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Assessing Oral Language
Proficiency in our students
Learning about speaking
tests
The Lighter Side….
What’s on tap?

What are the principles of good test
design?

Practice making test rubrics and
assessing.

Learn how to deliver and design a
“retelling” speaking test AND a level
placement test.
What do you believe….?
We give tests so that ……………………..
Tests provide teachers with ……………………..
When testing in my class, I usually ……………………..
Tests help students ……………………..
A good speaking test should ……………………..
All tests must ……………………..
My opinion on tests is ……………………..
An example of one kind of test is ……………………..
The Alphabet Soup of Assessment
Background: The Purpose of Tests
Andrew Finch, Kyungpook Nat. Univ. of Education , Daegu, S. Korea
Basics 1 – Making a rubric
What is a rubric?
"a scoring tool that lists the criteria for a
piece of work or 'what counts.' "
-- Heidi Goodrich
Complete the Following…..
 The
purpose of testing is….
 Tests can easily become ….
 Classroom based tests
should ………
 Also, they should ……….
Complete the Following…..
 The
purpose of testing is….
To give information to the
students and teachers (also
parents!)
Complete the Following…..
Tests can easily become ….
Normative and Comparative.
(but should be Criterion based
and about what the student
CAN do)
Complete the following
Classroom based tests should
………
- Non – threatening
environment
- Focus on “real situations”
and the process of learning.
Complete the Following…..
Also, they should ……….
Provide big picture.
Emphasize thinking skills and
collaboration.
provide information and be
about the learning.
THE GOLDEN RULE!
Test what the student
CAN do
NOT
What the student can’t!
What does speaking consist of?
Successful
Students
Fill in the rubric with descriptors
Fluency
Limited
some
good
Well
Developed
Pronunciation
unclear
Parts clear
Vocabulary
limited
adequate
Effort
poor
fair
Mostly clear
Very clear
sound
extensive
Good
excellent
Assessing through an Interview
 Students
know the questions
and have practiced.
 Design the rubric.
 Select 4 questions to ask a
student.
 Score the student based on their
response.
Oral Assessment using retelling
Retelling is a powerful way to fully
assess a student’s ability to produce
language. It shows with validity that a
student understands the language used
and most importantly, can use it.
______________________________________
1. List the main ideas of the story.
2. Design a rubric or storytelling checklist.
3. Ask the student(s) to retell the story.
4. Check all ideas that the student
successfully retells/relates.
5. Total the score.
Checklist
Major Ideas: Heungbu / Nolbu
Two brothers, one poor , one rich.
Heungbu asks for food. Nolbu refuses.
A swallow comes. Heungbu helps.
Gets a seed.
3 gourds grow. Treasure comes out.
Nolbu is jealous. Does the same.
Monsters come out.
Heungbu helps Nolbu. Nolbu changes.
They live happily.
Score
1
2
3
Oral Assessment using
“sequencing” – HOW TO…….
1.
2.
3.
4.
5.
Explaining “how to” do something is an
excellent way to assess student speaking
ability.
________________________________
List the main steps. Teach / practice.
Design a checklist.
Ask the student(s) to explain “how to...”
Check all steps that the student
successfully retells/relates.
Total the score.
Checklist
Steps: How to make a P&J sandwich
Get two slices of bread.
Put peanut butter on one.
Put jelly on top of the peanut butter.
Cut the sandwich in half.
Eat the sandwich!
1
2
3
Beware of “narrow” testing
Be Careful!
 Assure all students understand the
criteria of assessment (the rubric)
Pre Test
 Did you teach enough, the required
content?
 Check for “Silent Period”
 Provide a proper
environment / warm up.
During Testing
 Test what you taught!
 Give students specific
feedback
After Testing  allow for a retake. Praise!
Flood & Lapp, 1992
Placement Testing
A great Picture
Key Vocabulary
Character 1:
Questions in
increasing difficulty
Vocabulary Rank
Character 2:
Websites to help test speaking
Teacher Evaluation
“one teaches, two learn.”
[email protected]
http://eflclassroom.ning.com
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