Assessment in Language Teaching How do we know where to begin? 1.Vrednovanje, vrste vrednovanja 2.

ja 2.Osnovni ciljevi vrednovanja u nastavnom procesu; 3.Zadaci vrednovanja; 4. Formativno i sumativno vrednovanje; 5.Implicitno i explicitno vrednovanje; 6. Primjena metoda u vrednovanju; 7.Ciljevi testiranja stranih jezika. 8. Teorija testiranja stranih jezika; 9.Vrste testova stranih jezika; 10.Osobine testa; 11.Tehnike testiranja stranog jezika; 12. Sastavljanje testa; 13. Kolokvijum; 14. Prezentacije; 15.Prezentacije; 16. Testiranje jezikie vjetine razumevanje govora; 17 Testiranje jezike vjetina govora; 18. Testiranje jezike vjetine itanja; 19. Testiranje jezike vjetine pisanja. 20.Testiranje jezikih elemenata (gramatike, leksike, izgovora);21.Faze procesa testiranja;22. Pomona sredstva u testiranju stranih jezika; Literatura 1. lderson, J. C., C. Clapham and D. Wall., 2005. Language Test Construction and Evaluation. Cambridge: Cambridge University Press 2. Bachman, L. F., 1990. Fundamental Considerations in Language Testing. Oxford: Oxford University Press; 3. Heaton, J.B. 1990. Writing English Language Tests, Longman Handbook for Language Teachers; 4. Dimitrijevi, N., 1986. Testiranje u nastavi stranih jezika. Sarajevo: Svjetlost; 5. Madsen, H. S., 1983. Techniques in Testing. Oxford: Oxford University Press; 6. Hughes, A. 1996. Testing for Language Teachers, Cambridge University Press: 7. Fulcher, G. 2010. Practical Language Testing, Hodder Education, An Hachette UK Company

( 100) 50 5 5 20 20 50 Why do we teach? The primary purposes of language teaching are to (e.g.): promote or facilitate learning; enhance learners linguistic, cognitive, emotional, and social development Why do we assess? The primary purpose of classroom assessment is: to gather information to help us make decisions that will lead to beneficial consequences for stakeholders (learners, teachers). Understanding assessment the differences between testing, assessment, and evaluation: Testing:

done at the end of a learning period; result expressed by a mark, a grade or ratio; students compared with each other. Assessment: involving the collection of information or evidence of a learners progress or achievement over a period of time for the purpose of improving teaching and learning; not based on one test or task; students are measured against his/her own starting point. Evaluation: involving making an overall judgment about ones work or a whole schools work. task: group discussion read the definition of the above three terms again. explain how testing is related to assessment and assessment to evaluation. Assessment purposes why is assessment necessary? what are testing , assessment and evaluation for? Testing for schools and parents benefit Assessment for teachers and learners benefits Evaluation for the authoritys benefits Speaking of assessment methods, many teachers immediately think of tests. Assessment includes testing but definitely not only testing. Teaching & learning tasks, assessment tasks Formative and summative assessment In the classroom, we use two kinds of language assessments: formative and summative Formative assessment: based on information collected in a classroom during the teaching process; providing more information. Evaluates students in the process of forming their competencies and skills with the goal of helping them to continue the growth process. The key to such formation is the delivery (by the teacher) and internalization (by the student) of appropriate feedback on performance, with an eye toward the future continuation (or formation) of learning. Formative and summative assessment summative assessment: based on testing, done at the end of a learning period; focus on memory work; cannot be used to inform teachers teaching and students learning aims to measure, or summarize, what a student has grapsed, and typically occurs at the end of a course or unit of instruction. A summation of what a student has learned implies looking back and taking stock of how well that student has accomplished objectives, but does not necessarily point the way to future progress. Final exams in a course and general proficiency exams are examples of summative assessment. Why do we assess? In the classroom, we use language assessments to inform two kinds of decisions: formative and summative: Formative decisions relate to making changes in teaching and learning activities in support of, or to promote or enhance learning. Formative decisions are made during the processes of teaching and learning. Summative decisions relate to passing or failing students on the basis of their progress or achievement, or certifying them based on their level of ability. Summative decisions are made after the processes of teaching and learning Why do we assess? Formative decisions: Teachers make decisions about: changing their teaching (materials, activities). presenting, revising, contextualizing new material; placing learners into appropriate groups or levels;

