InService Teacher Training Assessment in IGCSE English as

In-Service Teacher Training Assessment in IGCSE English as a Second Language 0510 Session 1: Introduction to the syllabus

www. cie. org. uk Welcome • Introductions • Background • Aim of training

www. cie. org. uk Session 1 looks at: Formative assessment • Syllabus aims • Structure of the syllabus • Assessment Objectives • Scheme of Assessment

www. cie. org. uk Aims of the syllabus • Use of English for the purpose of practical communication • Form a sound base for skills required for further study or employment (using English as the medium) • Develop an awareness of the nature of language-learning skills

www. cie. org. uk Assessment Objectives (1) • • Reading and Writing Speaking Listening Usage

www. cie. org. uk Assessment Objectives (2) • There are 20 Assessment Objectives across the four skills • For the receptive skills, reading + listening, the wording of the AOs is the same • For the productive skills, writing + speaking, AOs 1 to 3 use the same wording • Practice • Context

www. cie. org. uk IGCSE E 2 L Scheme of Assessment Reading, Writing, Listening

www. cie. org. uk IGCSE E 2 L Scheme of Assessment Speaking

www. cie. org. uk What is formative assessment? (1) Here are some views held by E 2 L teachers: • ‘Formative assessment is what leads to the constant improvement of the student. ’ • ‘Each type of formative assessment should be different; formative assessment should be varied to be effective. ’ • ‘Formative assessment is more important than summative assessment in E 2 L teaching and learning. ’ • Formative assessment means immediate feedback. ’

www. cie. org. uk What is formative assessment? (2) And some more views: • ‘Formative assessment leads to changes in teaching; it tells a teacher where next to go. ’ • ‘Only by using formative assessment can you find out about the different types of learners you have. ’ • ‘It’s assessment for learning, and not of learning. ’ • ‘Formative assessment should not be judgemental. ’ • ‘I use formative assessment more to evaluate my own teaching than my students’ learning. ’

www. cie. org. uk Formative assessment is. . . • …an interaction between student and teacher • …the means for the teacher to assess progress, for example, by feedback on tests • …the means of helping the student assess their own progress • …the means of encouraging improvement in performance

www. cie. org. uk Formative assessment: Ways of assessing progress • • • Marking Feedback on tests Answers given to verbal questions Target setting Student self-evaluation

www. cie. org. uk Formative assessment methods (1) • Record students occasionally in their natural learning environment. Invite them to listen to themselves and point out the mistakes they make • Keep a register of common vocabulary errors and/or deficiencies while teaching/listening to your students. Test these in a summative/formal way later • Use pencil to ‘mark’; suggest only areas to improve. Do NOT mark anything as ‘wrong’

www. cie. org. uk Formative assessment methods (2) • Ask students to mark each others’ work on a regular basis • Do more creative, sharing work. Ask your learners to explore more. It’s OK if they make more mistakes • Summarise learning by presenting in a different form - e. g. a summary becomes a poster outlining key points • Ask students to keep ‘learning’ journals. Read these on a regular basis

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