Assessment in EFL Purposes of Assessment in EFL

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Assessment in EFL

Assessment in EFL

Purposes of Assessment in EFL Classes • Identifying what students can do in the

Purposes of Assessment in EFL Classes • Identifying what students can do in the English language. • Measuring students ability to use English language holistically in real-life situations. • Helping teachers to monitor and assess students’ learning progress. • Identifying what students have mastered and what aspects need improvement. 1

Global and Permanent Assessment • Assessment refers to strategies that are meant to ask

Global and Permanent Assessment • Assessment refers to strategies that are meant to ask students to show what they can do. • It refers to situations in which students are evaluated on what they can do or/and produce, rather than on what they are able to recall and reproduce. • It involves sharing assessment responsibility with the students. 4

Reasons for Using Global and Permanent Assessment Methods in EFL Classrooms • Alternative assessment

Reasons for Using Global and Permanent Assessment Methods in EFL Classrooms • Alternative assessment methods measure students’ ability to use English holistically in real-life situations. • Students demonstrate what they have actually learnt and what they can really do rather than what they are able to recall or reproduce. • They are diagnostic and ongoing in nature rather than restricted to the end of a unit, a course, or a year. • They obtain information about students from numerous sources and through using various tools. • They offer a comprehensive image of the student’s overall competence in English language. 5

 • They increase students’ linguistic self-confidence. • While involved in assessment activities, students

• They increase students’ linguistic self-confidence. • While involved in assessment activities, students make real use of English. • They train students to assess their own learning progress and to identify their own strengths and weaknesses, which enables them to take some responsibility for their own learning. • They replicate real-world communication contexts and situations outside the classroom. • They use tasks that represent meaningful instructional activities. • They focus on processes as well as products. 6

(8) Takes place in the classroom (7) Learning Improvement (6) Fairness (1) Clear instructions

(8) Takes place in the classroom (7) Learning Improvement (6) Fairness (1) Clear instructions Criteria for Effective Assessment (5) Studentcentred (2) Continuous assessment (3) Feasibility (4) Authenticity 7

Performance Assessment Common Methods of Assessment Peer Assessment Selfassessment 8

Performance Assessment Common Methods of Assessment Peer Assessment Selfassessment 8

1. Performance Assessment • Performance assessment is one in which the teacher observes and

1. Performance Assessment • Performance assessment is one in which the teacher observes and makes a judgment about the student’s ability to produce a product, perform a task, etc. Performance assessment should be connected to the desired learning outcomes. The main types of performance assessment: a. Performance-based tasks b. Portfolios 9

a. Performance-based Tasks Performance-based tasks are tasks that require students to employ the knowledge

a. Performance-based Tasks Performance-based tasks are tasks that require students to employ the knowledge and skills they have acquired to create a product or deliver a performance. Tasks/activities should be directed with specific objectives. Specifying some criteria (whether in the form of a rubric, a rating scale or a checklist) to guide students. Considering the individual differences when assigning tasks to students. Tasks should be appropriate for students’ level. 10

Product Processoriented Types of Performance. Based Tasks Performance 11

Product Processoriented Types of Performance. Based Tasks Performance 11

Steps of Carrying out Performance-based Tasks Assessment 1. Deciding what students must perform and

Steps of Carrying out Performance-based Tasks Assessment 1. Deciding what students must perform and specifying what is to be evaluated clearly. 2. Choosing the activity. 3. Defining the criteria of assessment clearly. 4. Preparing an assessment instrument to measure the skill/knowledge (typically, a rubric) and introducing it to the students. 5. Doing the task and carrying out the assessment. 6. Providing students with feedback. 12

Example Oral Self-introduction • Skill: Speaking • Task: Providing oral self-introduction • Assessment instrument:

Example Oral Self-introduction • Skill: Speaking • Task: Providing oral self-introduction • Assessment instrument: A rubric for a speaking task • Students do the task. • The teacher listens to the students to assess their performance in the light of the rubric. • Teacher gives students feedback on their performance. 13

Needs Work! Good Job! Student frequently pronounces words incorrectly. Pronunciation impedes understanding of the

