Assessment

2. Assessment Teaching Language in Context Chapter 9

3. General Concepts� Use for test Administrative (placement, proficiency - NRT) Instructional (diagnose progress, provide feedback, evaluate performance - CRT) Research (program evaluation, experimental design to investigate specific treatments on learning) Type of test Achievement (covers presented material - CRT) Proficiency (measures general competence - NRT)

4. Norm-referenced (NRT) vs. criterion-referenced (CRT) tests NORM-REF: used to measure general language abilities or proficiencies CRITERION: used to measure specific language points based on course objectives Brown, J.D. (1995). The elements of language curriculum; p.115Brown, J.D. (1995). The elements of language curriculum; p.115

5. Norm-referenced (NRT) vs. criterion-referenced (CRT) tests NORM-REF: purpose of testing spread students out along a continuum of abilities or proficiencies CRITERION: purpose of testing assess amount of material known by each student

6. Norm-referenced (NRT) vs. criterion-referenced (CRT) tests NORM-REF: distribution of scores normal distribution CRITERION: distribution of scores students can all score 100 if they know the material or skill

7. Norm-referenced (NRT) vs. criterion-referenced (CRT) tests NORM-REF: test design a few long subtests with similar items throughout CRITERION: test design numerous short, clearly defined subtests, each testing one objective

8. Norm-referenced (NRT) vs. criterion-referenced (CRT) tests NORM-REF: students� knowledge of test questions, no idea what types of questions to expect CRITERION: students� knowledge of test questions, know exactly what content to expect on test

9. Planning for classroom testing To decide what kind of test to use: identify the kind of decision you want to make, [Can I move on to the next subject or should I give additional practice of this concept?] what information will help you make it, [A short quiz to review just the concept in question] and the audience for the results [Just for my own information. Not graded. Can be returned to students so they can confirm achievement or need for additional practice]. Teacher�s Handbook, p.309Teacher�s Handbook, p.309

10. Planning a test� Review chapter/unit objectives (Tip: write a sample test item on your lesson plan when you first design the lesson.) Think of the context in which the language was used in the unit/chapter (e.g. in a bus station) Think of the linguistic functions (e.g. asking for information) Think of the ways in which learners have learned to interact (e.g., as passengers waiting in line; as travelers looking for schedules) Teacher�s Handbook, p. 309Teacher�s Handbook, p. 309

11. Testing principles Test what was taught in the same way learners practiced it (don�t try to trick students) Use authentic materials as test stimuli Prepare an integrative text that reflects the types of activities done in class�what was practiced orally should be tested orally Teacher�s Handbook, p.294 Teacher�s Handbook, p.294

12. Testing principles Provide opportunities for learners to use global language skills [more complex, multiple skills such as listening to a tape and answer questions, discuss, or compare or compose a related item] in a naturalistic authentic context Provide models whenever possible to illustrate what learners should do. Provide instructions in the native language until you are certain learners� ability to perform the task is not limited by a misunderstanding of the instructions. Teacher�s Handbook, p.294Teacher�s Handbook, p.294

13. Testing principles Take the test yourself and multiply by three to find out how long it will take learners to complete the test Develop a grading system that rewards both linguistic accuracy (compositions for example: content, cohesiveness, vocabulary, structure) and creativity (don�t over penalize, accept misspelling of a correct word, reward every portion of achievement) Return graded tests promptly to show learners their progress Teacher�s Handbook, p.294 Teacher�s Handbook, p.294

14. Special Note: The activities described on the next two slides are posted individually on the course homepage. They relate to the material presented in this assessment PowerPoint presentation and are included here for your convenience.

15. Assessment activity Develop a test for a single unit/chapter from the book you used in the school where you participated if possible. 1) Describe the overall unit objectives. 2) Preceding each section of the test, state how you presented the concept in brief terms. 3) List the test items. 4) Following each section of test items explain how the items effectively assess student progress in meeting language goals. Bring a hard copy of your test (student version) to class as well as the one with the requested detail provided today and be prepared to discuss it in view of the principles we discussed. Post these items in LiveText. Title your submission Assessment Activity.

16. Content activity (midterm)� Write a class handout (content) Use the language textbook from your assigned school if possible. (I have a small assortment of textbooks for those of you who are unable to obtain a spare book from your cooperating school.)

17. Content activity (midterm)� Write a class handout (content) Specify clear long term objectives that demonstrate you know how language skill should be developed over the course of a semester. Refer to the standards for guidance.

18. Content activity (midterm)� Write a class handout (content) From Sept. to Dec. (fall semester). Use the school calendar from your assigned school and turn in a copy of the calendar with your handout. Use the class schedule (hours, days of week, etc.) for one class.