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The vocabulary test on pages 1 and 2 is a clear example about the feelings you face when taking a test .
BIG QUESTIONS
Can they built a person confidence and become learning experiences? Can test be positive experiences?
Can they bring out the best of the students ?
Create authentic and motivating assessment tests shouldnt be anxiety- provoking experiences
TEST
Is a method of measuring a persons ability knowledge or performance in a given domain. - It occurs at identifiable times in a curriculum.
ASSESSMENT
Covers a wider domain, whenever a student RESPOND TO A QUESTION, OFFERS A COMMENT, OT TRIES NEW STRUCTURES, the teacher is subconsciously making an assessment of the students learning process.
Is a subset of
Although the teacher is always assessing the students performance in the classroom, they must feel free to experiment, try their hypotheses and answers.
FORMAL
- Unplanned , incidental comments and responses. - Stimulating the students with words, correcting them politely. - No judgment in the students performance.
INFORMAL
- Specifically designed to evaluate students skills and knowledge. - Systematic planned. *Gives to the teacher a measure of the students achievements.*
FORMATIVE
Focus on growing the learning process, competences and skills by feedback, comments, suggestions.
SUMMATIVE
Summarize what students have reached ( at the end of the course, end of a unit, task, etc.)
NORM-REFERENCE TEST
- Score of the test taker is interpreted in a relation to a mean. - Predetermined responses are used. SAT TOEFL
Language competence is a unified set of interacting abilities that cannot be tested separately Oller (1979)
DICTATION Writing of what the test taker hears from the teacher using correct spelling.
CLOZE TEST
Bachman & Palmer (1996, p.9) Language test performance and language use Task seems artificial at the moment of using language in real life situations.
Closer to real language use: Where? When? How? With whom? And why language is to be used?
Involves oral production, written production, open-ended responses, integrated performance, group performance (INTERACTIVE TASKS) E.G: AN ORAL INTERVIEW
TRADITIONAL ASSESSMENT
One-shot, standardized exams Timed, multiple-choice format Decontextualized text items Scores suffice for feedback Norm-referenced scores Focus on the right answer Summative Oriented to product Non-interactive performance Fosters extrinsic motivation
ALTERNATIVE ASSESSMENT
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