Needs Work! Good Job! Student frequently pronounces words incorrectly. Pronunciation impedes understanding of the words. Generally, student pronounces words correctly. Some inconsistencies in pronunciation that do not impede understanding of the words. Student consistently pronounces words correctly. Very flat presentation; bad intonation pattern; many pauses and hesitation that make it difficult to follow. Student gives less than 3 facts about him/herself. Few pauses but they didn’t detract from comprehensibility. Speak fluently, no pauses, good intonation pattern, and confident in speech. Student gives between 3 -5 facts about him/herself. Student gives more than 5 facts about him/herself. Student rarely uses appropriate vocabulary to introduce him/herself. Student makes more than 6 grammatical mistakes. Generally, student uses appropriate vocabulary to introduce him/herself. Student uses appropriate vocabulary to introduce him/herself. Student makes two or fewer grammatical mistakes. Grammar Vocab. Information Fluency Criteria Pronunciation A Rubric Example for a Speaking Task Student makes between 3 and 6 grammatical mistakes. Well Done! 14

Benefits of Using Performance-based Tasks Assessment in EFL Classroom • Indicating clearly not only

Benefits of Using Performance-based Tasks Assessment in EFL Classroom • Indicating clearly not only what students know but also what they can do • Involving students in learning • Increasing students’ confidence • Sharing rubrics with students makes them know exactly what is expected to get a certain grade or score • Allowing teachers to know how well they are teaching and allowing students to know how well they are learning 15

b. Portfolios • A portfolio is a purposeful collection of students' work that demonstrates

b. Portfolios • A portfolio is a purposeful collection of students' work that demonstrates their effort, progress, and achievement in a given area. • A portfolio can be in a paper form or an electronic form. • An electronic portfolio is called e-portfolio or digital portfolio. 16

Portfolio Components Information and evaluations Whatever students believe to be important for their learning

Portfolio Components Information and evaluations Whatever students believe to be important for their learning process Samples of written work Portfolio Components Tapes of oral work Reflections Checklists 17

Types of Portfolios Assessment portfolios Types of Portfolios Showcase portfolios Collections portfolios 18

Types of Portfolios Assessment portfolios Types of Portfolios Showcase portfolios Collections portfolios 18

A Scheme for Developing Assessment Portfolio No Category Procedures 1 Decision should be made

A Scheme for Developing Assessment Portfolio No Category Procedures 1 Decision should be made about what to put in the Collections portfolio. 2 Reflections could be on problem areas, strategies of learning, what has been learnt, what has still to be learnt and plans for improvement. Reflections could be written in the form of a journal or diary, learning logs, self-assessment checklists, etc. 3 What is the purpose of the portfolio? The purpose is use portfolio to demonstrate Assessment growth The purpose is to use portfolio for assessment 19

Example Skill: Reading comprehension • Collections: Passages of various genres • Reflection: Students use

Example Skill: Reading comprehension • Collections: Passages of various genres • Reflection: Students use self-assessment checklist and a reading log for each passage. Student’s Self-assessment Checklist Please, tick each item to indicate the reading strategy you used to understand the reading passage: Reading’s strategies Yes No No 1 I use my background knowledge. 2 I use context as well as parts of words (e. g. prefixes and suffixes) to work out the meaning of unknown words. 3 I scan the text for specific information. 4 I skim the text to get its main idea. 5 I identify links between sentences. 6 I identify parts of speech in sentences. 20

Student’s Reading Log Student’s Reflection My progress in reading comprehension (Excellent – good –

Student’s Reading Log Student’s Reflection My progress in reading comprehension (Excellent – good – acceptable) I am good at. . . . . . I need to work on. . . . . I can improve my reading comprehension ability by. . . . . . . . Teacher’s Feedback Student is good at. . . . . Student needs to work on. . . . Student can improve his reading comprehension ability by. . . . . . . 21

Benefits of Using Portfolios in EFL Classrooms • Promoting students’ autonomy • Helping students

Benefits of Using Portfolios in EFL Classrooms • Promoting students’ autonomy • Helping students monitor and reflect on their own learning and progress • Making students feel more responsible for their learning • Allowing students to make choices and decisions and plan their learning activities • Offering authentic information about the progress of students 22

2. Self-assessment • Self-assessment is a process in which students are required to assess

2. Self-assessment • Self-assessment is a process in which students are required to assess their performance against standards. • It refers to procedures by which the students themselves evaluate their language skills and knowledge. Self–assessment does not mean that students assess themselves in the form of grades. Establishing clear criteria for students to use when they assess their own performance or product. 23

Implementation Process Scheme for Self- Assessment Pre- implementation Phase Implementation Phase • Teacher defines

Implementation Process Scheme for Self- Assessment Pre- implementation Phase Implementation Phase • Teacher defines the task/activity and its purpose clearly. • Teacher establishes clear criteria for students to assess their own performance. • Teacher provides students with an assessment tool (e. g. a checklist). • Teacher can give students some guidelines and models or demonstrate the procedure to clarify it. • Students do the task and assess their product or performance. • Teacher monitors and helps students (if they do the task in the classroom). Post-implementation Phase • Follow-up through written feedback from the teacher on student’s work, journal reflection, or conferencing with the teacher or any other technique. 24

Example Self-assessment in EFL Writing Classroom • Teacher teaches students some aspects of writing.

