UNIT 3: Assessing Language Skills

SELECTED COMMUNITY

2014 Promotion of a private country school in a very exclusive northern area in Bogota. The school has bilingual status, the school day is 8 hours. The class is 19 students.

The importance of assessment

The importance of assessing our students goes beyond than simply test if they have achieved or not the topics stated by the syllabus of the school, as stated by Baxter (1997,p.8) “Instead of using the assessment to grade the student, we use it to see where the student needs more help”. Evaluation can help you as teacher to identify areas for improvement and ultimately help you realize your goals more efficiently in order to help the students to have more effective outcomes in the class. Even Though there are different kinds of assessments, the most important when evaluating your students are proficiency, achievement, placement and diagnostic tests. Due to we as teachers to be need to know how to evaluate our students, it is of a really big importance to be aware of all the different processes of an evaluation and all the point that should be taken into account, that is why evaluation must be seen as a connection between the teacher and the learner in which an effective learning and teaching process between both sides is been effectively followed. The evaluation should be done in a reliable form so its results could be verifiable and thus it could be taken as a standard, it means that other educators can have the same results if using the same effective evaluation. For an evaluation to take place in any measured way, the purposes and the expected outcomes in terms of student learning and attitude changes must be specified. Johnstone (2005).

It is important to evaluate the students in order to have an idea of how has been all the learning process of the group in general. Because it is also a necessity for the teacher and students to know what aspects should be enhanced, the way in which the evaluation is to be done, is really important for the teacher and for the students too. taking into account that in primary school in our country there are a big affluence of students in the classrooms, the methods for evaluating the students of the group will be based on Criteria-referenced tests which measure specific skills and concepts without the comparing the students among them. This type of test fit to the group of students to be evaluated due to it gives specific information on skills and sub-skills the student understands.

 In order to apply the correct evaluation form, indirect testing will provide the information that the teacher needs for the evaluation of a specific skill. Indirect testing will be implemented as part of the evaluation as a way of having broader insights of the process that the student is been carrying out in the class. Despite the fact that in our culture the most relevant in terms of evaluation is the grade, we us teachers to be have to change this thought and start to have a more subjective point of view of the evaluation process that should be accomplished in the class.

Because the fact of accumulating information, topics and workshops done in class is not appropriate for the process of the students from the group, mini test and check tests will be done due to this kind of tests give the opportunity to students of having a clearer idea of what specific issues should be improved and how the evaluation is taking part in the course. Students will be involved in a congruent evaluation. Congruent evaluation allows monitoring the aims, methodology and evaluation of the course have been implementing according to the already stated purpose and beliefs.

When validity, and reliability are part are taken into account when preparing the evaluation, a good test can be carried out in the class and no problems will confuse your students at any time.

Techniques that will be use during the course

Different techniques will be carried out in the final evaluation taking into account that every single skill has its own technique in order to have an effective evaluation paper. For grammar testing, the students will be assigned a gap-filling activity which will be designed according to the topic previously studied in class (water cycle). The idea of gap filling is not to force the students to select what the teacher wants but to give different options of vocabulary to answer.

For evaluating the writing skill, series of sub skills will be taken into account such as structure, which in this case is simple, present tense, spelling, vocabulary (water cycle). The use of the correct vocabulary, structure, spelling, will make that the evaluation can be more subjective than just grading something already fixed by the teacher. All the previous sub skills are to be taken into account for the writing skill which will be a written production test based on the water cycle.

Students will be given some vocabulary, connectors and as a result they will have a short written paper. A multiple-choice listening test will be held in the group. In this kind of tests is relevant to take into account that the order of the listening content should have the same order than that the multiple choice questions in the evaluation paper of the students for avoiding tricky questions that will end confusing the students. During the exercise of multiple-choice, not only listening will be tested but also reading given the fact that the students will be reading and following a reading while they have to match some questions that are not in their sheets of paper but are mentioned by the teacher. The listening will not be implemented through a tape recorder but “live” listening will be implemented. As stated by Harmer (2001 p. 306) “A popular way of ensuring genuine communication is live listening, where the teacher or/a visitor to the class talk to the classroom”. because for the speaking skill students will be assessed through observation, one speaking aspect will be chosen so the teacher could evaluate in a subjective way during all the process in the class, one aspect could be oral participation, this aspect could be taken into account that a previous speaking and listening activity was done before.

Evaluation (listening and reading)

1     Follow the reading and answer to the multiple-choice questions according to what the teacher reads.

The water cycle

The water cycle has no starting point, but today this story begins in the 1. ___ , since that is where most of Earth's water exists. The___, which drives the water cycle, ___water in the oceans. Some of it ___ as vapor into the air; a relatively smaller amount of moisture is added as ice and snow sublimate directly from the ___state into vapor. Rising air currents take the vapor up into the atmosphere, along with water from ___, which is water transpired from plants and evaporated from the soil. The vapor rises into the air where cooler temperatures cause it to condense into clouds.

1.   a. Planet                     b. Orleans                   c. Ground     

2.   a. son                          b. Sun                         c. Salt          

3.   a. hits                         b. heats                       c. hears   

4.   a. is vapor                  b. evaporates c. start vapor 

5.   a. sun                          b. solid                       c. submit

6.   a. transpiration           b. transformationc. evaporation

2.     Fill in the gaps according to the previously water cycle explanation.

Principio del formulario

1	Water vapor that condenses on cool surfaces is:
			dew.
			rain.
			snow.
			sleet.
2	Clouds are formed by:
			cool air rising.
			water vapor condensing.
			lightning.
			snow.
3	where most of Earth's water existsare called;
			rivers.
			oceans
			sun
			vapor
4	air currents take the vapor up into the:
			earth.
			atmosphere
			ocean

3.     Written production.

Write a paragraph where you describe the water cycle. Use the next chart with some connectors for your paragraph ( 5 lines minimum)

·       Meaning	·       Sentence connectors	Subordinates	Phrase linkers
Cause and effect	As a result Consequently In conclusion Inevitably	Because	because of As a result of Due to

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­

References

http://campus06.unad.edu.co/campus06_20151/mod/lesson/view.php?id=186

0

Andy Baxter (1997) Evaluating your Students

Jeremy Harmer (2011) The Practice of English Language Teaching) Chapter 8, 12, 14. 18.

Patton, M.Q. (1987). Qualitative Research Evaluation Methods.

Alex Johnstone (2005) Evaluation of Teaching

Web page: SCIENCE FOR A CHANGING WORLD

http://ga.water.usgs.gov/edu/watercyclesummary.html

Momento 2

Unit 2 Methods and approaches

Analysis Of Educational Level Chosen

Carlos Arturo Valencia.

I have chosen higher education because at the moment I am working with some groups of students who are doing their technological studies and they have to accomplish some competences in the foreign language, these students have different physical and psychological conditions, different skills, enthusiasms and cultural backgrounds, different ‘learning styles’ and worldviews. It sounds like a nice ideal to aim for.

Victoria Tobón

I would like to choose the Primary Educational Levelbecause it is a time where the students develop their potential, character and autonomy, they began to have their own ideas. At that age the students are very curious and learn very quickly, for that reason I invite my classmates that as a group we chose this educational level for work in the collaborative activity. I hope your comments and suggestions as soon as possible, we need to remember that this task close on 18 October.

Cruz Maria Piedrahita.

I selected Secondary Level because at that level students have gotten basic English knowledge so they will be able to move forward to learn and try new things. They might need specific activities that get them motivated with a high standard planning that can challenge them in class; therefore learners will center on the language appropriate on activities in terms of grammar, study skills, vocabulary, and pronunciation.

KaterinePaternina.

The education that I choose is the primary educational, and I personally think it is very important to shape the interest in learning the English language from this stage.

I believe that we must begin to help cover all the gaps in the learning of English from primary, because when they reach high school, has disinterest in learning, and learning more difficult.

In the primary stage children are active and can begin to shape, achieving better quality in education, in learning the English language.

Student	Topic	Topic  relation to the chosen level
Carlos Arturo Valencia	Assessing Language through Computer Technology	Higher education In the process of learning a foreign language, students in higher education have taken or will take a test delivered by computers, computer technology plays a role in language assessment, and even more in future, computer assisted methodologies are essential for an understanding of the L2 and its vocabulary, pronunciation and grammar structures, technology has had notable impacts on higher education knowledge and practice, today no matter where the students live, they are able to take a computer-assisted language test or even a complete course of the foreign language. Nowadays it is mandatory to have an international certification in the L2 in order to get to some Universities or Companies. By Computer Technology we help learners to develop self-assessment strategies to study, classroom assessments raise interesting possibilities for assessing student learning systematically and afterwards their detailed feedback, in addition to that we are able to keep records of their performance during each session of their work. Higher education learners are limited sometimes by time and space because of their daily routines or duties, these learners can get access to computers at any time allowing them to get the information without restrictions.
Victoria Tobón	Assessing Young Language Learners	Primary level According with Penny McKay on  his book Assessing young  learners the Children are  growing cognitively, socially,  emotionally, and physically,  they are learning new language  at school, likewise children  learn through active  engagement for that reason  there are programmes,  designed to rise children's  interest in the language. Multiple intelligence theory  (Gardner, 1993) has suggested  that children vary individually  across eight types of  intelligence – linguistic,  musical, logical mathematical,  spatial, bodily kinesthetic,  interpersonal, intrapersonal and  naturalistic. Assessments have been  designed to ensure, as far as  possible, valid and fair  information on the student’s  abilities and progress.
Javier Alexander Aguirre
KaterinePaterninaYepes	Kinds of testing	Primary level Depending on the topic of Unit 2 (Kinds of testing), the aptitude tests are designed to measure the ability of people in a language, regardless of any training they may have had in that language, so that if is well used, it can be incorporated for teaching at primary level. The use of books and other materials can help to ensure a good result in teaching English. It is important that books and materials used are in line with the objectives of the course. Similarly, use an alternative approach based on test content directly on the course objectives, it helps designers of the courses to be explicit about the objectives, likewise makes it possible to show the extent to which students have achieved their objectives. There are other tests such as: Performance tests of achievement, which are intended to measure the progress students are making. Discrete point testing, refers to testing one item at a time, point by point. It requires students to combine many elements of language in performing a task. All these tests are directly related to language courses, and its aim is to establish the success of individual students, student groups, or the courses themselves have been in achieving objectives. Discussions have focused on the desirability of measuring the ability of participating in acts of communication (including reading and listening).
Cruz Maria Piedrahita	English for Specific Purpose	Secondary level Taking into account ESP for working in secondary level will assist learners in any English level (beginner- intermediate – advanced, or higher education), and also will help to evaluate specific environments of use, recognizing that language use takes place in contexts, and must be interpreted with reference to the context, providing feedback on learning, confirming what students have mastered and featuring those skills needing additional attention, encouraging learning, and monitoring progress. For bilingual learners, goals -ESP will focus only on the language learners need relevant. It is also about life outside the classroom, and professional because learners need to understand the context motivating. ESP is being taught at secondary schools will imply to address English skills at once (writing, speaking, reading, and listening) to get better results. The activities will include use of the internet, simulation of communication; task required by the aim situation (will form the basis of specific purpose language tests), preparing conference, preparation of papers, reading, note-taking, writing and telephone conversation. The language taught is helpful, it is easier to remember because learners can apply it and make inferences into their lives. The inferences (McNamara) are influenced by a number of factors, such as personality characteristics, that are independent of language ability.

Evaluation Proposal.

Assessing Language through Computer Technology. by Carlos Arturo Valencia.

Assessment– Listening
AssessmentArea	English-Listening
Yearlevel	17  to 25
Standardised?	No , but has been done to approximately 200 students to establish difficulty levels in listening
Administration to individual or group?	The group of teachers of the institute
Whatdoesitassess?	Activities assess the creating of meaning through oral text.  Activities are most useful in supporting learning at an identified level, and can be used to diagnose individual problems.
Purpose	The majority of resources are designed specifically for formative purposes. Someincludeself and peer assessment
What measures does it give?	The main emphasis is on establishing what the next learning step might be, but students and teachers can also compare achievement against the established difficulty levels.
How long does it take to administer?	There is a variety of independent, stand-alone assessment tasks, some taking only minutes and others comprising an entire lesson or series of lessons.
How much training is needed?	No training is needed, but a commitment is important. Comprehensive guides are given in the teacher notes attached to each resource.
Scoring and data analysis	Teacher notes attached to each resource provide scoring guides, analysis of student responses, teaching and learning information and guides to the likelihood of learning challenges for students.
Does it provide 'what next' strategies?	Yes , there is an emphasis on the formative use of recent file. 'Next steps' in the teacher information pages have links to teacher support materials that promote learning.
Availability	Available on http://www.examenglish.com/leveltest/listening_level_test.htm

By Victoria Tobón Vargas

ENGLSH FOR ACADEMIC PUPOSES
EDUCATIVE LEVEL:	PRIMARY SCHOOL
NUMBER OF STUDENTS:	17
LEVEL OF ENGLISH:	A1
CONTEXT:	CLASSROOM
LEARNINGS GOALS	·       The student can acquire different learnings like the use of technology and the second language. ·       The students recognize their environment. ·       The students can perform their abilities in real context ·       The learners use the strategies throughout for their own learning. ·       They have self-regulation and concentration for study at home.    ·       The students are motivated and have disposition to acquire new information.          ·       The student can test himself periodically to know his advance.
OBJETIVES	·       Guide the student how communicate in class ·       Help to the students to find their own way to learn ·       Design a method for each one of the students ·       Make that the students do the activities in association with the real life. ·       Teach students how to make a self-evaluation. ·       Teach the students how communicate with others.
ASSESSMETN	Assessing Language through Computer Technology Assessing Area: Writing, reading and listening Link of the Exam http://www.educaplay.com/es/recursoseducativos/2113403/assessmet.htm

BY: Katerine Paternina Yepes

EDUCATIVE LEVEL	Primary school
NUMBER OF STUDENTS	20
AGE	10-12
CONTEXT	Classroom
COMPETITIONS	v Listening v Read v Write v Conversation v Linguistics
OBJECTIVES	v Providing students the opportunity to interact develop basic skills, and speaking and writing. v Use simple expressions of everyday life in a foreign language, such as greetings, goodbye, presented describe objects, located. v Comparison of words, sounds and letters between the native language and English.
LEARNING GOALS	v That students have free expression to their learning of English is easier. v Practices and exchange of sentences in conversations. v The student has skills to communicate. v The student takes aspects such as vocabulary for learning.
ACTIVITIES	Listening/Speaking	Reading/Writing
	v Share personal information (name, age, occupation or activities) describes clothing. v It makes simple sentences about the present simple and demonstrative pronouns. v Describe and ask about daily routines.	v Write questions and answers about personal information, and one’s own and others’ with the help of visual aids. v Write questions and answers about daily routines. v Complete written dialogues daily routines.
TOPICS	v Pronouns and verb to be v Present Simple v Clothing v Question words (who, what, where, etc.) v This, that, those, these v The routine v  There is, there are
RESOURCES	https://www.youtube.com/watch?v=nKk5B8ilyEo http://learnenglishkids.britishcouncil.org/en/