PRACTICE II, DIDACTICS OF ELT.
Adjunto a/c Prof. Estela N. Braun (2022).
Auxiliares docentes: JTP Prof. Joana Herrán- Prof. Maria José Aristu
Deadline: November 7th 2022
Trainees’names: Dalgalarrondo, Paula - Melado, Andrea - Zipenko, Celina
Practical 9: Assessment, Testing and Evaluation.
GRADE: EXCELLENT. You shower through knowledge of the assessment and testing contents and you could link them to the types of formative and summative assessment you used during your Practicum. PBL was very well-explained. I am so sorry that due to lack of time you could not finish 2 of them. Well done!
Bibliography:
● Chapter 7, Assessment (Shin & Crandall, 2014)
● Chapter 10 (Diaz Maggioli, 2015)
● Mistakes and Correction, Edge (1993)
● PBL How to assess Projects: Video. https://www.youtube.com/watch?v=7w9EKnns118
PART A: THEORY. Excellent 10/10
1) For questions 1–9, match the descriptions with what they are describing A–J. There is one extra option that you do not need to use.
A Can-do statements
B Continuous assessment
C Fill in
D Formative assessment
E Information-gap activities
F Learner language profile
G Portfolio assessment
H Proficiency test
I ‘Sudden death’ test
J Summative assessment
1. These help students (and teachers) to describe their ability to use language. ___A___
2. This is a kind of test item where students have to write words where there is a blank in a sentence or paragraph. ___C___
3. This is the kind of evaluation which tells us how good a student is, and whether they match a certain pre-decided level. ___H___
4 .This is the name for a kind of test where 100% of a student’s final grade depends on one exam. ___I___
5 .This is the kind of testing that takes place bit by bit over a semester or a year. ___B___
6. This is the kind of testing we do when we want to see how the students are getting on so we can help them to do better. ___D___
7 .This is the kind of testing we do when we want to see what the students have achieved. ___J___
8. This is the kind of testing where we look at examples of work that the students have been collecting over a semester or a year. ___G___
9. This is where we describe a student’s ability in detail. ___F___
2) RESEARCH: Look at examples of test material for young learners of English (e.g. a public exam, a school exam, test material in a coursebook or a test which you have written).
Look at each section in detail and decide what is being tested and what students need to know in order to be successful. Focus on the test materials you prepared plus the ones in the APPENDIX.
Joana’s test:
Activity 1: students will need to remember the meaning of each daily action so as to match it with the correct picture. The teacher is testing vocabulary.
Activity 2: students will need to remember how to say the time in English as well as identifying the time marked in the clocks. The teacher is testing vocabulary and grammar structure.
Activity 3: students will need to be able to recognize the meaning of the actions in the text. The teacher is testing students’ reading comprehension.
Activity 4: students will need to recognize the actions the audio mentions so as to put them in order. The teacher is testing students’ listening skills.
Activity 5: students will need to know how to express their personal daily routines and how to write the activities they do in a day. The teacher is testing students’ writing skills, grammar structure and vocabulary.
Celina’s test:
Activity 1: students will need to recognize the food items mentioned by the teacher. The teacher is testing listening comprehension.
Activity 2: students will need to remember the food vocabulary and the structure that expresses preferences. The teacher is testing reading comprehension, grammar and vocabulary.
Activity 3: students will need to remember to which food groups each food item belongs to. The teacher is testing vocabulary.
Activity 4: students will need to remember how to express their preferences in food. The teacher is testing students’ writing skills. And al so the function of expressing likes/dislikes
Activity 5: (EXTRA ACTIVITY) students will need to remember and recognize the names of the food items. The teacher is testing vocabulary.
Paula’s Test
Activity 1: Students will need to listen and recognize the vocabulary items about parts of the body and the numbers mentioned by the teacher. Then, they will draw according to what they wrote. The teacher is testing listening and reading comprehension.
Activity 2: Students will need to recognize vocabulary about imperative verbs and find them in a wordsearch, then write their names below each picture. The teacher is testing vocabulary.
Activity 3: Students will need to remember how to produce a sentence describing a person’s parts of the body and the vocabulary items needed. The teacher is testing writing skills.
Activity 4: Students will need to recognize vocabulary items about parts of the body and the grammatical structure “has got” while reading short text. The teacher is testing reading comprehension.
PART B: Theory and practice.
a. What kinds of alternative assessment can you mention?
Alternatives assessments include:
Observations: occurs all the time during lessons. The teacher can see how students can cope with the activities and instructions given in class.
Conferences and oral interviews: teachers can notice students´ ability to communicate their ideas effectively in English as well as providing them with the opportunity to demonstrate their progress in listening and speaking.
Story or text retelling: students can read or listen to the original text first and then retell its major events or main ideas.
