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TOPIC 8
TYPES OF ASSESSMENT
8.1 SYNOPSIS
This topic discusses the types of assessment when teaching stories to young learners: portfolio,
aural-oral assessment and written assessment.
8.2 LEARNING OUTCOMES
By the end of this session, you will be able to:
compile a checklist to assess a portfolio for story telling with young learners in an ESL
classroom;
AURAL-ORAL
ASSESSMENT
WRITTEN
ASSESSMENT
PORTFOLIO
TYPES OF ASSESSMENT
8.4 Introduction.
When teaching stories to young learners, we need to know at least the following types of
assessment: portfolio, aural-oral assessment and written assessment.
8.3.1
Portfolio
A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress,
and achievements in one or more areas of the curriculum. The collection must include the
following:
It should represent a collection of students' best work or best efforts, student-selected samples
of work experiences related to outcomes being assessed, and documents according growth and
development toward mastering identified outcomes.
a) The benefits and shortcomings of using portfolios as assessment.
Portfolio assessment provides a body of student workessentially, a portfoliothat can be
used to appraise student performance over time. Portfolio assessment ranges from
portfolios that demonstrate the students best work to an expanded student record that
holds a full representation of the students work, from math equations to essays on
literature. There has been some confusion in the field as to who the portfolio is being kept
for. For example, in some cases, student portfolios serve as a replacement for the high
school diploma or transcript.
The disadvantage of portfolios is that theyre not as quick and easy to evaluate, plus theyre
hard to rank, as with a grade or score. Because portfolios are qualitative, many employers
find them difficult to use as a determinant of a candidates skills. Often, employers would
rather see a quantitative demonstration of a students best skills and work.
Some schools create portfolios that serve as a representative sample of a students work,
showing the range of performance and experience. Such records usually hold far more
information than employers need. Other schools want to use portfolios as an assessment
tool to provide an alternative to standardized or teacher testing.
Portfolios are scarcely a new concept, but renewed interest, fueled by the portfolio's
perceived promise for both improving assessment and motivating and involving students in
their own learning, has recently increased their visibility and use. The definition of a portfolio
varies some, but there seems to be a general consensus that a portfolio is a purposeful
collection of student work that tells the story of student achievement or growth. (Portfolios
are not folders of all the work a student does.) Within this limited definition there are portfolio
systems that: promote student self-assessment and control of learning; support student-led
parent conferences; select students into special programs; certify student competence;
grant alternative credit; demonstrate to employers certain skills and abilities; build student
self-confidence; and evaluate curriculum and instruction.
Because there is no single correct way to "do" portfolios, and because they appear to be
used for so many things, developing a portfolio system can spell confusion and stress, much
coming from not realizing that portfolios are a means to an end and not an end in
themselves. More specifically, confusion occurs to the extent there is lack of clarity on: (a)
the purpose to be served by the portfolio, and (b) the specific skills to be developed or
assessed by the portfolio.
It is important to keep in mind that there are really only two basic reasons for doing
portfolios--assessment or instruction. Assessment uses relate to keeping track of what
students know and can do. Instructional uses relate to promoting learning--students learn
something from assembling the portfolio.
The perceived benefits for assessment are that the collection of multiple samples of student
work over time enables us to
(a)
get a broader, more in-depth look at what students know and can do;
(b)
(c)
(d)
Activity 1
1. List the benefits and shortcomings of using portfolios as assessment
in Malaysian primary education.
Process Portfolio: This approach documents all facets or phases of the learning
process. They are particularly useful in documenting students' overall learning
process. It can show how students integrate specific knowledge or skills and
progress towards both basic and advanced mastery. Additionally, the process
portfolio inevitably emphasizes students' reflection upon their learning process,
including the use of reflective journals, think logs, and related forms of metacognitive
processing.
Showcase Portfolio: This type of portfolio is best used for summative evaluation of
students' mastery of key curriculum outcomes. It should include students' very best
work, determined through a combination of student and teacher selection. Only
completed work should be included. In addition, this type of portfolio is especially
compatible with audio-visual artifact development,
including
photographs,
Thoughtfulness
(including
evidence
of
students'
monitoring
of
their
own
It is especially important for teachers and students to work together to prioritize those criteria
that will be used as a basis for assessing and evaluating student progress, both formatively
(i.e., throughout an instructional time period) and summartively (i.e., as part of a culminating
project, activity, or related assessment to determine the extent to which identified curricular
expectancies, indicators, and standards have been achieved).
As the school year progresses, students and teacher can work together to identify especially
significant or important artifacts and processes to be captured in the portfolio. Additionally,
they can work collaboratively to determine grades or scores to be assigned. Rubrics, rules,
and scoring keys can be designed for a variety of portfolio components. In addition, letter
grades might also be assigned, where appropriate. Finally, some for of oral discussion or
investigation should be included as part of the summative evaluation process. This
component should involve the student, teacher, and if possible, a panel of reviewers in a
thoughtful exploration of the portfolio components, students' decision-making and evaluation
processes related to artifact selection, and other relevant issues.
