FINAL QUESTIONS
What was missing?
We think that the course was very complete, we have finished the six units and our goals of each competence were done. Our team would have like to see more examples of testing and assessing the four skills, because these kind of test and assessments are the most complete (assesses the four skills) and the most useful in our future classes.
What worked well?
We think all the activities worked well, because you as our teacher give us all the information and examples to do successfully all the activities and also we received feedback that help us to improve our performance.
What could be omitted?
We think every activity has its own purpose, so all the activities were important and they were very well planned and structured. We did not modify anyone.
Did I like the interaction with my classmates and the tutor?
Yes, we liked the interaction with our tutor, because she was very kind and always respond to our requests and questions. All of us as a whole group worked very well, we were respectful and hard workers so our interactions were with solidarity and in a nice way.
GLOBAL REFLECTION
In this course we learned much useful information that is going to help us in our profession. In order to know the difference between evaluation, assessment and testing, to handle informal assessment techniques that allow us to measure the performance of linguistic (lexical skills) and non linguistic aspects (as effort, participation, organization, attendance etc) of the language through the development of an assessment plan, and we also had the opportunity to learned different types of exams as proficiency, achievement, diagnostic, direct and indirect testing etc.
We liked best the unit four, “Testing and assessing the four skills” because we learned some techniques used to assess listening, speaking, reading, writing and grammar, vocabulary, as well as to design our own items for each skill. That was really fun! Another important unit was “the development of a test” we think was an integrative unit, because we use all the information that we already learnt to develop our own test. We liked to include the answer key to the format, because it is very important to always be sure of the correct answers of our test. The narrative of the process was as our justification of our work. We could evaluate the process too and made changes in order to improve items or instructions or even items in order to know the development of our own group and their needs.
The last unit changed our minds, because we did not realized of the importance of this self-assessment, maybe because some teachers did not implement in our subjects, however if we want to become an excellent English teachers we will have to include it. The self-assessment as we learnt has more advantages than disadvantages and the few of them can easily overcome. We are very happy to have learnt important information of “testing, assessment and evaluation”. Our team worked very nice and finally, we want to say thank you teacher Rocio for your support and help we hope to join you in another interesting subject. Regards Jessica, Lorena and Eduardo.
miércoles, 24 de noviembre de 2010
martes, 23 de noviembre de 2010
Eduardo´s self-assessment
Eduardo´s self-assessment
| Punctuality | Grade |
| I posted my tasks on time almost always. | 2 |
2 I always posted all the activities on time
1 I posted 50% or less of my activities on time
0 I did not post the activities on time
| Team working | Grade |
| When working in team, I did my best to be useful. | 2 |
2 I always worked in team with a good attitude
1 I sometimes was cooperatively with my team.
0 I did not like working in team.
| Individual participation | Grade |
| I did my comments to my mates being respectful and productive | 2 |
2 I always participated in the discussion board being respectful and giving productive comments to my classmates.
1 sometimes, I was no respectful with my classmates because I did not agree with their comments.
0 I did not participate in the discussion board.
| Assignments | Grade |
| I did my assignments correctly, then sent them on time | 2 |
2 I always was punctual with my assignments and with my comments in the discussion board.
1 sometimes, I could not be punctual with my assignments and with my comments in the discussion board.
0 I never was punctual with my assignments and with my comments in the discussion board.
| Reflections and revision | Grade |
| I checked, improved and corrected my activities by reflecting about the teacher´s suggestions | 2 |
2 I always reflected about my assignments and comments given by my teacher in the board.
1 Sometimes, I reflected about my assignments and comments given by my teacher in the board.
0 I never reflected about my assignments and comments given by my teacher in the board.
At the end of this course, I can conclude that working on evaluation tools is an important aspect of teachers´ education. Designing, planning and applying an assessment tool helped me to achieve an important goal. I enjoyed the class, then I hope this knowledge I acquired during this semester to be present in the near and farther future.
lunes, 22 de noviembre de 2010
SELF-ASSESSMENT
JESSICA’S SELF-ASSESSMENT OF THE COURSE
Instructions: Grade yourself the performance of the whole course using the scales provided.
