Assessment in language learning classrooms: More questions than answers
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presentation for the 2015 TESOL Asia / Asian EFL Journal 14th Annual International Conference at Clark Freeport Zone, Pampanga, Philippines August 21-23, 2015
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Assessment in language learning classrooms: More questions than answers
- 1. Assessment in language learning classrooms: More questions than answers Robert J. Dickey Keimyung University, S. Korea
- 3. Defining Assesment… • the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning progress, and skill acquisition of students • the use of empirical data on student learning to refine programs and improve student learning • the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning • the systematic basis for making inferences about the learning and development of students --. the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development • the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development
- 4. Opening Quiz! Rank the following in determining student grades. __ performance (as indicated in formal tests, quizzes, etc) __ (oral) participation in class __ improvement over the course __ behavior in class __ effort __ motivation __ assignments __ punctuality and attendance __ intuitive, informal assessments of class performance (Most important = 1, Least/Not important = 9)
- 5. Who are we testing? ?Elicitation is both testing and lesson confirmation
- 6. Who are we testing? • The Students • The Teacher
- 7. What are we testing? ?
- 8. What are we testing? • Overall English –competence? proficiency? skill? • Mastery of course content • Needs of students • Improvements during the course • Teaching performance • Coursebook / Curriculum
- 11. When do we test? ?
- 12. When do we test? • Pre-test • Midterms • Finals • Quizzes • More Frequent > > > –Elicitation –Homework/Assignments –“heat of the action”
- 13. Why do we test? ?
- 14. Why do we test? • Required (from above) • Duty (teacher’s sense) • Tradition (always been testing) • Expectation (parents, others) • Feedback (students, others) (request) • Ease (following coursebook pattern)
- 15. How do we test? ?
- 16. How do we test? • 4 skills • “forms” : vocabulary, grammar, spelling… • fluency/accuracy • paper & pencil • multiple-choice • fill-the-blank • open-ended • interview • group-tests • rubrics • standardized • textbook-source • commercial (generic) • curriculum-based • standards-based • teacher-created • computer-based
- 17. Types of tests • Proficiency (regardless of training) • Achievement (final and progress) • Diagnostic • Formative / Pedagogic • Placement • Selection/Gate-keeping • Aptitude • Encouragement !!!
- 18. Oral & Written test forms
- 19. Types of tests
- 20. Traditional & Alternative • One-shot, standardized exams • Timed, multiple-choice format • Decontextualized test items • Scores suffice for feedback • Norm-referenced scores • Focus on the "right" answer • Summative • Oriented to product • Non-interactive performance • Fosters extrinsic motivation • Continuous long-term assessment • Untimed, free-response format • Contextualized communicative tasks • Individualized feedback and washback • Criterion-referenced scores • Open-ended, creative answers • Formative • Oriented to process • Interactive performance • Fosters intrinsic motivation
- 21. Other Assessment Instruments • Portfolio / Journal / Notebook • Projects • Systematic set of observations • Communicative tests through real- world tasks • “personal chats” with instructor
- 22. How do we score? ?
- 23. How do we score? • Normative • Relative • “pure” scores • “Good Job!” / “good scolding”
- 24. “The Curve”
- 25. “The Curve”
- 26. How do we feedback scores? ?
- 27. How do we feedback scores? • Public / Private • Personalized / Relative to the class • Commentary / Numbers • Constructive
- 28. Principles in Assessment • Practicality • Reliability • Validity
- 29. Practicality in Assessment • Expense • Within time constraints –preparation –implementation –grading and review • Scoring system is specific and time- efficient
- 30. Reliability in Assessment • Consistent & Dependable • Students (a bad day?) • Rater (inter-rater, intra-rater) • Conditions (noise, heat, etc) • Is a timed-test more fair? To whom? • More than one possible answer? • Too easy/difficult (grade distinctions)
- 31. Validity in Assessment • Rampantly misunderstood ! 1.Face Validity 2.Content Validity 3.Criterion Validity (compare to other test) (concurrent, predictive) concurrent, predictive 4.Construct Validity (test assumptions match matter under investigation) (speaking test must include vocabulary?)
- 32. Face Validity Mostly Under-appreciated •“looks right” to ALL users •Familiar tasks •Familiar format •Clearly do-able within allowed time •Clear and uncomplicated items •Clear directions •Difficulty is “a reasonable challenge”
- 33. Authenticity No one agrees exactly what this means •Language as natural as possible •Contextualized testing •Meaningful topics •Thematic organization of materials •Tasks approximate “real-world” tasks
- 34. Washback • Pedagogic (formative) testing INTENDS a positive washback • Information flows to students and/or teacher • Affects future studies: –Lesson plan designs –Student motivation and focus
- 35. Choices we make…
- 36. Aims of Assessment • Assessment for Learning • Assessment as Learning • Assessment of Learning
- 37. Assessment for Learning • to give teachers information • to modify the learning activities • to differentiate & focus how individual students approach their learning • emphasis is on teachers using the information from carefully-designed assessments • to determine what students know • to gain insights on how, when, & whether students use what they know • so instruction can be targeted
- 38. Assessment as Learning • a process of developing & supporting metacognition for students • focuses on the role of the student as the critical connector between assessment and learning – Students, as active, engaged and critical assessors make sense of information, relate it to prior knowledge, and use it for new learning • the vehicle for helping students develop, practice and become comfortable with reflection and with critical analysis of their own learning
- 39. Assessment of Learning • to confirm what students know • to demonstrate whether or not the students have met the standards and/or show how they are placed in relation to others • Focus on creating accurate and sound statements of proficiency or competence for students, so that the recipients of the information can use the information to make reasonable and defensible decisions
- 41. A quick survey • Instructors for English Conversation courses • Universities in S. Korea • June 2015 • 58 respondents • Online collection (solicited through Facebook groups)
- 42. Included in final course grade • attendance 94.83% • participation 91.38% • final examination 91.38% • midterm examination 86.21% • assignments 53.45% • presentation (oral) 41.38% • quiz 36.21% • report (written) 12.07% • notebook 5.17% • Other includes -- online assignments -- TOEIC test -- transcription of a conversation -- video assignment -- writing lab
- 43. Included in final examination • Oral-based open response 61.11% • paper-based multiple-choice 40.74% • paper-based vocabulary assessment 40.74% • paper-based fill-in the blank/complete the sentence 37.04% • paper-based grammar assessment 35.19% • oral-based vocabulary assessment 33.33% • paper-based open response 31.48% • oral-based grammar assessment 29.63% • listening (accuracy) 29.63% • pronunciation 24.07% • oral-based taught phrases 24.07% • oral-based "content" (non-linguistic materials) 24.07% • paper-based taught phrases 14.81% • reading (accuracy) 11.11% • paper-based "content" (non-linguistic materials) 9.26% • oral-based fill-in the blank/complete the sentence 3.70% • other
- 45. Questions? Rob Dickey rjdickey@content-english.org File available at http://tinyurl.com/q7pm5vt