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m We may a iso wish to assess other things such as motivation and effort- We can do this by observation and also by talking to learners about their learning.
• It is important to keep records of informal assessment, especially in larger classes, so that we have the information we need to report or give feedback on our learners' progress. These records can be quite simple, with headings (for example) for grammar, vocabulary, language skills, motivation and general progress against each learner's name. When completed, they provide the teacher with a useful learner profile.
Sec Unit IS for assessment types and tasks.
(See page 242 for answers)
Rea d the following sta t e me n t s a n d d eei de wh e t h e r t hey a re t rue (T) or f a 1 s e {F}. Correct the false statements.
In cloze tests we choose the words to blank out.
We can make a true/false test more challenging by adding a third option.
Portfolio assessment can include self-assessment by the learner.
We can use information-transfer tasks to test listening skills.
Summary writing is an objective assessment activity.
Guided writing may test more than one subskill.
Assessment criteria help us to give fair marks for subjective tests.
Sentence transformation is a real-life assessment activity.
Interviews are challenging because learners can prepare all their answers. 10 Proofreading tests skills that learners can transfer to real-life situations.
Think about these comments from teachers. Which do you agree with and why?
I give my learners regular tests, but only for grammar and vocabulary. I assess their language skills by observing them in the classroom.
Portfolios are a really good way of assessing learners - you don't have to have a special test or anything because they've done the work already, and you can see how they are improving.
You don't always need tests to assess your learners; I do a lot of my assessment when students are doing normal classroom activities.
1 Try out some of the assessment activities listed in this unit that you haven't used before. Make notes about how they work in your Teacher Port fo I it).
2 Look at the next three units in your coursebook. What opportunities arc there for informal assessment? Keep a record in your Teacher Portfolio of the assessment activities you use.
3 For detailed, information on ways of carrying out informal assessment, look at Chapters I and 2 of Assessment by Michael Harris and Paul McCann, Macmillan 1994, and 'Classroom Assessment' by Pauline Rea-Diekins, Chapter 11 in Teaching and learning in the Language Classroom by Tricia Hedge, Oxford University Press 2000.
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Module 2
A language portfolio is a very good way of learners keeping a record of their own progress, For a useful introduction to portfolio assessment, look at 'Portfolio assessment in EFL' at:
http://www.21stcentury.com.cn/story/48219.lHrni
An example portfolio for ad till learners is downloadable free, together with a Teacher's Guide, from:
http://www.dU.org.uk/lurflier-and-adult-edueation/feaching-and-leaming/
resources/adult_eip.aspx
A junior version {for young learners} is available from:
Imp://www.pnmarylanguages.org.uk/shop/product.aspx7id~37
TKT practice task 22 (See page 245 for answers)
For questions 1-7, match the assessment activities with the teachers’ comments listed A-H, There is one extra option which you do not need to use.
Assessment activities
cloze
proofreading
sequencing
dictation
summary writing
interview
information-gap
Teachers’ comments
A When students act as ‘the teacher1 and have to find their own mistakes, they learn a lot.
В It really makes students focus on what the most important information is in a text and how to express it clearly.
G With just two or three choices, students could guess which option is correct, so I always ask them to explain their answers.
D I give the students the first paragraph without any missing words, so that they understand the context, and then I take out every seventh word in the rest of the text.
E it’s a good way of assessing speaking, but! find it difficult to listen and think about the language and interact with the student at the same time.
F it focuses on assessing listening, grammar, vocabulary, spelling and punctuation, but it's really difficult to mark.
G It’s easy to mark but, if students get one item in the wrong order, it can make ail the other items wrong, too.
H When partners exchange information, you can assess the speaking skills of both students.
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