1. - Posted all the activities of each unit from 1 to 6 in the specific “Discussion Board” or “Test section”.
2 I posted all the activities required in the course 100%.
1 I posted almost all the activities required on the course > 80%.
0 I posted the middle or less of the required activities <50%.
POINTS: 2
2. - Performance of the activities in order to express quality, and insight in the topics.
2 I always provided insight and quality in the topics.
1 I often stated insight and quality on the topic.
0 I did the activities in a superficially and quickly way.
POINTS: 2
3. - Posted the activities on time.
1 I posted all the activities required on the course on time.
0 I posted almost all the activities on time.
POINTS: 1
4. - Fulfill the established requirements of each activity during the whole course.
1 I always fulfilled the established requirements of each activity.
0 I partially fulfilled the established requirements of each activity.
POINTS: 1
5. – Portfolio work was posted in the discussion board “portfolio” in the established dates.
2 I posted on time my periodic portfolio reports.
1 I posted some portfolio reports on time.
0 No, I never posted any portfolio reports.
POINTS: 2
6. – Did the students’ comments enrich and have respect of their e-mates’ posting?
2 Yes, I always made intelligent and polite comments.
1 Yes, sometimes I made enrichment commentaries to my e-mates.
0 No, I never made any comment to my classmates.
POINTS: 2
SELF ASSESSMENT
TOTAL 10 POINTS
REFLECTION OF THE UNIT 6
This unit was really important for us, because as teachers we have to assess such as formal, informal and with the learner self-assessment in order to have a complete evaluation.
We realized that there are more advantages than disadvantages in the use of self-assessment. The advantages can provide us useful information about students’ expectations and needs, their problems, their strengths, weaknesses how they feel about they own progress, their reactions with the materials and methods being used and what they think about the course in general.
We think the few disadvantages as the mature of the students to assess honestly and the time to performed self-assessment could be overcome if students and teachers will be aware of the importance of this assessment and prepare, organize and have training for it. It’s really worth!
We learnt the different types of techniques and instruments for self-assessment; we preferred the technique “questionnaires”, because we can use them since the beginning of the class, for example the learner questionnaire “Initial self-assessment”, other types are: Diagnostic questionnaires, and Progress questionnaires. We as future teachers might apply the last ones, because it is very important that students could review their learning over some periods of time, and these questionnaires give students a global picture of their own progress.
Finally, we felt happy to know how assess our students in a holistic way. We think is really important to train students as well as teachers, in order to apply correctly self-assessment in the learning process. We now could design our own instruments to evaluate our real students, because our team is teaching English classes in an elementary school. Thanks teacher Rocio for your help and support in our classes.
Instructions: Grade yourself the performance of the whole course using the scales provided.
1. - Posted all the activities of each unit from 1 to 6 in the specific “Discussion Board” or “Test section”.
2 I posted all the activities required in the course 100%.
1 I posted almost all the activities required on the course > 80%.
0 I posted the middle or less of the required activities <50%.
POINTS: 2
2. - Performance of the activities in order to express quality, and insight in the topics.
2 I always provided insight and quality in the topics.
1 I often stated insight and quality on the topic.
0 I did the activities in a superficially and quickly way.
POINTS: 2
3. - Posted the activities on time.
1 I posted all the activities required on the course on time.
0 I posted almost all the activities on time.
POINTS: 1
4. - Fulfill the established requirements of each activity during the whole course.
1 I always fulfilled the established requirements of each activity.
0 I partially fulfilled the established requirements of each activity.
POINTS: 1
5. – Portfolio work was posted in the discussion board “portfolio” in the established dates.
2 I posted on time my periodic portfolio reports.
1 I posted some portfolio reports on time.
0 No, I never posted any portfolio reports.
POINTS: 2
6. – Did the students’ comments enrich and have respect of their e-mates’ posting?
2 Yes, I always made intelligent and polite comments.
1 Yes, sometimes I made enrichment commentaries to my e-mates.
0 No, I never made any comment to my classmates.
POINTS: 2
SELF ASSESSMENT
TOTAL 10 POINTS
REFLECTION OF THE UNIT 6
This unit was really important for us, because as teachers we have to assess such as formal, informal and with the learner self-assessment in order to have a complete evaluation.
