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AssessmentofStudentEnglishLearninginSecondaryEducation,XiongyingTangEmail:tangxiongyingJuly232015,Workshop,PartOne:LecturePartTwo:Hands-onActivities,CoursePlan,D1：Shift,Types+PortfolioD2:Questioning+MediationD3:Testtypes+QualitiesD4:Testdevelopment+abilitiestestsD5:Tests,Assessment,AttendanceLearninglogs,ActionplanTests:acoverletter+6questions/problem-solving(200wdsChinese/120wdsEnglish),Background,ShiftofassessmentcultureNewwaysofassessment,Storiesheardaboutassessment,Teachingdrivenbyexternalhigh-stakestestsasNMET,etc.Poorself-madeachievementtestsLowproficiency/motivationofss,Whydoweassesssslearning?,AssessmentoflearningAssessmentforlearning,Or,SummativeassessmentFormativeassessment,moretermsindicatingthecontrast,StaticassessmentConvergentteacherassessmentAssessmentwhileteaching,DynamicassessmentDivergentteacherassessmentAssessmentbyteaching,Anyway,allassessmentsneedtosupportandhelpwithstudentslearning,Anassessmentactivitycanhelplearningifitprovidesinformationtobeusedasfeedbackbyteachers,andbytheirstudentsinassessingthemselvesandeachother,tomodifyteachingandlearningactivitiesinwhichtheyareengaged.”(Blacketal.2003:2),Toassessisto,Providefeedback,andPromotechange,Ultimategoalofeducationalassessmentisto,Developautonomous/self-regulatedlearners,Keyelementsinformativeassessment,SettinguplearninggoalsIdentifyinglearningproblemsProvidingMediation,Assessmenttools,TestsWhatelse?,Newformsofassessment,PresentationInterviewChecklistQuestionnaireLogsPortfoliosResearchreport,Teacherscanbecreativeenoughtodevelopdifferentformsofassessmenttoservetheirownassessmentpurposes(Brown1998),Assessmentcouldtakeplace,“Minutebyminute”,wheneveritispossibleforteacherstosee,interpretandsupportstudentsinlearning“assessmentbyteaching”,Typesofassessmentinpractice,Curriculum-embeddedAssessmentPlanned-forInteractionOn-the-FlyAssessmentHeritage(2007),InAustraliancontext,In-classcontingentformativeassessment-while-teachingMoreformalmockortrialassessmentsmodeledonsummativeassessmentsbutusedforformativepurposesMoreplannedintegratedformativeassessmentPrescribedsummativeassessments,butresultsalsousedformativelytoguidefutureteaching/learningDavison(2008,inDavison&Leung2009),InChinaTang(2015),ExternalTests,Externaltestsinyourschool?,NMETonly?TOEFLIELTS,School-basedAssessment?,Mid-termtestsFinaltests,Washbackofthetests,TheeffectoftestsonteachingandlearningPositive&negative,Positivewashback,Madaus:testshaveveryexplicitgoalsofteachingthepublichasconcreteinformationonhowwelltheschoolsaredoing.Gipps:unlesstestshavehighstakes,teacherswillnotmakeuseofthetestresults.,ViewsonWashbackEffect,Alderson&Wall(1993):15hypothesisBailey(1996:264):BasicmodelofwashbackWatanabe(1996):stakeholders,15Hypothesis:Atestwillinfluence,1Teaching2Learning3Whatteachersteach4Howteachersteach5Whatstudentslearn6Howstudentslearn7Therateandsequenceofteaching8Therateandsequenceoflearning,9Thedegreeanddepthofteaching10Thedegreeanddepthoflearning11Attitudestothecontent,methods,etc.ofteachingandlearning12Teststhathaveimportantconsequenceswillhaveawashback13Teststhatdonothaveimportantconsequenceswillhavenowashback14Testswillhavewashbackonallstudentsandteachers15Testswillhavewashbackeffectsforsomestudentsandsometeachers,butnotforothers.,Alderson&Hamp-Lyons(1996),AcomparisonbetweennonTOEFLpreparationclassandTOEFLpreparationclassbythesameteachers:Testwillinfluencebothwhatandhowteachersteach,buttheeffectisnotthesameindegreeorinkindfromteachertoteacher.,Testsaffect,StudentsTeachersMaterialwriters(XinguangbookstoreinMacau)CurriculumdesignersResearchersBailey(1996:264),Bailey(1996:264),Testsaffectstakeholdersas,StudentsTeachersParents(othersponsors)EducationaladministratorsandothersWatanabe(1996),Formativeuseofexternaltests,Useforgoal-settingFeedtheinformationbacktossAssessmentaslearning,Assessmentaslearning,Teachingandsupportingtheunderlinedabilitiesorstrategies,Classroom-basedAssessment,Curriculum-basedassessment:alignedtogoalsatdifferentstagesofteaching,plannedinadvanceatthetimecurriculumdesigne.g.Vocfluencyspeakinglogs,Researchability-project,Designofcurriculum-embeddedassessmentSettingGoals,MakingreferencetogoalssetinteachingsyllabusUsingrelevantlanguagecriteria(e.g.CommonEuropeanFrameworkofReferenceforLanguages,CEFR）Developingyourowncriteria(drawingonteachingexperienceandtogetherwithyourss),CEFRLevels,Basicusers:A1,A2Independentusers:B1,B2Proficientusers:C1,C2,DescriptionofA1LevelofCEFR,DescriptionofA2LevelofCEFR,Canunderstandsentencesandfrequentlyusedexpressionsrelatedtoareasofmostimmediaterelevance(e.g.verybasicpersonalandfamilyinformation,shopping,localgeography,employment).,continued,Cancommunicateinsimpleandroutinetasksrequiringasimpleanddirectexchangeofinformationonfamiliarandroutinematters.Candescribeinsimpletermsaspectsofhis/herbackground,immediateenvironmentandmattersinareasofimmediateneed.,DescriptionofC1LevelofCEFR,Canunderstandawiderangeofdemanding,longertexts,andrecognizeimplicitmeaning.Canexpressideasfluentlyandspontaneouslywithoutmuchobvioussearchingforexpressions.Canuselanguageflexiblyandeffectivelyforsocial,academicandprofessionalpurposes.Canproduceclear,well-structured,detailedtextoncomplexsubjects,showingcontrolleduseoforganizationalpatterns,connectorsandcohesivedevices.,Planningassessmenttools,mockortrialassessmentsmodeledonsummativeassessmentsIntegratedformativeassessmente.g.portfolios,learninglogs,Curriculum-embeddedassessmentcannotbeexpectedtoproducenecessarilygoodeffect.Monitortheassessingprocessandmaketheprocessinteractiveandinformative,Usingassessmentinformation,IdentifyingproblemsActingontheinformation:teachingstrategies,givingaffectivesupports,etc.,Lesson-basedAssessment,PlanthequestionstoaskPlaninteractiveassessmentactivities:self-assessment,peerassessmentObservessperformanceActingontheinformation,PlannedQuestions,CognitiveLevelsofQuestionsDisplayQuestionsandReferentialQuestionsClosedQuestionsandOpenQuestions,CognitiveLevelsofQuestions,Lowercognitivequestionsarethosewhichaskthestudentmerelytorecallandtheteacherknowstheanswerandtheyarefact,closed,direct,andknowledgequestions.Highercognitivequestionsarethosewhichaskthestudenttocreateananswerwithlogicallyreasonedevidenceusinginformationpreviouslylearned.,TypesofQuestions,Displayquestionis“notarealquestion,i.e.whichdoesnotseekinformationunknowntotheteacher,butwhichservestoelicitlanguagepractice”(Richards,Platt&Platt,2000:142).Referentialquestionis“aquestionwhichasksforinformationunknowntotheteacher”(Richards,Platt&Platt,2000:390).,DisplayQuestions,T:Whatfunctiondoestheworddoesplayhere?S:Emphasize.T:Thephrasetobeaddressed,toaddresstheproblemmeanswhat?S:Solvetheproblem.T:Inthissentence,glareatmeanswhat?S:Tolookatsomebodyangrily.,ReferentialQuestions,T:Doyouhaveanyhabittoprotectourenvironment?Anyone?S:Yeah,IhavethehabittousetheplasticbigbagthatIgotwhenIboughtsomethingingrocery.Usethebagasmytrashbag,justreuseitnottothrowitintotherubbishcan.,ReferentialQuestions,T:Inyouropinion,whydotheoldpeopleliketotalkabouttheirpastlifeinsteadoflookingforward?Whatsyouropinion?S:Becausetheymayhavenofuture.Theirpastlifeisthemostimportantpartoftheirlife.Andthereweremanywonderfulthingsthattheywanttoremember.Andtheircurrentlifemaybeboring.,On-the-flyassessment,Noticingssperformanceincontingent,unplannedinteractionInterpretingtheirlearning(gainsandproblems)Actingonthenoticing,e.g.（Thompson1997:103),T:WhatdoesyourfatherdoSI:TeacherT:Hesateacher/good/whatdoesyourfatherdoS2:MyfatherdeadT:Good/andwhataboutyourfather,T:WhatdoesyourfatherdoSI:TeacherT:Hesateacher/good/whatdoesyourfatherdoS2:MyfatherdeadT:Iamsorry.Whatdidhedo?,ModelofformativeA(Bell&Cowie2001,p.91),Proceduresofclassroom-basedassessment,FeuersteinsMediationTheory,DirectlearningMediatedlearning,MediatedLearningExperience,SocioculturaltheoryZDP“theothers”OptimismaboutsuccessoflearningStrategies,FeaturesofMLE,Intentionality&ReciprocityTranscendenceMeaning(Kozulin&Presseisen1995:70),Thesefeaturesalsoapplytoassessment,whichaimsatthedevelopmentofindividuallearners.,ExpandedMLE-12criteria,1Significance:Theteachermakesstudentsrealizetheimportanceofaassessingactivitysothattheycanlookatthesignificanceoftheactivitytotheirownandinabroaderculturalcontext.Listeninglog:theymightwanttounderstandradioprogram,filmsandconversationatworkplace,2Purposebeyondthehereandnow:explainstolearnershowconductingaassessingactivitywillhelptheminthefuturebeyondthemomentandsituationatpresentonly.e.g.Listeninglog:theycanlearntomonitortheirownlearning,andbecomemoreindependentlearners.,3Sharedintention:Inpresentinganassessment,theteachermustmakeinstructionsclearandensuretheintentionisunderstoodandreciprocatedbylearners.Listeninglog:studentsneedtobetoldaboutwhattheyaresupposedtodo,andtheyarewillingtoparticipate,4Asenseofcompetence:Fosterslearnersfeelingsofcompetenceandcapabilityoflearning.Listeninglog:givepositivefeedbackandtellthemabouttheprogresstheyhavemade,5Controloftheirownbehavior:Encouragesstudentstobeautonomousbyself-controllingtheirlearningprocedure.Listeninglog:recordthetotaltimespentonlistening,andcheckhowmuchtheoriginalplansaremet.,6Goal-setting:teacheslearnershowtoestablishachievabletargetsandtolocateapproachesforthepurposeofrealizingthem.Listeninglog:referthemtoangoalachievablebyminimumeffort,forexample,aminimumtimelengthtobespentinlisteninginaweek,andsettheirowngoalbasedontheirownfacilities,7Challenge:Helpslearnerstodevelopinternalneedstofacechallengesandtoseekfornewchallengesinlife.Listeninglog:askthemtotrynew,moreauthenticrecordings,orstandardEnglishradioprograms,8Awarenessofchange:Stimulateslearnerstomonitorchangesinthemselvesandtounderstandthefactthathumansarechangeableallthetime.Listeninglog:helpthemtoseeintheirowneyetheprogresstheyvemade,andtheweaknesstheyneedtodealwith,9Abeliefinpositiveoutcome:Urgeslearnerstoassumethereisalwaysthepossibilityoffindingasolution,evenwhenfacedwithanapparentlyintractableproblem.