by Professor. Genevieve Downer M
In regards of this formal workshop on Learning assessment giving out by the MEP and CONARE through Dr.Gilberto Hernández. I had realize that as teachers we never stop adquirering knowledge and that the process of teaching is a huge industry of responsibilities and experiences. Experiences and insights I want to share with followers, coleagues and friends.
CHAPTER ONE
The Process of Developing Assessment
Assessment is an integral part of the entire curriculum cycle, not something tacked on as an afterthought to teaching. Therefore, decisions about how to assess students must be considered from the very beginning of curriculum design or course planning in order for students to achieve and accomplish specific outcomes that should be worded in terms of actual student performance.
Towards assessment there are different ways in which teachers can assess their students, which could be done in the traditional way or in the alternative way. Idea of which I am trendy with because as teachers we should not be define by one or the other; I believe that they are more useful in a complemented way cause the students have different ways of learning so they should have options of ways in which they could and should be tested from self-assessment to students- designed tests, projects, presentations and many others; assessment covers a range of activities from everyday observation of students` performances in class to large-scaled standardized exams. Also, it includes the phases of planning, development, administration, analysis, feedback, and reflection of which teachers can be working in several different phases at any one time.
Categorizing Assessment Tasks:
Assessment task can be categorize by type, purpose, or place within the teaching/learning process or timing. For example, when we are talking about types of tests, there are: Placement tests, Aptitude tests, Diagnostic tests, Progress tests, Achievements test, and Proficiency tests. But, if it refers to the manner in which they are scored they can be in a objective or subjective way. Objectively scored tests requires particular knowledge or training in the examine area. In contrast, a subjective test, such as an essay, requires scoring by opinion or personal judgment so the human element is very important. On the other hand if it is refers to the purpose it can be in a Summative or Formative way. In which the summative tests determine if students achieve the objectives set out in the curriculum and in the formative the aim is to use the results to improve instruction providing feedback. The formative test is applied during whole year.
THE ASSESSMENT PROCESS
PLANNING
Start planning process
Decide on purpose of assessment:
. What abilities are you assessing?
- What is your construct or model of these abilities?
. What is target language use?
. What resources are available?
- range of assessment types
- time to develop, grade and analyze
- People to help in process
- Physical facilities
Is a test the best assessment?
yes no
Decides which can of test is best for this purpose? Consider other forms of assessment:
alternative, continuous, peer, self.
Do you have specifications?
yes no
Course outcome statements:
Cross-check specifications with outcomes Create specifications for: content, operations,
techniques (input/output), timing.
Course content and objectives:
Inventory course content and objectives
Use inventory to draw up blueprint for test structure
(sections, types of questions)
Use specifications and blueprint to start test construction
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