Unit-15-Assessment-in-English-Teaching(简2).ppt

Teaching ObjectivesAssessment purposes1Assessment methods2 Assessment criteria3 Testing in L assessment5 Assessment principles4Who concernes about assessment ?The people involved in education have some reasons to consider assessment necessary.administratorsteachersstudentsparentsOther ways to gather information:teachers assessmenttestingcontinuous assessmentSs self-assessmentportfolios (个人成长档案个人成长档案)A: Objective standard of ability level; D: Difficult to design, especially for classroom teachers.Maximize the distinction among individuals in a given group; Difficult to decide the “norms”.Make students aware of their progress; Encourage students; Lack of comparison among students criteria 1.Criterion-referenced assessment 2.Norm-referenced assessment 3.Individual-referenced assessmentAssessment criteriaIV. Assessment principles assess authentic use of language in reading, writing, speaking, and listening; assess literacy (The condition or quality of being literate, especially the ability to read and write) and language in a variety of contexts; assess the environment, the instruction, and the students; assess processes as well as products;V. Testing in assessment The role of testing in the classroom 1. Stimulating student progress 2. Evaluating class achievement Tests & Tests 测试的分类* * 按测试目的分类按测试目的分类 - - 成绩测试成绩测试 Achievement Test: 毕业会考毕业会考 水平测试水平测试 Proficiency Test: NMET, TOEFL 学能测试学能测试 Aptitude Test: Scholastic Aptitude Test 诊断性测试诊断性测试 Diagnostic Test: 随堂练习随堂练习/测验测验 编班测试编班测试 Placement Test* * 按对测试分数的解释方式分类按对测试分数的解释方式分类 - - 目标参照性测试目标参照性测试 Criterion-referenced Test 常模参照性测试常模参照性测试 Norm-referenced TestNR-testing: interest in seeing how candidates perform by comparison with each other讨论：讨论：分省命题以降低难度分省命题以降低难度来追求来追求“稳定稳定”合理吗？合理吗？ TYPES OF TESTSThe achievement testThe aptitude testThe progress testThe proficiency testFour basic types of language tests.TYPESTypes of test itemsMultiple-choice itemsShort-answer objective itemsCommunication itemsRealityIdentityCreativityCreativityhere is a single predictable correct answerIn tests of communicative competence,Multiple-choice test items are Designedto elicitspecific responses from the students.5.3.1 Multiple-choice itemsMultiple-choice test items are designed to elicit(引出)specific responses from the students. Since there is only one right answer, the scorer can very rapidly mark an item as correct or incorrect. More important, when a group of scorers is reading the same test paper, each of them arrives at the same score. (This agreement is called scorer reliability信度.)The reliability of multiple-choice items and the increased use of electronic computers have led to widespread acceptance of the machine-scored answer sheet. Such multiple-choice tests have proliferated throughout the United States and have been applied to a broad range of subject matter. The items present the students with four or five options from which they must select the correct answer. Although the scorer reliability of these machine-scored multiple-choice tests is almost perfect , the validity of each test or each section of the test must be determined separately. Just because a test is “objective,” it is not automatically a “good” test. Before using any standardized objective test, the teacher should carefully go over the specifications to determine whether they correspond to his or her own reasons for giving the test. 5.3.2Short-answer objective items An objective test item is any item for which there is a single predictable correct answer. Whereas the multiple-choice item format is most often selected for standardized tests, the classroom teacher typically makes heavy use of short-answer items. These items may require one-word answers, such as brief responses to questions (oral or written), or the filling in of missing elements. At other times, several words or full sentences may be required. 5.3.3 Communication items In tests of communicative competence, it is usually impossible to predict precisely how students will respond, for communication allows and indeed encourages creativity on the part of the students. Although one can develop objective items to evaluate listening and reading comprehension, tests of oral and written self-expression elicit free responses that must be scored subjectively. Communication items are not, therefore, as objective as multiple-choice or short-answer items. However, through the development of an appropriate scoring procedure, it is possible to evaluate student performance with a good degree of objectivity. If communication is one of the major goals of the foreign language course, teachers must give the students the opportunity to demonstrate their ability to communicate, even if such tests are not totally objective. 5.4.2 Objective and subjective test items The terms objective and subjective when applied to test items refer to the manner in which the item is graded. An objective item is one for which there is a specific correct response; therefore, whether the item is scored by one teacher or another, whether it is scored today or last week, it is always scored the same way. Multiple-choice items are objective items. Fill-in-the-blank and short-answer questions are also objective items. A subjective item is one that does not have a single right answer. A short composition or an impromptu (即席的) interview may be scored in different ways by different teachers, and even by the same teacher scoring the answer twice under different circumstances. Test questions where students may give a variety of responses, each somewhat different from the other, are called subjective items. 5.4.3 Speed and power tests On a speed test, the student works against time. A typical speed test is the typing test in which the student tries to improve his or her rate of words per minute. A language test that is so long the students are unable to finish within the time allotted and that contains items of more or less equal difficulty throughout the test would be considered a speed test. For instance, the reading and translation test given for doctoral candidates is frequently a speed test: the candidates must finish the translation within a specific time limit. On a power test, the student is given sufficient time to finish the test. Some students may not answer all the questions, but this is because they are unable to do so, not because they were rushed. Most classroom tests are power tests: the length has been set to permit all students to complete the test. 5.4.4 Formative and summative evaluation Benjamin Bloom has developed the concept of formative(形成性的) and summative evaluation(终结性评价). The formative test is given during the course of instruction; its purpose is to show which aspects of the chapter the student has mastered and where remedial work is necessary. The formative test is usually graded. The summative test, on the other hand, is usually given at the end of a marking period and measures the “sum” total of the material covered. On this type of a test, students are usually ranked and graded.Test items can be designed in various formats:(in the textbook)1.Questions & answers2.True or false questions3.Multiple-choice questions4.Gap-filling or completion5.Matching questions6.Dictation7.Transformation8.Translation9.Essay writing10.InterviewVI. Conclusion Assessment can be done in many ways. Testing is only one of them. Varying assessment methods according to assessment purposes and contexts helps to make assessment fairer and more reliable. Whatever methods or formats are used, assessment must always follow a set of principles which guarantee assessment validity（效度） and reliability（信度）.FormFormHow is the grammar structureformed?MeaningMeaningWhat does the grammar structuremean? UseUseWhen or whyis the grammarstructure used?Grammar DimensionsLarsen-Freeman(1995)语言运用模型(考试分数的背后)： Some components of language use and language test performance - Language Testing Practice, p63Language knowledgeTopical knowledgePersonalcharacteristicsCharacteristics of thelanguage use or testtask and settingAffectStrategicCompetenceAffective schemata反思：Our philosophy of language testing1. Relate language testing to language teaching and language use.2. Design your tests so as to encourage and enable test takers to perform at their highest level of ability.3. Build considerations of fairness into test design.4. Humanize the testing process: seek ways in which to involve test takers more directly in the testing process; treat test takers as responsible individuals; provide them with as complete information about the entire testing procedure as possible.5. Demand accountability for test use; hold yourself, as well as any others who use your test, accountable for the way your test is used. Bachman&Palmer: Language Testing Practice Humanize the testing process: seek ways in which to involve test takers more directly in the testing process; treat test takers as responsible individuals; provide them with as complete information about the entire testing procedure as possible. Design your tests so as to encourage and enable test takers to perform at their highest level of ability. 考试人性化考试人性化LOGOAdd your company slogan