Example Self-assessment in EFL Writing Classroom • Teacher teaches students some aspects of writing. (E. g. Step 1 punctuation marks and sentence structure. • Teacher asks students to write an essay and use the Step 2 points and tips taught. • Students do the task and then assess their writing using Step 3 the assessment tool (checklist). • Teacher collects students’ self-assessment forms and Step 4 gives them feedback on their work. 25

Self-assessment Checklist for a Piece of Writing Please, tick each item to reflect on

Self-assessment Checklist for a Piece of Writing Please, tick each item to reflect on your piece of writing: No Items Yes No 1 Are commas used where necessary? 2 Is there a full stop at the end of every sentence? Are all sentences and names capitalized? Do all the sentences contain at least one subject and one verb and express a complete thought? Does the essay contain a variety of sentence types? What sentence type do you use the most often? (Simple, Compound - Complex) Circle one. 3 4 5 6 26

Benefits of Using Self-assessment in EFL Classrooms • Leading to more confidence • Helping

Benefits of Using Self-assessment in EFL Classrooms • Leading to more confidence • Helping students develop a better understanding of the learning objectives and the assessment criteria • Improving learning • Promoting life-long learning skills • Increasing students’ awareness of their progress • Encouraging students’ autonomy • Encouraging active participation of students in the learning process 27

3. Peer Assessment • Peer-assessment is an arrangement for students to assess the performance

3. Peer Assessment • Peer-assessment is an arrangement for students to assess the performance or product of their peers. Students must use clearly defined guidelines to assess each other’s work Training students on how to give and use feedback and giving them an idea about peer assessment (the benefits, concepts, and purposes). 28

Implementation Process Scheme for Peer Assessment Pre- implementation Phase Implementation Phase Post-implementation Phase •

Implementation Process Scheme for Peer Assessment Pre- implementation Phase Implementation Phase Post-implementation Phase • Teacher defines the task/activity and its purpose clearly. • Teacher and students discuss and set the assessment criteria clearly. • They make decisions about the peer assessment methods, such as checklists or rating scales. • Teacher can even provide a rubric for better understanding of the requirements. • Teacher demonstrates how to conduct peer assessment to strengthen students’ confidence as well as lower their anxiety. • Students do the task and carry out the peer assessment. • Teacher monitors the peer assessment process and the quality of peer feedback. • Teacher collects peer assessment forms /checklists and review them. • Teacher gives students constructive feedback. 29

Example Peer Assessment - Oral Presentation Step 1 Step 2 Step 3 • Teacher

Example Peer Assessment - Oral Presentation Step 1 Step 2 Step 3 • Teacher asks students, in groups of five to six, to choose their own topics for presentation and gives them time for preparation • Teacher and students discuss and set the assessment criteria clearly and choose the assessment method. • Teacher provides students with a rubric for the oral presentation. • Students give their presentations. • While a group of students is giving their presentation, both the teacher and the rest of the class assess the performance of the individual members of the group by completing the peer assessment form in the light of the rubric. • Teacher collects peer assessment forms and review them. • Teacher gives students constructive feedback. 30

A Peer Assessment Form for Oral Presentation Presenter’s Name: Date: Please, use (√) to

A Peer Assessment Form for Oral Presentation Presenter’s Name: Date: Please, use (√) to rate the oral presentation of your fellow student: Criteria Poor Average Good Excellent Organization Fluency Pronunciation Confidence Non-verbal communication Verbal communication 31

A Rubric for Oral Presentation Criteria Organization Fluency Pronunciation Confidence Non-verbal communication Verbal communication