Writing samples: students can be asked to write a variety of texts all along the academic year which later can be placed on their portfolios. Pupils can self-assess their productions or assess their classmates' ones.
Projects: they may include creating posters, drawings, students’ books, charts or role plays and may be undertaken individually or in groups. Generally, they involved the use of the four skills practiced in lessons (listening, speaking, writing and reading).
Portfolios: it’s a purposeful collection of the student's work that documents his/her efforts, progress and achievement during the year. It may include drawings, writing pieces, posters, journal entries, craft items, photographs of projects or participation in role plays.
Other performances: they can include role plays, oral reports and demonstrations, it also offers opportunities to gauge learners’ speaking proficiency.
Self - or peer - assessment: the teacher can provide students with a simple rubric to self-assess themselves or to assess their classmates. They can write brief comments or rate the productions with faces or stars.
b. What are the advantages of using Project Based Work? What should be taken into account during the Pre-Plan-while working on it and as regards assessment?
Project based work develops:
critical thinking
collaborative work
creativity
communication
the application of knowledge in context
In order to assess a project the teachers should firstly determine what the project's final outcome will be (video, poster, etc) and its structure as well as the tool and material needed to put it into practice. Later he/ she will have to teach the necessary lexis for students to the language demands and provide them with checked resources for them to do research. Finally he/ she will decide whether he/she will evaluate the whole process or the product itself, as well as the macro skills in which the plan will be based. It could either deal with all of them or just a few, like reading and writing, for example.
Before the project´s evaluation, the teacher will edit the student´s work and correct it so students can later compare and analyze the information gathered.
c. Describe the projects that you implemented in your class groups. How did you assess them? Share the rubrics used.
PBL How to assess Projects: Video. https://www.youtube.com/watch?v=7w9EKnns118
Celina’s project: Healthy Habits
I couldn’t finish my project but I did start it. After introducing vocabulary about food and food groups as well as the importance of eating different kind of food every day, students answered a survey about their daily habits (if they eat vegetables/fruits every day, if they drink a lot of water, if they play any sport, etc.) and complete a chart in which they write what they eat for each meal in a day. Then, we discussed the answers, without naming anyone, and watched a video in which Mary told us what she eats in a day. Students compared Mary’s meals with their meals, also considering the differences in time which surprised them a lot. In another lesson, I presented them with the short story “The Healthy Genius”, which I created. They listened/read the story and we were analyzing each healthy habit the character mentioned, considering its importance and discovering if students follow some of the habits. To finish my project, the idea was to divide the students into groups and each one of them was going to design a poster explaining a healthy habit (I was going to do the first one, as a model, and they will choose the rest). After doing it, they were going to share it with the rest of the courses.
I assessed students with a chart in which I tick if they participate in the lessons, if they complete the activities proposed, if they discuss the answers with respect, if they answer my questions during the lessons, if they remember vocabulary items, and if they collaborate in the groups and work as a team. These last two weren’t considered because I couldn’t finish my project.
Andrea´s project: Room Description
The aim of the project was to develop students´writing and speaking in a contextualized way while fostering collaborative work. By creating and describing a room of the house, based on the items children see in the real world, they are able to apply knowledge which they can later extrapolate to their own homes, so as to describe them.
First, students were divided into four different groups and were shown an example to follow. Later, they drew, coloured and glued images of the furniture studied provided by the trainee.
Groups divided their tasks so they could organize themselves and use time effectively. While some students were in charge of the room design others were in charge of describing it, by writing sentences about it.
Finally, each group presented their room and were asked simple questions they had already practiced such as what color is it?
A rubrics was prepared so as to analyze student's writing, speaking and vocabulary knowledge.
Paula’s project: Traditional Games
As Celina, the project was not finished, but it was started. In the first (and only) project class students got in groups of 4 people and decided which game they were going to explain in a presentation with the instructions on how to play a traditional game. Some groups started to think and write about the instructions in English, and some others did first in Spanish and then they started to think about how to say them in English with the help of dictionaries. The idea was that, in the next class, children create the posters and at the same time practice their oral production and pronunciation. Then, in the last class, we will receive a visit from a native speaker from the US to whom the students are going to present their productions. After that, Mary was going to present them a traditional game from the US and they will play it following her instructions. So the aim of the project was that, while learning about their parts of the body and imperative verbs, children were able not only to learn through TPR but also to share about their own culture and to know about other cultures different from their own.
I was going to assess students with a chart too, but as I did not finish it, I just have partial results of the first four items. This chart included participation in groups, responsibility,the recognition of the vocabulary items that were taught during my practicum, written production and oral production.
APPENDIX
Your own test.
Test prepared by Prof. Joana Herrán.
https://drive.google.com/file/d/1cat0S0GMHCKXb9_D7jNQWXK-t94sGA_R/view?usp=sharing
No comments:
Post a Comment