LING 322 CHAPTER 10 ASSESSMENT AND LANGUAGE LEARNING
- Slides: 8
LING 322 CHAPTER 10 ASSESSMENT AND LANGUAGE LEARNING
ISSUES AGE CONTENT OF LANGUAGE LEARNING METHODS OF TEACHING AIMS LEARNING THEORIES
REALITY • • • STRESS ON CHILDREN LEARNING NEEDS ARE OVERSHADOWED BY THE NEEDS TO COVER THE SYLLABUS CLASSROOM ACTIVITIES IS RESTRUCTED TO EXAM PREP EDUCATIONAL CHANGE IS LIMITED MISMATCH BETWEEN THE CURRICULAR AIMS, PEDAGOGY, AND TEST CONTENT LIMITED ATTENTION TO TEST ORAL SKILLS
PRINCIPLES FOR ASSESSING CHILDREN’S LANGUAGE LEARNING ASSESSMENT SHOULD BE FROM LEARNING CENTRED PERSPECTIVE SHOULD SUPPORT LEARNING AND TEACHING MORE THAN TESTING SHOULD BE CONGRUENT WITH LEARNING CHILDREN AND PARENTS SHOULD UNDERSTAND ASSESSMENT ISSUES
KEY CONCEPTS • • ASSESSMENT –TESTING – EVALUATION FORMATIVE AND SUMMATIVE ASSESSMENT DIAGNOSTIC AND ACHIEVEMENT ASSESSMENT CRITERION-REFERENCED AND NORM REFERENCED ASSESSMENT VALIDITY RELIABILITY FAIRNESS PLANNING FOR ASSESSMENT
TEACHER ASSESSMENT OF LANGUAGE LEARNING GOAL RELATED ASSESSMENT SELECT A FOCUS- FLUENCY, ACCURACY, SKILLS ASSESSMENT BY OBSERVATION –observe – notice-adjust CREATE OPPORTUNITIES FOR ASSESSMENT – who, when? RECORD-KEEPING
SELF ASSESSMENT & LEARNER AUTONOMY • • • Learners can understand more about the learning process Learners can be motivated towards involvement in their learning Teachers can understand their pupils Learners will be better prepared to carry on learning More equal relationship between teacher and student
HOW DO TEACHERS USE ASSESMENT INFORMATION? Outcomes to be used to evaluate effectiveness of a course Giving feedback – evaluative, corrective feedback, strategic feedback