“Italwaysseemsimpossibleuntilitsdone”-NelsonMandela,10Sharing:Inviteslearnerstosharebehaviorsandtoperceivethatitisadvisableforsomeproblemstobeaddressedcollaboratively.Listeninglog:havethemdiscussingroups,andsharethematerialsandlisteningexperience,11Individuality:HelpslearnersrealizetheirindividualcharacteristicsintermsoftheiruniqueaspectsListeninglog:Believeeachlearnershavetheirownpathtomasterlisteningabilities,andgivethemmorefreedomtodecidewhattolisten,andhowtolisten,etc.,12Asenseofbelonging:Aidslearnerstoestablishaconsciousnessofpertainingtothewholeclasscommunityintheprocessofthecompletionofthetaskcollaboratively.Listeninglog:Makethemunderstandheisnotalonebecausethewholeclassaremakingefforts,facingsimilarproblems,butaremakingprogress.,Qualityofassessment,TraditionaltestsClassroom-basedassessment,Qualitiesofatest,ValidityReliabilityWashbackAuthenticityInteractivenessPracticality,Authenticity,Referstotheextenthowthetesttaskrepresentthereal-lifetaskandthusbetterpredictssperformanceinfuturetaskinrealcontext,Interactiveness,referstotheextenttowhichatestinvolvessspersonalresponse(reportingpersonallifeexperience,forexample),Practicality,Howmuchthecostoftestcouldbemetintermsofmoney,humanresourcesandfacilities.,Validity,meanstheextenttowhichthetesthastestedthetargetedabilities.ContentConstructConcurrentPredictive,ContentValidity,Definition:theextenttowhichthetestcontentconstitutesarepresentativesampleofthelanguageskills,structures,etc.whichitismeanttobeconcerned.Relevance&representativenessValidation,ConstructValidity,Alderson(2003:118)“Aconstructisapsychologicalconcept,whichderivesfromatheoryoftheabilitytobetested.”Everytestistosomedegreemeasuringtheabilitytheorized,Criterion-relatedValidity,Someindependentandhighlydependabletest-CurrentValiditySometestofsslanguageinthefuturePredictiveValidity,Reliability,meanstheextenttowhichthetestsenablethetesttakerstoperformconsistentlyondifferenttimesoftestingandontestsofdifferentversions.Split-halfAlternativeformsTest-retest,Methodstoensurereliability,TakeenoughsamplesofbehaviorWriteunambiguousitemsProvideclearandexplicitinstructionsEnsurethattestsarewelllaidoutandperfectlylegibleMakecandidatesfamiliarwithformatandtestingtechniques,ProvideadetailedscoringkeyAgreeacceptableresponsesandappropriatescoresatoutsetofscoringIdentifycandidatesbynumber,notnameEmploymultiple,independentscoring,Formativeuseoftests,BeAwareoftheexistenceoftestwashbackMakegooduseofthetest:settinggoals,givingfeedbackandfollow-upactivities,Qualityofclassroom-basedassessment,FitnessofpurposeEffectivenessforpromotinglearning,PartTwoHand-onactivities,A1:Group-discussionandpresentation:TypesofassessmentusedinyourownteachingcontextA2:Hand-onactivities:Anassessmentplantoaddressoneoftheproblemsyousee,Possibly,wewanttestingfor,PlacementAchievementDiagnosisGoalsettingMotivationCurriculumdevelopment,LanguageTesting,TypesoftestTestconstruction,TypesofLanguageTests,achievementtests&proficiencytestsdirect&indirecttestssubjective&objectivetestsnorm&criterion-referencedtestsdiscretepoint&integrativetests,AchievementTests,Mid-termtestsFinaltestsWeekly/Monthlytests,Proficiencytests,NMETCET4-6TEM4-8TOEFLTOEICIELTSBEC,Directtests,WritingtestinvolvingsstowriteSpeakingtestinvolvingsstospeak,Indirecttests,WritingtestsinvolvingsstodoproofreadingSpeakingtestsinvolvingsstoidentifydifferenceinpronunciationofwords,e.g.A.lookB.stoodC.tookD.loop,Subjective&objectivetests,Thedifferenceliesintheratingofssresponses,i.e.whethertheyinvolvethepersonaljudgmentoftheraters,Norm&criterion-referencedtests,Thedifferenceliesintheinterpretationoftestresults,Norm-referencedTests,NormreferstothetestperformanceofatargetgroupofssNorm-referencedtestsreportperformanceaccordingtothepositionofatesttakerwithinagroup.,Criterion-referencedtests,CriteriareferstothetargetedstandardsoflanguageproficiencyCriterion-referencedtestsreporttestperformancebasedontheextentofhowatesttakeraccomplishestherequirementsstatedinthestandardse.g.DialangdevelopedinUofLancaster,Criteria,BloomsTaxonomyofEducationalObjectivesintheUSCommonEuropeanFrameworkofReferenceforLanguagesACTFLProficiencyguidelines,BloomsTaxonomy(Revised2005),OneoftheearliesttaxonomiesdevelopedtomodelcognitivedevelopmentUsefulwhencreatingassessmentstodiagnosethecomplexityofstudentslearning,CEFRLevels,Basicusers:A1,A2Independentusers:B1,B2Proficientusers:C1,C2,ACTFLLevels,NL/NM/NHNoviceLow/Mid/HighIL/IM/IHIntermediateLow/Mid/HighAL/AM/AHAdvancedLow/Mid/HighSSuperiorDDistinguished,Orderofthelevels,NL_NM_A1_NH_A2/IL_IM_B1_IH_B2_AL_AM_C1_AH_C2_S_(Baztn,2008),MeritsofCriterion-referencedTesting,Criterion-referencedtestissignificantinthatitsetsupthegoalsoflearning.theresultofthetestcanbeusedtotellwhatstageacandidatehasreachedinthecontinuumofthetargetedabilitiesandskills,itismorerelatedtothelearningandteaching.,Discretepoint&integrativetests,Thedifferenceliesinhowthetestitemsaredesigned,reflectingdifferentideologyoftesting,i.e.psychometricviewoftestingandmorecommunicativewaysoftesting,Discretepointtests,Multiple-choicequestions,e.g.Ijustwonderif_ever_thatyoucouldhaveyourownenterpriseandrunityourselfwhenyouwerestillastudentA.itoccurredtoyouB.youoccurredtoitC.itoccurredD.youoccurred,Integrativetests,Integrativetestitemsresemblemorereal-lifetasks,andintendedtotestmoreintegratedlanguageabilities,e.g.ClozetestinCET-4and6,SpeakingtestinTOEFL,whatelse?,TestConstruction,NeedsanalysisSpecificationWritingitemsTrialtestingItemanalysisValidation,Stagesoftestdevelopment,MakeadetailedstatementoftheproblemWritecompletespecificationsWriteandmoderateitemsTrialtestitemsonnativespeakersorothersTrialthetestonthetesttakersAnalyzetheresultsCalibratescalesValidateWritehandbooksfortheusersTrainstaff(Hughes2003:58),StatetheProblem,Whatkind?Whatpurpose?Whatabilities?Howdetailedmusttheresults?Howaccurate?Howimportantisbackwash?Whatconstraints?,WriteSpecifications,ContentTeststructure,timing,medium/channelandtechniquesCriterialevelsofperformanceScoringprocedures,Considerationoftestingtechniques,Multiplechoice(alsocalledmultiple-choicequestions)YES/NOandTRUE/FALSEitemsMatchingInformationtransferShort-answeritemsGap-fillingitemsEssaywriting,Hands-onActivity-developingtests,Choosethereadingmaterialsandwritetestitemsinmultiple-choice,questions,andothertechniques,Materials:,Thankyou!,
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