A Rubric for Oral Presentation Criteria Organization Fluency Pronunciation Confidence Non-verbal communication Verbal communication 1 (Poor) 2 (Average) 3 (Good) 4 (Excellent) No sequence of information that audience cannot understand presentation Fluency is lacking with bad intonation and constant hesitation and pauses. Frequently, pronounces words incorrectly. Student jumps around so audience has difficulty following presentation Student presents information in quite logical sequence which audience can follow. Fluency is inadequate with intonation problems and frequent hesitation and pauses. Some pronunciation errors Some hesitation and pauses but has complete thoughts. Intonation is relatively accurate. Pronunciation is usually correct. Student presents information in logical, interesting sequence which audience can follow. Speech is continuous with very few pauses, natural intonation and little or no hesitation. Almost no errors in pronunciation. Not at all confident; Reads from notes Quite confident; mostly reads from notes Almost confident; rarely returns to notes. Very confident; not looking at notes. Does not have eye contact with the audience. No movement or descriptive gestures. Sometimes has eye contact with the audience. Very little movement or descriptive gestures. Always has eye contact with audience. Movements seem fluid and help the audience visualize. Presenter does not speak clearly. Difficult for the audience to understand. Sometimes speaks clearly at a good pace. Most the time, audience find it difficult to understand. Most of the time has eye contact with the audience. Made movements or gestures that enhance articulation. Most of the time speaks clearly and at a good pace. Easy for the audience to understand. Presenter speaks very clearly and at a good pace. Very easy for the audience to understand. 3 2

Benefits of Using Peer Assessment in EFL Classrooms • Promoting students’ autonomy and independence,

Benefits of Using Peer Assessment in EFL Classrooms • Promoting students’ autonomy and independence, increasing their motivation, enhancing their personal responsibility and self-confidence. • Improving communication and interaction among students • Developing collaborative skills • More opportunities for students to learn from each other and to talk in English • More feedback on students’ performance. • Making students more aware of the objectives of the course 33

Performance Assessment portfolios Collections portfolios Showcase portfolios A showcase portfolio contains a student’s best

Performance Assessment portfolios Collections portfolios Showcase portfolios A showcase portfolio contains a student’s best pieces of work Processoriented A collection portfolio is a collection of all the pieces of work during a certain period of time. Performance-based tasks An assessment portfolio consists of items students choose to include according to certain assessment criteria. E. g. self/peer assessment, checklists, surveys, learning Product E. g. role-plays, debates, demonstrations, acting out a scene, presentations, etc. E. g. brochures, reports, web pages, audio or video clips, etc. Selfassessment Alternative Assessment Methods Main Types Peer Assessment Performance assessment Portfolios 34

References Abbas, Zainab. (2012). Difficulties in using methods of alternative assessment in teaching from

References Abbas, Zainab. (2012). Difficulties in using methods of alternative assessment in teaching from Iraqi instructors points of view. AL-Fatih Journal, 48, 23 -45. Charvade, M. , Jahandar 1, S. , & Khodabandehlou, M. (2012). The impact of portfolio assessment on EFL learners’ reading comprehension ability. English Language Teaching, 5(7), 129 -139. doi: 10. 5539/elt. v 5 n 7 p 129 Grabin, L. A. (2007). Alternative assessment in the teaching of English as a foreign language in Israel (Doctoral Dissertation). University of South Africa. Griffith, W. & Li, H. (2012). Performance-based assessment: Rubrics, web 2. 0 tools and language competencies. MEXTESOL Journal, 36(1), 1 -12. Herman, J. , Aschbacher, P. , & Winters, L. (1992). A Practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Honsa, Jr. , S. (2013). Self-assessment in EFL writing: A study of intermediate EFL students at a Thai University. Voices in Asia Journal, 1(1), 34 -57. Lotfi, H. (2012). Using portfolio assessment technique in EFL classrooms: Necessity, redundancy or luxury. ELT Voices – India, 2(6). 93 -103. North Carolina Dept. of Public Instruction. (1999). Assessment, articulation, and accountability, 1999: A foreign language project. Raleigh, NC: Author. Peng, J-C. (2009). Peer assessment of oral presentation in an EFL context. Retrieved from Pro. Quest Dissertations and Theses database. (UMI Number: 3380148) Rao, Z. (2006). Helping Chinese EFL students develop learner autonomy through portfolios. Reflections on English Language Teaching, 5(2), 113 -122. Reazon Systems, Inc. (2014). Basic writing rubric: Grammar/punctuation/spelling. Retrieved from http: //www. rcampus. com/rubricshowc. cfm? sp=true&code=TXX 8868& Shakoor, W. (2006). Alternative assessments for determining the English language proficiency level of English language learners for placement purposes. Retrieved from Pro. Quest Dissertations and Theses database. (UMI Number: 3199654) Yurdabakan, I. (2011). The view of constructivist theory on assessment: Alternative assessment methods in education. Ankara University, Journal of Faculty of Educational Sciences, 44(1), 51 -57. 35