We realized that there are more advantages than disadvantages in the use of self-assessment. The advantages can provide us useful information about students’ expectations and needs, their problems, their strengths, weaknesses how they feel about they own progress, their reactions with the materials and methods being used and what they think about the course in general.
We think the few disadvantages as the mature of the students to assess honestly and the time to performed self-assessment could be overcome if students and teachers will be aware of the importance of this assessment and prepare, organize and have training for it. It’s really worth!
We learnt the different types of techniques and instruments for self-assessment; we preferred the technique “questionnaires”, because we can use them since the beginning of the class, for example the learner questionnaire “Initial self-assessment”, other types are: Diagnostic questionnaires, and Progress questionnaires. We as future teachers might apply the last ones, because it is very important that students could review their learning over some periods of time, and these questionnaires give students a global picture of their own progress.
Finally, we felt happy to know how assess our students in a holistic way. We think is really important to train students as well as teachers, in order to apply correctly self-assessment in the learning process. We now could design our own instruments to evaluate our real students, because our team is teaching English classes in an elementary school. Thanks teacher Rocio for your help and support in our classes.
self assessment
LORENA´S SELF-ASSESSMENT OF THE COURSE
Instructions: elaborate a self-assessment of the whole course in the next scales.
| Work in team | Grade |
| Work in team cooperatively and cordially. | 2 |
2 I always worked in team cooperatively and cordially.
1 I sometimes was cooperatively with my team.
0 I didn´t like to work in team.
| Post activities | Grade |
| Post all the activities on time in the blackboard. | 2 |
2 I always posted all the activities on time in the blackboard.
1 I posted 50% of my activities on time in the blackboard.
0 I couldn´t post the activities on time in the blackboard.
| Participation in the discussion board | Grade |
| Participation in the discussion board been respectful and giving enriches comments to their classmates. | 2 |
2 I always participated in the discussion board being respectful and giving productive comments to my classmates.
1 sometimes, I was no respectful with my classmates because I didn´t agree with their comments.
0 I didn´t participate in the discussion board.
| Punctuality in assignments | Grade |
| Punctuality in the assignments and comments required in the discussion board. | 2 |
2 I always was punctual with my assignments and with my comments in the discussion board.
1 sometimes, I couldn´t be punctual with my assignments and with my comments in the discussion board.
0 I never was punctual with my assignments and with my comments in the discussion board.
| Reflection about the feedback | Grade |
| Reflection about the teacher´s feedback in each activity. | 2 |
2 I always reflected when the teacher gave me feedback about my assignments and comments in the board.
1 Sometimes, I reflect in my teacher´s feedback about my assignments and comments in the board.
0 I never was reflective about the teacher´s feedback about my assignments and comments in the board.
First, I liked having this subject because I felt I learned so much useful information that will be important in my profession. I did an endeavor to have a good grade and productive knowledge, I worked with my team cooperatively and when I had to do individual activities I tried to do the best.
sábado, 20 de noviembre de 2010
UNIT 6 "SELF-ASSESSMENT"
Our team has chosen these instruments and techniques for self-assessment.
Descriptions: Because students can express what they have learnt, what problems they have had, and also report their needs, and interests. We think the instrument: “learner diaries” is an excellent way to records of what they have done in class, be aware of their own progress, problems and then find ways of changing, adapting and improving.
Monitoring: We choose this technique, because it is very practical, and useful to be aware of their students own mistakes. It is possible to create a code to correct them. Peer editing is another way to correct mistakes. Also students could monitoring by “test yourself” or self-check, which students do short test to find out how much they know about a topic.
