ANEP CEIP

Departamento de Segundas Lenguas y Lenguas Extranjeras

ASSESSMENT
Training Session for English Teachers
March 9-13, 2015
Montevideo

???
What am I supposed to assess?
How often?
Old vs new schools assessment?
What strategies may be used for assessment?
How am I supposed to register the results?

ASESSMENT VS EVALUATION

ASSESSMENT

Systematic and purposeful

gathering of information and
collection of data on an ongoing basis

EVALUATION

Interpreting,
Interpreting analyzing
and reflecting on the assessment data for different
purposes and decision-taking

ASSESSMENT and EVALUATION

Example: If you assess a childs reading comprehension

skills in April and again in May, you can evaluate the
progress he or she has made by comparing the two assessment instances.

What type of activities may be

used for assessment?
Oral presentations.
Science experiments.
Projects (e.g.: poster-making).
Big book writing and design.
Games.
Etc.

ANY ACTIVITY THAT IS USED FOR

TEACHING MAY BE TRANSFORMED INTO
AN ASSESSMENT ACTIVITY.

Process of Student Evaluation

Preparation

Assessment

Reflection

Evaluation

 Curriculum - what students will learn

Assessment - what
students have learned

No discrepancy between what is

taught and what is tested.
You must assess what you teach
and what you expect students to
learn.

ENGLISH TEACHERS:
Responsible for the
teaching of:

Responsible for the

assessment of:

LANGUAGE FUNCTIONS (Communica-

LANGUAGE FUNCTIONS (Communica-

SKILLS

SKILLS

(Oralidad, Lectura,
Escritura)
Listening
Speaking
Reading
Writing

(Oralidad, Lectura, Escritura)

Listening
Speaking
Reading
Writing

tion)

tion)

YOU MUST ASSESS:

FOREIGN LANGUAGE INSTRUCTION: ability to use language effectively to attain
communicative goals

FROM WHERE SHOULD

ASSESSMENT ACTIVITIES ARISE?
PLANNING
OBJECTIVES

Well-crafted objectives = ideas for assessment:

What will I teach?
What will the Ss be able to do by the end of the
activity?
How will I know if they have met this goal?
OBJECTIVE: To teach Ss how to describe characters from a story.

Ss knowledge changes:
Ss undergo different stages of interlanguage
Interlanguage features (overgeneralization, regression,
fossilization, etc.)

Asessment should be ongoing (period of time,

variety of situations.
Assessment should focus on processes and
products.

Assessment provides information about

the effectiveness of instruction.
If students are not learning, teachers must do
something differently; if they are, teachers can
move forward, building on this knowledge base.
INFORMATION: ALL STUDENTS (NOT JUST VOLUNTEERS)

EVIDENCE FOR INSTRUCTIONAL DECISIONS

(RETEACHING, REPLANNING, SUPPLEMENTARY
ACTIVITIES / UNITS, ETC.)

Assessment should never be used as punishment.

Emphasis in assessment should be changed from
making judgments to gathering information.

CHARACTERISTICS OF EFFECTIVE
ASSESSMENT
VALIDITY: the assessment activity must measure
what it is supposed to measure.
RELIABILITY: Are the assessment results consistent enough that they will be similar if
they
are gathered under different circumstances?

PRACTICALITY: An assessment system

practical.

mu

TRADITIONAL ASSESSMENT
Tests measure:
aptitude
achievement.
Criticisms:
focus on information recall
provides little insight into the way learners think
(what the S found challenging)
doesnt assess ability to apply understanding to
real-world problems

ALTERNATIVE ASSESSMENT
Any non-traditional assessment method
Measures performance through real-world
and requires skill integration
Information about products and process
Criterion-referenced

Examples of school ACTIVITIES that may be included in al ternative assessment are:

Art work
Inventions
Notebooks
Problem solving
Cartoons
Internet transmissions
Oral reports
Puppet shows
Collections
Journals
Original plays
Stories

Dances
Reading selection
Designs and drawings
Letters
Pantomimes
Recipes
Documentary reports
Maps
Performance, musical
instrument
Scale models
Experiments

Model construction
Poetry recitations
Story illustrations
Musical compositions
Photos
Story boards
Games
Musical scores
Plans for inventions
Performances

ACTIVITIES

HOW AM I GOING TO
ASSESS MY
STUDENTS?

HOW AM I GOING TO
REGISTER ASSEMENT
RESULTS FOR FUTURE
EVALUATION?

