Alternatives in Assessment (PDF)

Alternatives in assessment Norm-referenced and Criterion-referenced tests - Language test scores are used to group learners for some purpose. - For example, if we wish to divide a class of 40 into small vocabulary- learning work groups. We want to have seven learners in each group. We may s...

Alternatives in assessment Norm-referenced and Criterion-referenced tests - Language test scores are used to group learners for some purpose. - For example, if we wish to divide a class of 40 into small vocabulary- learning work groups. We want to have seven learners in each group. We may select the top seven scores for group one, the next seven for group two, P67 Table 4.1 - Norm- referenced uses of test scores are most valuable when we need to make decision about groups of learners based on an understanding of who has the most of an ability, who has the next most, and so on. 1 - We try to design norm-referenced tests to measure a wide range of abilities so that the test takers will be spread out along the scoring scale. - For example, I want to know that all learners in my class know at least 90 percent of the 1000 most common words in English. - To do this, I select a sample of 100 words from the larger list and test the students on those. - The condition that all test takers score at least 90 percent on the test is thus the criterion- referenced test. - This criterion will vary according to the test purpose. 2 - We can use the same teat for both normed- referenced and criterion-referenced purpose. Communicative Language Tests Communicative testing: assessing the ability to use language for communication in specific contexts, involving productive language either through meaningful input for the test takers to comprehend or interpret, or as meaningful output generated by the test takers. - Communicative testing is also called the communicative paradigm. It was developed in response to the structuralist approach which involved analysing the language into its component parts (phonemes, morphemes, syntactic forms, etc.). 3 - A learner needs communicative competence (the ability for language use). - The purpose is to know what is socially appropriate to say in a given situation. - The emphasis is on eliciting language performance in relevant contexts of use. Purposes of Language Tests (General or Specific) - The general purpose of a test refers to situations in which the purpose for learning cannot be specified with much certainty. - The specific purpose of a test is specified with this certainty. - We use language test results to make inferences about language abilities with regard to some purpose. 4 - Specific purposes of language teaching and assessing will continue as distinct branches of applied linguistics. Discrete-point and Integrative Tests 1. Discrete-point test refers to an approach to testing which focuses on the exact point of syntax, vocabulary, pronunciation, or morphology without reference to situation or purpose. (as multiple-choice test). - This type of test focuses on point only and the sentence doesn’t help the learner to get the correct answer: either she knows the correct form or she doesn’t. 5 2. An integrative task requires the learners the learners to process a number of aspects of the language at the same time in order to arrive at a response that the whole is more than the some of the parts. - In order to respond correctly, readers must process information from the entire passage to understand. It requires inferencing ability as well as knowledge of syntax, morphology, and vocabulary. P. 72 Formative and Summative Assessment - The purpose of formative assessment is to provide learners with information about their progress which they can use to guide their continuing learning, or to provide teachers with information which they can use to guide course development and lesson planning. 6 - Summative assessment is usually carried out at the end of a course of study to measure achievement. The results are provided in the form of scores or grades. - The results of formative assessments are provided to learners in the form of feedback on strength and weakness in order to make further progress or correct weak points. Alternative Approaches to Assessment - It refers to reaction to more traditional assessments or tests. Why Alternative Approaches? Supporters of Alternative Assessment argued for assessment that: (qualities) 1. Extensions of normal classroom learning activities familiar to the learners. 2. Requiring learners to produce language in natural, real-world contexts. 3. In a culturally sensitive way. 7 4. Scored or rated by human beings rather than computers. 5. Focusing on higher level thinking skills and progress rather than product. Distinction between Evaluation, Measurement and Test - Evaluation is a general term, and we may evaluate learners’ abilities with or without tests or measurements. - Measurement involves assigning a number or a place on a scale to a performance. - A test involves the elicitation of language performance in a standarised way then assigning a number to it related to a standard scale. 8 - Conference assessments involve one-on-one meetings between a learner and the instructor for the purpose of reviewing learning generally or to give feedback on a specific assignment and to discuss strategies for revision. - Conferences are useful in providing a basis for evaluating learner performance as well as assisting learners to develop self-awareness and critical skills. Portfolio Assessment (Folder) - It refers to collection of learners work, whether samples of writing, audio or video recordings. - It has been a part of the assessment of the learning process and of learning progress. 9 - Portfolios can be used for arrange of assessment purposes, including providing instructors with diagnostic information about what learners need to work on to inform class planning, helping learners to be more self-critical and effective learners. Three types of portfolios: 1. Showcase Portfolios: Examples of a learner’s best work, usually for purposes of grading or external accountability. It is often produced later in the course. 2. Progress Portfolios: Examples of successive drafts or other evidence of growth during the course, for the purpose of evaluating individual learner progress. 10 3. Working Portfolios: Examples of work illustrating mastery of learning goals or units of study, for purpose of programme and curricular assessment. - The essential components of portfolio assessment include Collection, Reflection, and Selection. - The goal of portfolio is to provide evidence of a learner’s writing ability that is rich in scope, so the collection of language sample must be more than simply a stack of papers or recordings. - A reflective essay by the student will be included, commenting on various examples of her language ability, why they were chosen and what each indicates about the learner’s progress in acquiring and using the language. 11 - The examples might be selected to represent work conducted in the language class, assignments in other academic classes, or in situations outside the classroom altogether. Self- and Peer-Assessments - They provide learners with enhanced awareness of learning goals and criteria for judging the quality of their own learning. - Self-and peer- assessment can work in two ways: a) Learners can evaluate their own products, such as written essays, audio samples, or videos of their interactions in class or in communicative situations. b) Learners can be provided with ‘can do’ checklist for them to rate their abilities in various communicative scenarios. 12  Task-based and Performance Assessment - They range from the more traditional assigned essays or speaking task to more elaborate problem-solving or group discussion tasks and complex integrated reading, listening, writing tasks. Dynamic Assessment - This assessment is based on a Vygotskyan concept that it is not sufficient to assess what a learner can do by him/herself at the present moment as a result of past learning, but rather it is necessary to assess what the learner will be capable of doing in the future. - Vygotskyan approach tries to distinguish between teaching and assessing. They claim that we were born with four mental functions: attention, sensation, perception, and memory. 13 - One method of dynamic assessment consists of an initial assessment, an intervention or mediation. - The second assessment is to obtain a difference score, reflecting the change resulting from the mediation. - All the above alternative approaches to language assessment require learners to perform some kind of goal-oriented task. - The objective is to assess not only the products of learning, but also the processes and higher-level thinking skills. 14