Activity 2
Based on the sample given in Appendix 1, create a set of
criteria for evaluating students portfolio.
8.3.2
Aural-oral assessment
Oral assessment, where the student is required to speak in a foreign language, could be
replaced or augmented by written assessment. Aural assessment, where the student is required
to listen to spoken language and then answer questions, could be done via a lipspeaker, but this
may not be suitable for all students. These modifications to oral or aural language assessment
may actually alter the purpose of the assessment and this may affect the attainment of learning
outcomes. The implications of this should be carefully considered by programme leaders.
It can reflect real world situations that students may have to deal with after
graduation, particularly in fields where discussions with friends is common.
The meaning of the questions that are being asked can be clarified to avoid being
misconstrued.
It is easier to divine who has read the textbook from who understands the textbook
with an in depth questioning.
Of course, no assessment method is perfect. There are a few cautions to keep in mind
when considering whether to use oral assessment.
Some students are shy or nervous and have difficulty communicating knowledge
coherently in high stress situations, and this effect is often amplified when they
must speak directly to the examiner.
For students whose first language is not English, this may be more challenging
than a written test, where they have time to carefully consider how to phrase their
ideas.
Depending on the size of the class and the length of the assessment, this can be a
time consuming process.
Should you decide that oral assessment can enhance your class, there are a few general
tips to keep in mind when planning and administering the test.
Prepare students in advance by explaining how the oral examination will work, and
if feasible, having practice exams in class so that the students are aware of what is
expected of them.
Record each assessment as you go through them, so that you can review them
later if necessary, and can provide justification for students grades if asked.
Prepare a rubric, or marking guide of some kind in advance. This way, you can do
all the initial marking while the student is talking. You can change it later, but it
probably will not be necessary. This makes marking quick and simple.
Oral assessment can work well when combined with a written assessment. For
example, have students write a paper and then present on it.
Activity 3
1. Create an evaluation form to assess storytelling performance.
Present the form to the class. Get feedback from your friends
and lecturer and finalize your draft.
Keep a copy of the evaluation form- you may need use it in
activities in Chapter 9.
8.3.3
Written Assessment
Written assessment can include essays, assignments, reports, dissertations, diaries, portfolios
and workbooks. It may take place as course work or in an examination. There are many types of
written assessment, below are some of the examples:
a) Assignment
An assignment is an exercise carried out in response to a brief with specific guidelines as to
what should be included. An assignment is usually of short duration and/or may be carried
out over a specified period of time.
Assignments may take the form of a practical activity i.e. practical assignment or a research
activity/evaluation following investigation of a particular topic, for example, a written
assignment. An assignment should reflect a range of learning outcomes. A brief should be
devised for each assignment. The assignment brief should be clear and unambiguous.
The Assessor should ensure that the assignment brief:
reflects
range
of
learning
outcomes
as
outlined
in
the
Module
Descriptor/Component Specification
is clear and unambiguous and contains all instructions required to complete the assignment
indicates the percentage weighting of the assignment
takes into account the availability of resources and/or materials required by the Learner
contains clear assessment criteria and associated marks
includes information regarding evidence and submission deadlines
A clear marking scheme including assessment criteria should also be devised that
highlights how the evidence is to be marked.
The Assessor devises guidelines and instructions for the Learner. Using these guidelines
provided by the Assessor the Learner compiles a collection of their own work. The collection
may be self-generated or may be generated in response to a particular brief or
tasks/activities devised by the Assessor.
Portfolio (Collection of Work) is particularly suitable for assessment of Learners at Levels 1,
2 and 3.
The Assessor should ensure that the Learner is provided with:
a clear and unambiguous brief and instructions that reflect the range of learning
outcomes being assessed
guidelines on the extent and range of evidence a Learner is expected to compile
guidelines on format and presentation of the evidence in the collection
assessment criteria
weighting of the portfolio in the context of the total assessment of the award
relevant information on resources and/or materials required
A clear marking scheme including assessment criteria should also be devised that indicates
how the evidence is to be marked.
In deciding the number of pieces of evidence a Learner will produce for inclusion in the
Portfolio(Collection of Work) the following should be considered by the Assessor:
what is included in the assessment section in the programme validation application form
or the module descriptor
the level of the award the Learner is hoping to achieve certification in- specific
information on the levels of knowledge,
the volume of the Major Award - at Level 1 the volume is small compared to the volume of the
award at Level 6. The number of pieces of evidence produced by the Learner for
assessment purposes should be proportionate to the volume of the award
100
Summative assessment activities are always planned. Assessment activities may pull
together and reconfigure the learning from a range of pieces of coursework or may directly
groups of Learners being assessed at different times are provided with different
examination questions
specific resources or equipment required are available and in good working order
the allocation and weighting of marks is clear to the Learner
the Learner is aware of the weighting of the examination in relation to the award
Learners are given a quiet environment in which to complete the examination
A clear marking scheme and outline solution should also be devised that highlights how
specific marks are to be allocated.
i)
Theory based examinations may be used to assess the ability of the Learner to
recall, apply and understand specific theory and knowledge.
