
a situation of
communication
in accordance
with the context
of work
integrates the
knows ,skills;
attitudes
realistic practice
takes into account
the local means
in accordance
with the target
competence
Criteria
Relevance(2points)
Topic(1pt)alltheideasare
relatedtothetopic
Format(1pt):correct
(2points)
Topic(0.5pt)
Topic
atleast4)
Format(0.5pt):
correct
(1pt)
1or2sentences)
Format:
Correct/incorrect
(0.5pt)
Ideaswell
SomeIdeasarewell
organized
topicsentences/
supportingsentences
Notopicsentence(no)
conclusion
Organized
Organisation
(2points)
conclusion
sentencesarelinkedcorrectly
(2points)
Someideasarerelatedtothetopic( Verylittlereferencetothetopic(
Topicsentences/no
conclusion
Somesentencesarelinked
correctly
(1point)
Ideasarenotwell
organiseddifficultto
follow
Notopicsentence
Noconclusion
Sentencesarenotlinked
correctly
(0.5point)
LinguisticResources
(2points)
Correctuseof(tense)/verb
form/linkwords
vocabularyvaried
(2points)
Correctuseof(tense)/verbform incorrectuseof(tense)/verb
form
Useof3linkwords
nolinkwords
Vocabularynotvaried
vocabulary(very)limited
3mistakesareaccepted
morethan6mistakes
(1point)
(0.5pt)
Note:
If a candidate is out of the
topic , Do not take into
consideration (do not
mark) organisation
and
linguistic
resources
Mark just Format
Write down the full
correction of the test or
Examiner guide
2013 typology
lexis
Mastery of
language
pronunciatio
n
Typical correction
What should
teachers
do after delivering
a test
secti
on
Typical
correctio
scorin
g
Take into
account all th
possible ,
logical
answers
Respect
the
examiner
guide
scoring
scale
or
exam?
5 reflection
Sample of exam
paper conform
to he above
instructions:
Text :
(7pt)
Activityone:(2pts)
Matcheachtitlewithitscorrespondingparagraph.
Paragraphone
TheHardDaysatSea
Paragraphtwo
Therescue
Paragraphthree
Asailingholiday
Paragraphfour
Theaccident
b)
d)
Part One :
B- Mastery of
Language: (7
pts)
Activitythree:
Findinthetextfourwordsthathavethefol owingsounds.
/ e/very / :/ water
1
1
2
2
Write about :
1234-
Resources
National Curriculum 2015
BEM Guide September 2013
Google Images.
From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993
By
Mr.Samir Bounab
At
yellowdaffodil66@gmail.com