REGISTERING
ALTERNATIVES

METHODS OF ASSESSMENT
MOST USED:

Anecdotal records
Systematic observations

CHECKLISTS: Written descriptions of dimensions

of an acceptable performance / product (presence / ab sence)

Looks at speaker
Demonstrates responsive reaction (e.g., nods, smiles)
Asks questions and seeks information and clarification of
meaning
Gives specific information orally
Identify main idea and supporting details from authentic mater ials

RUBRICS: scoring tool for the assessment of student

learning while/after lesson
(presence + absence + quality)

Criteria to remember:
KISS - Keep it short and simple (include 4 - 15
items; use brief statements or phrases)
Each rubric item should focus on a different skill
Evaluate only measurable criteria
Ideally, the entire rubric should fit on one sheet
of paper
Always reevaluate the rubric (Did it work? Was it
sufficiently detailed?)

Terms to use when measuring range/scoring levels

Needs Improvement...Satisfactory...Good...Exemplary
Beginning...Developing...Accomplished...Exemplary
Needs work...Good...Excellent
Novice...Apprentice...Proficient...Distinguished
Numeric scale (for example, ranging from 1 to 5)

LISTENING
ORAL UNDERSTANDING OF:
K5 - commands, simple discourse, songs, stories and everyday situations
(with concrete support).
1st G. - routines, simple descriptions, narratives, poems.
2nd G. - stories, dialogues (concrete support), descriptions of places,
everyday situations, tongue-twisters.
3rd G. - tales, fables (support), cartoons, procedures, recipes.
4th G. - main ideas, narration of everyday situations, historical tales, stories'
scenery.
5th G. - scientific texts (support), news, myths and legends, file cards, nar rative of personal history
6th G. - diagrams, graphs, proverbs, dialects, opinions.

SPEAKING
ORAL PRODUCTION OF:
K5 - simple discourse, songs, stories, identifying objects.
1st G. - routines, simple descriptions, narratives.
2nd G. - stories, dialogues (concrete support), descriptions of places,
everyday situations, tongue-twisters.
3rd G. - cartoons, procedures, recipes.
4th G. - narratives of everyday situations, songs, stories' scenery.
5th G. - news, file cards, narratives of personal history
6th G. - diagrams, graphs, opinions.

READING

WRITTEN UNDERSTANDING OF:

K5 names, illustrated stories.
1st G. simple stories, simple prompts, poems, rhymes, comic book strips,
lists.
2nd G. simple informative texts, inferences.
3rd G. scientific texts, traditional tales, fables.
4th G. tales, finding info in a paragraph, plots, lyrics.
5th G. semantic inferences, news, graphical organizers.
6th G. reading for gist, implicit/explicit info, predictions, advertising, bio graphies, rhetorical questions.

WRITING
WRITTEN PRODUCTION OF:
K5
1st G. actions.
2nd G. descriptions, semantic maps, invitation/greeting cards.
3rd G. file cards, games instructions, recipes.
4th G. file cards (explanations), narratives, schedules.
5th G. outlines, email, chat, questionnaires.
6th G. written explanations, opinions, movies, books, videos recommend ations.

COMMUNICATION
K5

1st GRADE

Asking permission:
Capitalizing nouns.
Could / Can I have ...?

2nd GRADE

3rd GRADE

4th GRADE

5th GRADE

6th GRADE

Communicating ideas usDescribing habits and lifeAsking questions to clarify

Describing recent actions
ing connectors (and, but, Telling about past events.
styles ( used to / to be used
understanding.
and changes.
because).
to ing).

Locating objects and

places.

Expressing feelings.

Qualifying things.

Introducing oneself
and others.

Asking about meanTelling about daily

ing, requesting and
routines expressing fredemanding informquency.
ation when needed.

Naming objects and Performing and deGiving suggestions.

characters in context. scribing actions.

Expressing obligation.

Describing actions in the

past, finding out what
Presenting information
happened, explaining how
in a logical sequence.
something happened
(cause effect).

Arguing (In my opinion, I

think, from my point of view,
I agree/disagree).

Describing a historical
Persuading (Would you
Giving directions, describevent giving dates, exDescribing a procedure. like?), accepting / refusing
ing geographical location.
pressing sequential order.
an invitation.

Explaining procedures.

Making future plans (going to).

Expressing preferences
(likes and dislikes, like do- Making comparisons.
ing).

Making requests and asking

Giving warnings and adquestions to obtain informavice.
tion in different contexts.

Talking about future intentions an predictions

(will / wont).

Obtaining information using

different reading strategies,
e.g. skimming, scanning, detailed reading.

Expressing ability.

Giving and following

commands.

Locating information by using illustrations and captions.

Demanding and request

ing.

Comparing quality (better/best, worse/worst) Giving opinion based on

expressing equivalence facts.
( as as).

Making and accepting in

vitations

Reflecting on word
formation: compound

words, prefixes, suffixes.