 guiding their students learning; challenging and motivating their students to learn. Formative decisions: Learners make decisions about making changes: in their approaches to or strategies of learning; in the particular areas on which they may need or want to place greater emphasis. Why do we assess? Summative decisions: Teachers and administrators make decisions about: which students pass and fail a course. which students are certified at a particular level of ability Two modes of classroom assessment: Implicit Explicit Modes of classroom assessment Implicit mode:( on-line assessment, continuous assessment) Learners are largely unaware that assessment is taking place. Used primarily for formative decisions. Modes of classroom assessment Explicit mode: Assessment as assessment Separate activity from teaching Both teacher and learners know this activity is an assessment. Used for both formative and summative decisions. When do we assess? Whenever we need to make an instructional decision, or a decision about learners, we need to assess. Occasions for classroom assessment Warm-up, revision (self-assessm. implicit assessment) Presentation (implicit assessment) Guided practice (implicit assessment) Independent practice (self-assessment) Assessment (explicit assessment) the methods of assessment 1) testing; 4) self-assessment peer-assessment 2) teachers observations 5) project work 3) continuous assessment 6) portfolios task: group discussion If you are given the chance to assess the students overall language achievement in whatever methods they like, how would you do it. write your steps and reasons for doing so. Assessment principles assess authentic us of language in listening, speaking,reading and writing. assess literacy and language in a variety of contexts assess the environment, the instruction, and the students assess processes as well as products analyze patterns of errors in language and literacy. base assessment on normal development patterns and behavior in language and literacy acquisition clarify and use standards when assessing reading, writing, and content knowledge. make assessment an ongoing part of every day. It is ideal if assessors can follow all these principles. But in reality, it is very difficult to achieve this.

Effective assessment for all pupils should: -recognise what pupils can do and reward achievement -be based on different kinds of evidence -be a valid reflection of what has been taught or covered in class -be reliable in terms of enabling someone else to repeat the assessment and obtain comparable results -be manageable, both in terms of the time needed to complete the task, and in providing results which can be reported or passed on to other teachers (DfES, 2003:2) Conclusion we started with a discussion on what assessment is in order to understand the differences among testing, assessment, and evaluation. Assessment can be done in many ways. Testing is only one of them. Whatever methods or formats are used, assessment must always follow a set of principles which guarantee assessment validity and reliability. Techniques/ procedures Placement tests Whole class discussion Diagnostic tests Revising writing Periodic achievement tests Speeches Student oral response to teacher questions after video Journals Short pop quizzes Oral presentations Portfolios Final exams Tests in assessment Tests in assessment We have said that testing does not equate with assessment, but testing is, at least now, the most widely used method to collect information for the purpose of assessment. So it is desirable and necessary for teachers to familiarize with testing techniques. Testiranje u nastavi stranih jezika Ciljevi testiranja stranih jezika testiranje objektivno ocjenjivanje uenikovih znanja i sposobnosti u praktinoj nasavi stranih jezika test- standardizovani postupak utrivanja znanja i sposobnosti pomou niza zadataka u pismenom obliku radi provjere stepena jezikog znanja prvo treba odraditi svrhu, tj. funkciju testa da poslue kao osnov za vrednovanje odreivanje sposobnosti za uenjem stranih jezika grupe ili pojedinca procjenjivanje efikasnosti nastave (rijetko) ispitivanje mjernog instrumenta Vrste testova i testiranja stranih jezika 1. testovi opteg jezikog znanja (Proficiency tests: Cambridge First Certificate in English Examination FCE, Cambridge Certificate of Proficiency in English Examination ) 2. testovi postignua (achievement tests): 1) zavrni testovi (final achievement tests) 2) testovi napretka (progress achievement tests) (Hughes 2003: 13) 3. dijagostiki testovi(diagnostic tests) (DIALANG na 14 evropskih jezika)

4. klasifikacioni testovi (placement tests) testiranje zasebnih elemenata (discrete point testing) integrativno testiranje (intergrative testing) uporeivanje prema odreenoj normi (norm-referenced testing) testiranje zasnovano na unaprijed odreenim kriterijumima (criterion-referenced tests) NA OSNOVU METODA RAZLIKUJEMO: objektivno i subjektivno testiranje kompjutersko prilagodljivo testiranje (computer adaptive testing) Karakteristike jezikog testa 1. valjanost konstrukta (construct validity):valjanost sadraja, valjanost kriterijuma, podudarna valjanost, prognostika valjanost, spoljna valjanost 2. pouzdanost(reliability): metodom ponovne primjene testa, metodom paralelnih formi testa metodom unutranje konzistencije testa: postupak podijeljenog testa, postupak konzistencije meu ajtemima 3. diskriminativnost testa (discrimination), utvrivanje varijable: lakoe ajtema testa i indeksa diskriminacije 4. autentinost (authenticity) 5. interaktivnost (interactiveness) 6. uticaj (washback) 7. praktinost (practicality) Tehnike testiranja stranih jezika tehnike viestrukog izbora - multiple-choice questions tehnika alternativnog izbora - dichotomous items tehnika dopunjavanja - gap-filling or completion kloz-tehnika - cloze sparivanje - matching parafraziranje Faze procesa testiranja stranog jezika : odreivanje cilja testiranja izbor vrste testa stranog jezika izbor jezike grae koju e test obuhvatiti izbor tehnike testiranja i vrste zadataka sastavljanje testa predtestiranje analiza rezultata primjena konanog testa planiranje nastave