Classroom-based Assessment

Classroom-based Assessment

1. Usually, students feel disappointment

   • if they don't have a good grade.
   • what might be a pleasant
     • student life.

2. An important thing for assessment

   • is to motivate the student in
     • the learning language.

3. in norm-referenced tests

   • each test-takers' store is interpreted in relation to
     • a mean (average score)
     • middle store
     • standard deviation
   • example
     • Scholastic aptitude test (SAT)
       • Intended to be administered to large audiences with results efficiently disseminated to test-takers.
     • Test of English as a foreign language (TOEFL)

4. Criterion-referenced test

   • is designed to give test-takers
     • feedback on specific course
       • or lesson objectives
       • or the ''criteria'' of the course

5. There are different steps to make a good test

   • -make sure that students actually perform the criteria objectives that your test was designed to assess,
     • is necessary knowing
       • the connection between
         • test and what they studied before
       • what you want to test
   • 1. List of everything you think your students are able to do or to know
     • 2. Know about what skills you'll test to put in the test
       • divide the time of the test if it's necessary
       • 3. A first draft will give you a good idea of what the test will look like
         • you could imagine how students will perceive it
         • 4. You will work through all the items that you already have
           • wonder yourself
             • does each item measure a specified objective?
             • Is there an example item for each section?
             • Are the directions to each section absolutely clear?
           • 5. Make the necessary adjustments if you consider it
             • Your test must be practica, reliable and valid
             • 6. You will have some information about how easy or difficult it is
               • 7. Use the information from your test for review or move on to the next unit

6. Four guidelines

   • for converting what might be ordinary, traditional tests
     • into authentic, interesting, appropriately challenging washback-giving
       • learning opportunities designed for learners' best performance and for optimal feedback
   • 1. Strategies for taking the test with some preparation in test-taking strategies
     • learners can allay some of their fears
     • 2. Establish face validity
       • it means that in the students' perception, the test is valid
       • 3. Design authentic tasks
         • make sure the language in your test is as natural and authentic as possible
           • designed tasks in a form that students feel comfortable with
         • 4. Washback is the benefit that test offer to learning

7. Alternatives in assessment

   • Portfolio
     • is a purposeful collection of students' work
       • that demonstrates to students and others their efforts, progress, and achievements in given areas
         • it includes essays compositions, poetry, book reports, among others.
     • it's necessary to specify to students what the purpose of the portfolio is
   • Journals
     • It's an opportunity for learners to write relatively freely without under concern for grammaticality
     • as a teacher, you must collect guidelines on length of pre-announced dates
       • and return them promptly.
   • Conferences
     • Commenting on drafts of essays and reports.
     • its nature is formative

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