Professional Documents
Culture Documents
Source: Brown, D. (2004) Language Assessment: Principles and Classroom Practices. New York: Pearson Longman.
Jenny C. Acevedo and Roco C. Oviedo Universidad Industrial de Santander Santander, Colombia
One of the disturbing things about tests is the extent to which many people accept the results uncritically, while others believe that all testing is invidious. But tests are simply measurement tools: It is the use to which we put their results that can be appropiate or inappropiate. Bailey (1998)
Introduction
In Chapter 1, an important distinction was made between testing and assessing:
Test
Tests are formal procedures, usually administered within strict time limitations, to sample the performance of a test-taker in a specified domain.
Assessment
Assessment connotes a much broader concept in that most of the time when teachers are teaching, they are also assessing. Assessment includes all occasions from informal impromptu observations and comments up to and including tests.
Alternative Assessment
A new proposal that emerged in the 1990s The proposal was to assemble additional measurement of students, in order to triangulate data.
Brown and Hudson(1998) proposed a new terminology: instead of Alternative assessment, they changed it to Alternatives in assessment.
All tests are assessments but, not all assessments are tests.
Alternatives in Assessment
Performance-based assessment
Performance-based assessment implies productive, observable skills, such as speaking and writing, of content-valid tasks.
Characteristics
1. 2. 3. 4. 5. 6. Students make a constructed response They engage in higher- order thinking , with open ended tasks Tasks are meaningful , engaging, and authentic Tasks call for the integration of language skills Both process and product are assessed Depth of a students mastery is emphasized over breadth
Procedures for performance- based assessment Performance-based assessment procedures need to be treated with the same rigor as traditional tests. This implies that teachers should:
state the overall goal of the performance specify the objectives (criteria) of the performance in detai prepare students for performance in stepwise progressions use a reliable evaluation form, checklist, or rating sheet treat performances as opportunities for giving feedback and provide that feedback systematically utilize self- and peer-assessments
Portfolios
A portfolio is a purposeful collection of students work that demonstrates students efforts, progress, and achievements in given areas (Genesee and Upshur, 1996). Portfolios include materials such as: essays and compositions in draft and final forms; reports, project outlines; audio and/or video recordings of presentations, demonstrations, etc. journals, diaries, and other personal reflections; tests, test scores, and written homework exercises; self- and peer-assessments--comments, evaluations, and checklists.
Atributes of portfolios
Gottlieb (1995) suggested a developmental scheme for considering the nature and purpose of portfolios, using the acronym CRADLE to designate six possible attributes of a portfolio:
Collecting: an expression of students lives and identities. Reflecting: thinking about experiences and activities. Assessing: evaluating quality and development over time. Documenting: demonstrating student achievement. Linking: connecting student and teacher, parent, community, and peers. Evaluating: generating responsible outcomes.
It is inappropriate to reduce the personalized and creative process of compiling a portfolio to a number or letter grade. Instead, teachers should offer a qualitative evaluation such a final appraisal of the work, with questions for self-assessment of a project, and a narrative evaluation of perceived strengths and weakness.
Activity
In groups you are going to implement , as a teacher, a portfolio on your class. Using the guidelines on pages (257-259), you are going to plan your portfolio following at least 5 out of the 7 steps. You will have 10 minutes.
Journals
A journal is a log of ones thought, feelings, reactions, assessments, ideas, or progress, toward goals, usually written with little attention to structure, form, or correctness.
Journals obviously serve important pedagogical purposes: practice in the mechanics of writing, using writing as a thinking process, individualization, and
communications with the teacher.
Conferences goals
Interviews goals
Assess the students oral production Seeks to discover a students learning styles and preferences Asks a student to assess his or her own performance Requests an evaluation of a course
Observations
Observation is a systematic, planned procedure for real-time, almost furtive recording of student verbal and nonverbal behavior.
One of the objectives of such observation is to assess students without their awareness (and possible consequent anxiety) of the observation so that the naturalness of their linguistic performance is maximized.
Potential observations
Sentence-level oral production skills pronunciation of target sounds, intonation, etc.- grammatical features (verb tenses, question formation, etc.) Discourse-level skills (conversation rules, turn-taking, and other macroskills) Interaction with classmates (cooperation, frequency of oral production) Frequency of student-initiated responses (whole class, group work)
Drawbacks
Subjectivity
Being too harsh or too selfflattering
Not having the tools to make an accurate assessment
Personal goal settings: Fosters intrinsic motivation Provides extra-special impetus of having set and accomplished a goal
Journal entries
4. Socioaffective assessment:
When learners resolve to: Assess and improve motivation Lower their own anxiety Plan to overcome mental or emotional barriers to learning
Self-assessment of styles:
5. Student-generated test:
To summarize
The six alternatives in assessment with regard to the fulfillment of the major assessment principles: