Oct 15, 2016 - That means that a test or quiz can be used to evaluate or to assess knowledge ... the process of administering a tool to know certain results to help the process of ... Godzilla made a game of smashing all of the red cars parked near the lake. 6. ..... The window was open and a bird ______ into the room. a. fly.
TOOLS TO EVALUATE AND ASSESS STUDENTS’ LEARNING PROCESS
BY Med. ROXANA DE TRIGUEROS
Didactics of the English Language Teacher at the University of El Salvador, Western University Campus October 15, 2016
It is important to know the difference between testing, assessment and evaluation. For this, we need to know their definition and the difference between them
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TOOLS TO EVALUATE AND ASSESS STUDENTS’ LEARNING PROCESS By Med. ROXANA DE TRIGUEROS Didactics of the English Language Teacher at the University of El Salvador, Western University Campus October 15, 2016
Testing, assessment, and evaluation It is important to know the difference between testing, assessment and evaluation. For this, we need to know their definition and difference between them. So, testing, assessment, and evaluation are used to measure in a quantitative and to observe in a qualitative form students mastering of any topic developed in their learning process. Nevertheless, what is the difference between them? Well for the purpose of this document, testing will be a tool (a test or a quiz) administered to examine students’ knowledge and competences of any topic or topics developed. It can be a theoretical test or a practical one. Through the tests, teachers can evaluate and so make judgments of students’ knowledge, comprehension, abilities and competences they have of the studied matters. That means that a test or quiz can be used to evaluate or to assess knowledge or competence. Then again, to evaluate is to diagnose, judge and interpret data of the learning process. However, according to ITS(2014), assessment is “the process of documenting knowledge, skills, attitudes and beliefs, usually in measurable terms. The goal of assessment is to make improvements, as opposed to simply being judged. In an educational context, assessment is the process of describing, collecting, recording, scoring, and interpreting information about learning” to improve the teaching-learning process.” So, in this document when referring to evaluation will be the process of administering a tool to know certain results to help the process of assessment and to see if the teaching-learning objectives are being achieved to make a practical decision for students progress in their teaching-learning evolution. TOOLS USED IN EVALUATION OR ASSESSMENT The type of evaluation used in class depends on the time and moment you will use it. According to this, it can be a diagnostic, formative or additive type. These types of evaluations are necessary since they mark the baseline. It gives you the exact information of change (before the intervention and after the intervention or development of a class). Diagnostic evaluation assessment A diagnostic evaluation is used to explore and establish the level of preparation students have and their goals. This can be done at the beginning of the school year or 2
cycle or when you are about to begin a unit or content. teaching-learning process.
This helps you plan the
An initial diagnostic evaluation is done at the beginning of a year, cycle, or course of a teaching-learning process. It helps teachers get information about general knowledge the students may have. However, a Target Diagnostic Evaluation is carried out at different moments after beginning a cycle of teaching-learning activities with the students. Both of these type of evaluations are not graded. It does not necessary imply the use of a written test. It can be a well plan activity. This could be done in groups or individually. This depends if you want a global or a particular point of view of your students. Some of the tools used here are grading tools, check lists, standardized tests and non-standardized tests, criteria and anecdotic files, written exams, brain storming, question and answers, observations of the process, testing and so on. You might ask: What do I know about the topic? What do I want to learn about the topic? What did I learn from the topic?
DIDACTICS OF THE ENGLISH LANGUAGE I KNOWLEDGE DIAGNOSTIC TOOL Directions: Answer the following questions individually. You may write your answers in a recycled letter size bond paper. After answering the questions you will pass to the front to read your answers and turn in the page to your teacher.
What is this subject about?
What do I want to learn?
What did I learn?
Formative evaluation assessment This type of assessment is mainly used to improve and adjust students’ learning process. It is used to evaluate processes and products. The results focus on students´ 3
own improvement. It is also called continuum evaluation (Fundacion Instituto del Ciencias del Hombre, n.d.) and it permits to know the advances and difficulties that the students may be facing for the teacher and students to stop and reflex about the learning process.
Additive evaluation assessment According to the Peruvian University Cayetano Herrera (2011) this type of evaluation permits to know students´ competences after a period of a learning process. With this type of evaluation, teachers can determine the level of understanding the students might have to approve or fail a subject. Example of additive evaluation assessment: UNIVERSIDAD DE EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS ENGLISH LANGUAGE DEPARTMENT SECOND COMPARATIVE GRAMMAR ENGLISH-SPANISH TEST (20%) NAME:______________________________________________________ SIGNATURE:______________________________ GRADE:____________
PART I: ANSWER THE FOLLOWING 2 QUESTIONS. 1- WHAT IS A VERBAL?
2- WHAT IS A VERBAL PHRASE?
PART II: UNDERLINE THE VERBALS OR VERBAL PHRASES THAT YOU FIND IN THE 4
FOLLOWING SENTENCES AND STATE THEIR KIND AND THEIR FUNCTION. EXAMPLES: A) JOGGING IS MY FAVORITE SPORT ---------- GERUND. NOUN (SUBJECT) B) SKIING DOWN THE CITY, I FELL AND BROKE MY LEG ------ PARTICIPIAL PHRASE: ADJECTIVE 1. The thief arrested for the robbery shot at the security guard. 2. The flag waving in the wind is inspirational.
3. They are sure the extra planning will make a difference in the end. 4. Jamal’s confusing message did nothing to solve the mistery. 5. Godzilla made a game of smashing all of the red cars parked near the lake. 6. The politician’s broken promises were all that the voters remembered. 7. Delighted with the opportunity to learn, Christine took the internship in New York. 8. While playing the tuba, Orin felt as if his world was perfect. 9. The show offers everyone a chance to be a multimillionaire. 10. Samuel decided that missing the lecture every day was hurting his grade. 11. The kittens crouching under the bed have refused to come out. 12. The swimmer, driven by the need to be the best in the world, made himself sick with anxiety. 13. My friend was surprised by the lightning in the theather. 14. Brenda was surprised with the team’s decision to withdraw. 15. Completing the obstacle course is harder than it looks. 16. Billy refused to accept the idea that his birthday cake was gone. 17. The marathon runner; pushed to the edge of endurance, collapsed at the finish line. 5
18. Fred’s arguing every call is getting frustrating 19. Al hopes that giving the players a break will improve their attitudes. 20. The completed meal was so beautiful that we hesitated to eat it. PART III: FIND THE DIRECT AND INDIRECT OBJECT IN THE FOLLOWING SENTENCES IN ENGLISH AND IN SPANISH. (WRITE D.O,I.O FOR ENGLISH AND O.D,O.I. FOR SPANISH)
1. Te lo dije anoche. 2. Lo encontré alla. 3. Un amigo te facilitara el pago de las deudas. 4. Le prometieron ayuda. 5. Las encontramos en el rio. 6. He fears you. 7. They went home 8. It hurts them. 9. Anselmo les presentó sus condolencias. 10. Felipe no les prestó atención.
Source: UES (2014) Normative evaluation assessment This evaluation measures all the students’ abilities and competences in the development of a topic as a reference to grading learning. The arithmetic average is used as a criteria o reference to evaluate learning. It may be higher or lower depending on students’ competences. Here the teacher explains the protocol and norms that the exam will have. The teacher explain the criteria and grading criteria to be taken into account. As a teacher remember that assessment helps to know what students have learned and to know how comprehensible your classes have been.
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Example of a normative evaluation: UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGE DEPARTMENT INTENSIVE INTERMEDIATE ENGLISH I-2016 READING AND LISTENING COMPREHENSION TEST – AFTERNOON GROUPS (10%) Student’s name: ___________________________________________________ Grade: ________ Objective: To tests the students’ ability to listen and read for low-intermediate interpersonal, instructional and academic purposes. PART I
READING COMPREHENSION SECTION (20 MINUTES- including the directions) (20 points) READING-COMPREHENSION SECTION
DIRECTIONS: ANSWER THE STATEMENTS BELOW ACCORDING TO THE READING. IN THIS PART OF THE TEST YOU WILL READ A PASSAGE. THE READING COMPREHENSION PART IS DIVIDED IN TWO PARTS: 10 TRUE AND FALSE STATEMENTS ON MAIN IDEAS AND 10 QUESTIONS FOR YOU TO GIVE FULL ANSWERS. ANSWER ALL THE QUESTIONS ABOUT THE INFORMATION IN THE PASSAGE ON THE BASIS OF WHAT IS STATED OR WHAT COULD BE IMPLIED IN THE PASSAGE. USE BLUE OR BLACK INK. Part I. Directions: Read each sentence. Circle T for True or F for False accordingly. (10 points) 1. Everyone enjoys travelling. T/F 2. Everyone can travel. T/F 3. Riding a bike is better for long distances. T/F 4. The passage mentions traveling long distances is more expensive. T/F 5. Traveling by plane requires some special things. T/F 6. You have to be careful with rush hour if you travel by plane. T/F 7. Traveling by train suits better for long distances, no matter where you’re going. T/F 8. Traveling by train is the best option as they don’t make stops. T/F 9. Some people prefer going on a cruise for vacation. T/F 10.All means of transportation damage the environment. T/F Part B. Answer the following questions correctly. Give long answers. (10 points) 1. According to the passage, what will happen to some people when they travel? _________________________________________________________________________________ 2. According to the passage, on what depends that traveling be affordable or costly? ________________________________________________________________________________ 7
3. According to the passage, what’s the drawback of riding a bike? ________________________________________________________________________________ 4. What is faster than a bike according to the passage? ________________________________________________________________________________ 5. According to the passage, what happens if you want to travel long distances? _____________________________________________________________________________________ 6. According to the passage, what’s the preparation to consider before traveling by plane? _____________________________________________________________________________________ 7. What is a train good for? _____________________________________________________________________________________
8. Which means of transportation are used to travel by sea? ____________________________________________________________________________________
9. Is a ferry the same in all countries? _____________________________________________________________________________________ 10. Why do people decide not to use any transport at all? _____________________________________________________________________________________
PART II LISTENING COMPREHENSION SECTION Directions: Listen to the audio. Follow directions, and you will answer the items in each part along the way. Please write all your answers with blue or black ink and avoid using liquid paper; if you write them in pencil, no complaints are allowed. If there are mends, the answers will be taken as wrong. You have 20 minutes to develop this test section. (20 POINTS) A. Listen to the audio and order the sentences in the correct order of appearance. (10 POINTS) ____ We can learn from both optimists and pessimists. ____ A pessimist may give up. ____ It is important to see the beauty, and goodness as well. ____ Pessimists tend to expect the worst. ____ An optimist will look on the bright side.
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____ It is essential to living peacefully and happily. ____ The difference between optimists and pessimists isn´t a difference in life experiences. ____ These different reactions are due to how people interpret events. ____ An optimist feels confident that life will get better. _____ Achieving a balance on being realistic and hopeful isn´t always easy. B. According to what you hear, circle the correct answer. (10 POINTS) 1. The difference between optimists and pessimists is in how people __________ to problems. a. perceive
b. respond
c. perceive and respond
2. An optimist who is going through ________ feels confident. a. a hard time
b. spare time
c. great time
3. A pessimist is _______ and believes life will always be difficult. a. more cycling
b. more cynical
c. more critical
4. An optimist may ___________ instead of seeing a problem. a. see a trouble
b. see a solution
c. give up
5. A healthy dose of optimism can be _______________. a. uplifting and hopeful
b. addicting and hopeful
c. uplifting and boatful
6. A healthy dose of pessimism can be ______________. a. logistic and wise
b. realistic and wise
c. majestic and wise
7. Achieving a balance of being realistic and hopeful __________________. a. is always easy
b. is easy
c. isn´t always easy 9
8. According to the article, ___________________ need help being optimistic. a. most of us
b. lots of us
c. a lot of us
9. The woman says that it is important to recognize what _________________ in our lives. a. is necessary
b. is unjust and unfair c. isn´t just and fair
10. It is important to see the beauty, ________________, and goodness as well. a. love, curiosity
b. love, religiosity
c. love, generosity
Source: UES (2016)
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGE DEPARTMENT INTENSIVE INTERMEDIATE ENGLISH I-2016 READING AND LISTENING COMPREHENSION TEST – AFTERNOON GROUPS (10%)
DIRECTIONS: YOU HAVE 10 MINUTES TO READ THE GIVEN TEXT COMPLETELY. THEN, THE TEACHER WILL TAKE IT AWAY AND YOU WILL BE GIVEN A SET OF QUESTIONS TO ANSWER. TRAVEL Travel is something which people do every day. It is very difficult to avoid the need to travel. It may be a trip to school, university or to work. Travelling can often take a long time, especially when great distances need to be covered. People often enjoy travelling abroad for holidays. But for some people travelling is not fun at all. Some people suffer from travel sickness. This means that they will become very unwell each time they travel. Travelling can be either affordable or costly. It often depends on how far you want to travel and the choice of transport. Using a bicycle will not cost anything as you power it by using your legs. However, the use of a bicycle can be hard work and can take a lot of time to travel long distances. Cars and motorcycles are faster modes of transport but are more expensive to use as gasoline is needed for them to work. It can usually be assumed that the longer you wish to travel, the more expensive and time consuming it will be. The use of a plane is necessary for people who want to travel very long distances. A pilot will fly a plane from an airport for many thousands of miles to take people to places far away. Although traffic is rarely a problem for airplanes, it can take a lot of preparation to travel by plane. People often need to arrive at the airport three hours prior to departure. A train is another mode of transport which is ideal for travelling long distances within the same country, or between countries which are connected by land. A train driver will stop at train stations on route to allow passengers wishing to proceed to the scheduled destination to board the train. A number of destinations can be travelled to by using the sea. People often depart from a harbor in a ferry which is driven by a captain. If the journey is a long distance, people may choose to sleep on the ferry while they wait to arrive at their destination. Ferries form a part of the public transport systems of many waterside cities and islands, allowing direct transit between points at a capital cost much lower than bridges or tunnels. However, ship connections of much larger distances (such as over long distances in water bodies like the Mediterranean Sea) may also be called ferry services, especially if they carry vehicles. Hence, a passenger ferry with many stops, such as in Venice, Italy, is sometimes called a water bus or water taxi. Some people choose also to go on a cruise for their holiday, which would involve stopping at many different city ports for a short amount of time. People who need to travel short distances may choose not to use any
transport at all. People often rely on their legs to take them to places nearby. This is often encouraged as certain modes of transport have been said to produce harmful emissions and damage the environment.
UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGE DEPARTMENT INTENSIVE INTERMEDIATE ENGLISH I-2016 READING AND LISTENING COMPREHENSION TEST – AFTERNOON GROUPS (10%)
LISTENING COMPREHENSION TEST DIRECTIONS 5 minutes. The teacher in charge distributes the examination papers to the students and asks them to write their full name, starting with their last names, and date on the front cover. THE TEACHER TELLS THE STUDENTS TO FOLLOW THE INSTRUCTIONS ON THE FRONT PAGE OF THE EXAMINATION PAPER (STUDENT’S COPY) AS S/HE READS. THE PROCEDURE TO ADMINISTER THIS COMPRENHESION TEST IS DIVIDED IN THE STEPS BELOW. ALL IAE−I TEACHERS WILL FOLLOW THE TEST ADMINISTRATION PROCEDURE. PLEASE, REMEMBER THE USE OF PENCIL OR WHITE−OUTS WILL ELIMINATE THE POSSIBILTY OF ANY COMPLAINTS. 1. (2:12 minutes) • Listen carefully as you read the test. .The teacher plays the audio track for the first time. • Do not answer the questions or write anything while you are listening. 2. (4 Minutes) • Look at the examination paper and look at the questions. •Read the items to yourself once. 3. (2:12 minutes) • Turn the examination paper and listen carefully. •You will listen as the teacher plays the audio track for the second time. • Do not write anything while you are listening. 4. (15 minutes) • You have 15 minutes to order the sentences in chronological order of appearance by writing the number from 1 to 10 next to each statement 5. ( 2:12 minutes) • You will listen and the teacher plays the audio track for the third time. • You may complete any unanswered questions as you listen 6.
( 5 minutes)
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• You have now 5 minutes to check your answers, and complete any unanswered questions. NOTE: PLEASE, TAKE INTO ACCOUNT THE TIME GIVEN TO EVERY SECTION IF THIS TEST. THE WHOLE TEST IS TOUGHT TO BE DONE IN 35 MINUTES. Source: UES (2016)
Source: modified from PRAEM (MINED 2012) Criteria based evaluation assessment It involves to use scoring guides called rubrics to measure students learning. Teachers have to divide the standardized learning objectives into smaller units. It is presented to the students before any evaluated assignment (itslearning, 2015). Example of an evaluation instrument based on a criteria used in the subject Didactic of the English Language III:
UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS ENGLISH LANGUAGE DEPARTMENT DIDACTIC OF THE ENGLISH LANGUAGE III-2016 CRITERIA TO EVALUATE STUDENTS’ PERFORMANCE
GENERAL OBJECTIVE: To evaluate students’ performance. Student’s name: _____________________
Date: _____________
Overall grade: ______________________
Topic: _____________
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CRITERIA Organization and flow of activities in the classroom. Explanation of class material
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Sequence, Logic, and smoothness of lessons Pace of lesson Clarity and conciseness of 2
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directions Ability to cope with unanticipated situations Use of example, props, and illustration Clarity, tone, and audibility of voice Pronunciation Fluency Use of language Ability to control and direct the class Awareness of individual and group needs Reinforcement of class materials Creativity and initiative Compliance with instructor’s suggestions TOTAL
Further information: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Source: Modified from UES (2016)
EVALUATION ASSESSMENT ACCORDING TO THE SEQUENCE OF THE LEARNING PROCESS According to the different momentums where the learning process may take place, evaluation may be initial, procedural and final. Each activity carried out in class may be graded; however, the final exam will have the highest percentage of all. Initial evaluation assessment
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This type of evaluation is done at the beginning of a course and it consists in a diagnose carried out at the beginning of the course to observe how students start a subject matter. It helps in any change that you might consider necessary at the beginning of a course to decide upon the established objectives. It is also useful to evaluate the final results of any educational matter. Example of a diagnose written test: UNIVERSITY OF EL SALVADOR FACULTAD MULTIDISCIPLINARIA DE OCCIDENTE ENGLISH LANGUAGE DEPARTMENT INTENSIVE BASIC ENGLISH-2016
DIAGNOST WRITTEN TEST (40%) STUDENT´ S NAME: ________________________________________________ _________
GRADE:
GENERAL OBJECTIVE: to diagnost basic english students’ knowledge
Note: MAKE SURE YOU USE A BLACK OR BLUE INK PEN TO ANSWER THE QUESTIONS IN THE FOLLOWING TEST!!! I. ANALYZE EACH QUESTIONS CAREFULLY AND GIVE LONG, LOGICAL AND CORRECT ANSWERS. (15 POINTS ). 1. How was your daily routine when you studied high school?
_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ ________ 2. Describe a difficult or funny situation you lived when you were a child. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. When you eat out, what do you usually eat? Why?
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4. What is your opinion about fast food?
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 5. Describe what your favorite dish is and how prepare it.
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 5
________________________________________________________________ ________________________________________________________________ ________________________________________________________________
II. DIRECTIONS: UNDERLINE THE CORRECT ANSWER (10 points). 1. Mozart ___________ more than 600 pieces of music. a. writes b. wrote c. writed d. was wrote
2. We _______ David in town a few days ago. a. did see b. was saw c. did saw d. saw
3. It was cold, so I _____________ the window. a. shut b. was shut c. am shut d. shutted
4. I ___________ to the cinema three times last week. a. was go b. went c. did go d. goed
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5. What __________ you _________ last weekend? a. were / do b. did / did c. did / do d. do / did
6. The police ___________ me on my way home last night. a. was stop b. stopped c. stops d. stopping
7. The film wasn't very good. I _____________ it very much. a. enjoyed b. wasn't enjoy c. didn't enjoyed d. didn't enjoy
8. The bed was very uncomfortable. I ____________ sleep very well. a. didn't b. did c. wasn't d. not
9. The window was open and a bird ___________ into the room. a. fly b. flew c. was flew d. did fly
10. I __________ a lot of money yesterday. I __________ an expensive dress. 7
a. spend / buy b. spent / buy c. spent / bought d. was spent / bought
III. DIRECTIONS: UNDERLINE THE CORRECT ANSWER IN THE FOLLOWING SENTENCES. (10 POINTS). 1. My parents and I _________ my grandparents every Sunday. a) are visiting b) visiting c) visit 2. This weekend we _________to Las Vegas. I’m so excited! a) go b) are going c) going 3. My parents went to London five years _______. a) after b) ago c) last 4. ________ ride a motorcycle when you were eight years old? a) Can you b) Could you c) Were you 5. ________ a lot of people in the museum last week. a) There were b) They were c) There are 6. You can leave your car in my garage. There’s a lot of ________. a) space b) area c) size 7. There’s a green car _________ my car. Whose is it? a) between b) in front of c) under 8. Whose wallet is this? I found it on my desk this morning. a) It’s my. b) It’s her. c) It’s mine. 9. Bayron doesn´t have ________ songs on his computer. a) many b) a few c) any 10. I didn´t like the chicken soup because there´s _________ salt or pepper in it. a) some b) any c) no
IV. WRITE MEANINGFUL SENTENCES USING THE PATTERNS BELOW. (15 POINTS). 1. there are / noun / preposition / part of a house _________________________________________________________________ 2. Wh – question / simple past / second person singular / season 8
_________________________________________________________________ 3. third person singular / simple present / time expression _________________________________________________________________ 4. present progressive / third person plural / time expression _________________________________________________________________ 5. Yes - No question / simple past / second person singular / noun / time expression _________________________________________________________________ 6. Wh- Word / second person sing. / simple past / verb (know) / object pronoun _________________________________________________________________ 7. Wh-word / simple past / verb (study) / high school _________________________________________________________________ 8. Int. form / 3rd person plu. / Verb (future idea) / party / day of the week _________________________________________________________________ 9. Name / s. present / love / verb (ing form) / adj (a drink) / time expression _________________________________________________________________ 10. Wh-word / adj / noun / structure of existence ( plural)/ class _________________________________________________________________
V. READ THE FOLLOWING STORY. WRITE QUESTIONS AND PROVIDE LONG AND FULL ANSWERS (15 POINTS). HIP-HOP FASHIONS Teenagers who listen to the same music often have common “look.” One hot style in music and fashion is hip-hop. Hip-hop is a type of urban music with a heavy beat. 9
The lyrics are very important in this music. Hip-hop fashions are large or loosefitting street clothes. The style includes baggy jeans, sweatshirts, hiking boots, and baseball caps (usually worn backward). However, teens add other clothing items like flannel shirts, jackets with sports logos, and athletic shoes. In the hip-hop style, boys and girls dress the same. African American kids in Detroit and Chicago first made hip-hop fashions popular; they wore baggy street clothes to dance clubs. Then North American and European bands also began wearing this style. These bands influenced one another´s music and clothing. This mixture made hip-hop into an international fashion sensation. Hip-hop is now a teen fashion from Britain to Japan. Melanie Borrow of Manchester, England, says, “My pride and joy in life are my Levi’s jeans.”
1. Who ____________________________________________________________ ____________________________________________________________ 2. Which ____________________________________________________________ ___________________________________________________________? 3. What ____________________________________________________________ ___________________________________________________________? 4. Where ____________________________________________________________ ___________________________________________________________? 5. Who ____________________________________________________________ ___________________________________________________________? 6. How ___________________________________________________________?
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7. What ____________________________________________________________ ___________________________________________________________? 8. Which ___________________________________________________________? 9. Where ____________________________________________________________ ___________________________________________________________? 10. Who ____________________________________________________________ ___________________________________________________________? Source: Modified from UES (2016) Procedural evaluation assessment This evaluation consists in a continuous assessing process of the systematically and continuous functioning of a school, program or teachinglearning process taken place at a certain period to achieve the established objectives. This helps o decide upon the process and it is based on the daily student process observation and his or her attitude towards the learning process. You may use formal and informal techniques at this point. Example of a pop quiz Pop quiz DIRECTIONS: You have 15 minutes to prove your knowledge on the following structures being developed during the course (progress test) Example: His first name is Paul.
What’s his first name?
His surname is Rogers. ___________? He’s from Britain. ________________? He’s a plumber____________________? He’s 28_________________________? He likes playing football___________? 11
Yes he’s married__________________? 38 Kensington High-street.__________? At Drops & Co. ____________________? Word order Example: from where com do you? ----- Where do you come from? Like do watching on I films TV not___________________________ Is a railway station here near there___________________________ Henry train goes work to by. ________________________________ I have can a coke please? ___________________________________ How books many do have you? _____________________________
Do what you in evenings the on do weekdays _____________________? Some there students in the are classroom. ________________________ Really fish eating like do you___________________________________? Any cars street on the green there are____________________________? Are some there in fridge the eggs. _______________________________ Teacher in live London my wife his and_____________________________ At what usually you do do weekends_______________________________? The who men in classroom our are________________________________? Nelly come does where from______________________________________?
Final evaluation assessment
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This is done at the very end of a teaching learning process. It helps to obtain enough data to observe and analyze students teaching learning evolution. Example of Basic Intensive Basic English I final oral evaluation: UNIVERSIDAD DE EL SALVADOR FACULTAD MULTIDISCIPLINARIA DE OCCIDENTE ENGLISH LANGUAGE DEPARTMENT INTENSIVE BASIC ENGLISH 2016 BASIC ENGLISH FINAL ORAL EXAM MORNING (15%) Directions: Ask the each student 3 or 4 questions. Give them time to answer and fill in the criteria sheet according to the answers you receive. 1. What are the common things your family in the supermarket? 2. What kind of food do you like/dislike? Why? 3. Do you prefer to eat in a restaurant or at home? Why? 4. Do you enjoy spicy food? Explain 5. What is there in your city or town? 6. What is not there in your country? 7. Describe your room / classroom / house. 8. What is your favorite Ad and why? 9. How many students are there in your English class? Talk about the group. 10. How much money do you spend every day? Explain. 11. Imagine you are in the University. Can you give directions to… The Stadium / Metrocentro / The City Hall / 12. Where were you yesterday at his time? Explain what you did. 13. Was your mother / father a smart student in the school? 14. What did you do last vacations? 15. Talk about your childhood.
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16. Did you surf the net the last weekend? Why? 17. What did you do yesterday? Explain. 18. Why did you decide to study this career? 19. What was your best holiday? Why? 20. Talk about the things you didn’t do when you were a child.
Example of criteria sheet used to evaluate Intensive Basic English Final Oral Interview University of El Salvador Western University Campus English Language Department Semester I 2016 CRITERIA TO EVALUATE INTENSIVE BASCI ENGLISH FINAL ORAL INTERVIEWS General Objective: To evaluate students’ communicative competence at this level Student’s name: Grade: _____________ CRITERIA
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DELIVERY 1.
POISE AND SELF-CONFIDENCE IN DELIVERY.
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USE OF PHYSICAL BEHAVIOR THAT SUPPORTS THE MESSAGE, INCLUDING APPROPRIATE EYE CONTACT, FACIAL EXPRESSIONS, AND GESTURES.
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USE OF ARGUMENTS SUPPORTED BY CAPTIVATING AND PERTINENT EXAMPLES AND IDEAS.
SPEECH 4.
GRAMMAR IN DISCOURSE (SUBJECT-VERB AGREEMENT, VERB TENSE, PRONOUNS, ETC.).
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5.
ENUNCIATION (WORDS, SENTENCES, SOUND)
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VOICE PROJECTION
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PRONUNCIATION ARTICULATION OF SOUNDS
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STUDENT’S SPEED/RATE OF ORAL COMMUNICATION
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COMPREHENSION OF QUESTIONS
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10. USE OF VAST VOCABULARY TO EXPRESS IDEAS ARTICULATELY TOTAL…
Comments: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Source: Modified from UES (2016) TYPES OF EVALUATION ASSESSMENT ACCORDING TO THE PARTICIPANTS According to Lafuente (2010) there are three types of evaluations that go alone according to the participants: Heteroevaluation or externalevaluation also called auto and heteroevaluation Coevaluation or a combination between internal and external evaluation Autoevaluation which is don through an estimated scale (Amaya, 1998) Heteroevaluation or externalevaluation Heteroevaluation is an evaluation done from one person to another. Through this manner, the persons who evaluate can be the teacher evaluating the students or the students evaluating each other. The majority of times it is the teacher who evaluates. In other words, the students solve an exam carried out by 15
the teacher. However, it is important to plan auto and coevaluation in the process of the teaching-learning development. Nevertheless, it is important to plan each single movement of this type of assessment. Example of heteroevaluation Grade
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Criteria 1.Begins and ends the class on time 2. Turns in homework on time 3. Pays attention in class 4. Participates in class activities 5.Attends class in a normal basis 6.Is responsible 7.Is creative 8.Investigates by himself 9.Assimilates the content 10.Cooperates with his/her classmates Final average
Coevaluation This is a type of observation carried out by students is done when the same students observe their peers and take the role of the teacher and get the challenge to evaluate their peers’ knowledge, abilities and competences. Knowing that they must have had acquired already the same knowledge and skills to be assess. This is feedback to students since they are in charge of their own assessment. It helps to cheer them up to keep growing in their own learning process. There are some pieces of advice that you might consider when doing this type of assessment: Take into account if the student was always aware of his or her homework. If he or she was communicative and actively participated in class. That means that the students was suggesting ideas and sharing knowledge. Punctuality also plays and important role to enrich his or her team’s work. Another could be if the students communicated him or herself in a clear, precise and polite manner with his classmates accepting opinions that might go against his or her principles and own reflexions, but suggesting his or her own ideas and group ideas. This is done to analyze their development to improve their own learning. Example of coevalutation: 16
Frequency always sometimes never Grade
Percentage 10 5 0
Name of students Miguel
Adriana
Pedro
Edgar
Criteria
Punctuality to each meeting Creativity Participation Cooperation Final average
Auto evaluation assessment To auto evaluate yourself is a key process to judge your own goals towards an assignment. This means to describe how and when you achieved that goal. This process permits students to achieve knowledge in their teaching-learning process. It should be leaned and practice for the students to become their own assessors. To do this it is necessary to define the criteria to be used, to define the individual results you are trying to achieve, to recollect evidence of your own behavior and to compare this evidence with specific results. The grading scale may consist of approval or not prepared at all. After this, the teacher may elaborate a plan to work on the assignments to be approved (UAM, 2016). Example of an auto evaluation Student´s name I do my homework assignment
I participate in class
I respect and tolerate my classmates
Criteria I manage the oral English ability
I manage the written ability
2 points
3 points
4 points
6 points
3 points
I understand and speak English outside the class 2 points
Final average
Holistic evaluation assessment This evaluation assessment globalizes the students’ teaching-learning process as a whole. It takes into account his or her motor, psychomotor, psychosocial and affective skills and competences. It also takes into account not only the intellectual aspects but also how the student must be evaluated and assess. Students must be consider as intellectual persons and not a machines move for a command. There must exist carry out and holistic responsibility, listening solving problems skills,
and open communication among students and teachers to evaluation assessment. Here students’ daily work , skill, solidarity with his peers, argumentation capacity, his or her enthusiasm and persistence that go alone with 17
his or her previous ideas that the teacher should refresh are being appreciated. It is also called integral evaluation assessment (Figuerman, 2016). When the teacher works with the same group all the time it is easier to do this type of assessment; however, this is not an excuse to apply it with courses where the teacher only passes a few hours with his or her students. Do not limit yourself as a teacher to traditional evaluation you can also assess your students pretty well using the holistic evaluation assessment. Example of a holistic evaluation Student´s name Grade
1
2
3
4
5
6
7
8
9
10
Criteria Student´s daily work Responsibility Listening skill Solidarity with peers Argumentation capacity Solving problems skills enthusiasm and persistence
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REFERENCE Amaya, D. D. (1998). Evaluacion de los aprendizajes. Santa Ana: Corporacion BGB. Figuerman, H. (8 de September de 2016). Evaluacion Holistica. Obtenido de Evaluacion Holistica: http://education.laguia2000.com/evaluacion/evaluacion-holistica Fundacion Instituto del Ciencias del Hombre. (n.d.). La Evaluacion Educativa: Conceptos, Funciones y Tipos. Obtenido de La Evaluacion Educativa: Conceptos, Funciones y Tipos: JORNADA VESPERTINA ITS, S. T. (4 de November de 2014). Differences between Testing, Assessment, and Evaluation. Obtenido de Differences between Testing, Assessment, and Evaluation: http://tutorials.istudy.psu.edu/testing/testing2.html itslearning. (2015). Criteria-based assessment. Obtenido de Criteria-based assessment: https://files.itslearning.com/help/engb/content/courses/criteria_based_assessment.htm? Lafuente, E. (6 de February de 2010). Autoevaluacion, Coevaluacion y Heteroevaluacion. Obtenido de Autoevaluacion, Coevaluacion y Heteroevaluacion: http://evaluacionedu05707.blogspot.com/2010/02/autoevaluacioncoevaluacion-y.html UAM, M. (8 de September de 2016). Autoevaluacion, Obtenido de Evaluacion/Instrumento Centrado en el Alumno. Obtenido de Autoevaluacion, Obtenido de Evaluacion/Instrumento Centrado en el Alumno: http://hadoc.azc.uam.mx/evaluacion/autoevaluacion.htm Universidad Peruana Cayetano Herrera. (March de 2011). Facículo Evaluacion de los Aprendizajes. Obtenido de Facículo Evaluacion de los Aprendizajes: http://www.mec.gov.pv./cms/adjunots/4935
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