Theory based examinations may comprise a range of question types such as:
short answer questions require a response of limited length and may take a
number of forms. Some short answer questions may seek specific words or
phrases in the response
structured questions are divided into a number of related parts and generally
require
the
Learner
to
demonstrate
more
in-depth
knowledge
and
choice
questions
may
be
used
to
test
factual
knowledge,
multiple choice questions are not open-ended, they are not useful in assessing
communication skills such as the ability to organise and express information
and to write fluently and quickly
ii)
Practical Examinations
Practical examinations are generally used where a set period of time is allocated to
the Learner to demonstrate his/her practical knowledge, skills or competency.
To ensure that the Learner is adequately prepared for a practical examination they
should be provided with a set of instructions outlining:
the location and duration of the exam (the duration will depend on the nature of
the task)
details of the learning outcomes that will be assessed and/or instructions to
carry out the assessment
materials and/or equipment that the Learner is required to have or that will be
provided
allocation of marks
iii)
Aural Examinations
Aural examinations may be used where listening skills and competencies are being
assessed; for example in language modules/components. To ensure that Learners
are adequately prepared for an aural examination, they should be provided with a set
of instructions, generally in writing outlining:
the title, location and duration of the examination
details of the learning outcomes being assessed
how the examination will proceed, for example Learners may have a set period
of time to read text prior to commencement and the tape may be played a set
number of times
details on dictionaries or other reference materials Learners may use
allocation of marks
Preparing an Audiotape
When devising a practical examination the Assessor may be required to prepare
material for use by the Learner e.g. an Audiotape. When preparing this type of
material the Assessor should ensure that:
adequate instructions and information is provided for Learners
an introduction is included with each task with clear instructions regarding the
requirement of the separate elements/tasks
individual tasks are clearly identified by number
a slight pause is left between each task and clear unambiguous diction, tone
and pace is used
iv)
Interview-Style Examinations
f)
Learner Record
A learner record is the Learners self-reported and self-reflective record in which he/she
describes specific learning experiences, activities, responses and skills acquired.
The record may take a number of forms: it can be a structured logbook, a diary, a selective
record of events or experiences over a period of time, a learning journal, a lab notebook or a
sketchbook.
For example a lab notebook could record specific tasks or activities carried out and the
analytical results obtained by the Learner. Sketchbooks may contain Learners original
drawings, paintings or sketches and can provide evidence of the process of reaching a
finished art, craft or design piece.
When using a learner record the Assessor should ensure that:
the Learner has a clear brief or set of instructions on the format of the record and is aware
of what details should be included
the brief is based on a range of learning outcomes
the Learner is aware of any requirements on the presentation of the Learner record e.g.
format
a process for maintaining and updating the record is agreed with the Learner
g) Project
A project is a response to a brief devised by the Assessor. The project is usually carried out
over a period of time specified as part of the brief. Projects may involve research, require
investigation of a topic, issue or problem or may involve a process such as a design task, a
performance or practical activity or production of an artefact or event.
The assessment instrument for a project is the Project brief. This is the specific brief or
instruction to the Learner. The brief for the project should reflect a range of learning
outcomes.
for
environment,
as
appropriate
to
the
requirement
of
the
module
Activity 4
1. Create an evaluation form for a story writing
assignment.
Tutorial Task:
1. Discuss how aural-oral and written assessment can
be part of a portfolio for storytelling for young learners.
REFERENCES
Covington, Michael A. (2004). What Should Grades Means. University of Georgia.
Retrieved on July 8 2013 from http://www.ai.uga.edu/mc/grading.html
Paulson, F.L. Paulson, P.R. and Meyer, CA. (1991, February). "What Makes a Portfolio a
Portfolio?" Educational Leadership, pp. 60-63.
Pinter, Annamaria (2006). Teaching Young Language Learners. Oxford University Press.
Definition of aural-oral. Retrieved on July 8 2013 from
https://www.vocabulary.com/articles/chooseyourwords/aural-oral-verbal/
Wickham, Ruth (2013).Types of Assessment. Brighton Education.
Appendix 1
Sect:
Title of
Date:
Short
Story
By:
CRITERIA
OK / N
PRONUNCIATION DIFFICULTIES
1. time requirements
2. 100 words minimum
3. voice command and
control
4. proper posturing
5. eye contact with audience
6. self-confidence
7. proper intonation patterns
8. originality
9. story appropriate for level
PROFESSORS COMMENTS
Score
Prepared by:
Rohaida Binti A Rahmat
IPG Kampus Kota Bharu.