Questionnaires: We think using ranking questions since the beginning of a course as: Learner questionnaire “Initial self-assessment” is very useful to get information about the activities, academic information, preferences as likes and dislikes; weaknesses and strengths of students which could help teacher as well as student to plan their classes and identify their individual and group progress. Teacher could use the multiple choice techniques, ranking bands, agree or disagree statements and also short answer questions to acquire reliability. Another type of questionnaires that we would use are the Diagnostic questionnaires, because teacher could find out what students have covered and to ask students what they think they are able to do. Consequently with the collected information and looking at his students, teacher could get a better idea of them. Progress questionnaires are very important because students can review their learning over some periods of time, so these questionnaires give students a global picture of their own progress.
Writing, speaking, reading, and listening learner training. We think students should do training activities to make them aware of different types and stages of writing, as well as reading, listening and oral practice. Students could ranking the different types of skills, also teacher can use his criteria, in order to know the variables that can affect the performance in each of the four skills, for example: in listening understanding such as accent, background noise, visual clues and number of speakers.
UNIT 6 “SELF ASSESSMENT”
Our team designs the technique “Progress questionnaires”.
Use your learner diary to complete the tables with areas that you have covered this term (see examples). Also look at the textbook and your notebook to help you. Then grade yourself using the scales provided.
5 I did the task with no problems at all.
4 I had a few problems.
3 I answered half of the questions correctly
2 I only answered a few of the questions
1 I could not do the task
5 I have no problem with this structures and I never make mistakes.
4 I only make mistakes occasionally.
3 I sometimes have problems using it.
2 I don’t understand it very well and I make a lot of mistakes.
1 I don’t understand it at all.
Grade yourself out of ten. Think about these things:
· Presentation
· Content
· Organization
· Grammar
· Vocabulary
5 I have learnt a lot of words.
4 I have learnt quite a few words.
3 I have learnt some new words.
2 I have learnt a few new words.
1 I have no learnt any new words.
5 I can do this very well without hesitating and making mistakes.
4 I can do this quite well, but I sometimes hesitate and make mistakes.
3 I can do this, but I speak slowly and make quite a few mistakes.
2 I cannot do this very well: I get stuck and can’t think of what to say.
1 I cannot do this at all.
Grade these things (1-5) related to effort and attitude:
SELF-ASSESSMENT OF THE COURSE
Instructions: Grade yourself the performance of the whole course using the scales provided.
2 I posted all the activities required in the course 100%.
1 I posted almost all the activities required on the course > 80%.
0 I posted the middle or less of the required activities <50%.>
2 I always provided insight and quality in the topics. 1 I often stated insight and quality on the topic. 0 I did the activities in a superficially and quickly way. POINTS: 2 3. - Posted the activities on time. 1 I posted all the activities required on the course on time. 0 I posted almost all the activities on time. POINTS: 1 4. - Fulfill the established requirements of each activity during the whole course. 1 I always fulfilled the established requirements of each activity. 0 I partially fulfilled the established requirements of each activity. POINTS: 1 5. – Portfolio work was posted in the discussion board “portfolio” in the established dates. 2 I posted on time my periodic portfolio reports. 1 I posted some portfolio reports on time. 0 No, I never posted any portfolio reports. POINTS: 2 6. – Did the students’ comments enrich and have respect of their e-mates’ posting? 2 Yes, I always made intelligent and polite comments. 1 Yes, sometimes I made enrichment commentaries to my e-mates. 0 No, I never made any comment to my classmates. POINTS: 2 SELF ASSESSMENT TOTAL 10 POINTS REFLECTION OF THE UNIT 6 This unit was really important for us, because as teachers we have to assess such as formal, informal and with the learner self-assessment in order to have a complete evaluation. We realized that there are more advantages than disadvantages in the use of self-assessment. The advantages can provide us useful information about students’ expectations and needs, their problems, their strengths, weaknesses how they feel about they own progress, their reactions with the materials and methods being used and what they think about the course in general. We think the few disadvantages as the mature of the students to assess honestly and the time to performed self-assessment could be overcome if students and teachers will be aware of the importance of this assessment and prepare, organize and have training for it. It’s really worth! We learnt the different types of techniques and instruments for self-assessment; we preferred the technique “questionnaires”, because we can use them since the beginning of the class, for example the learner questionnaire “Initial self-assessment”, other types are: Diagnostic questionnaires, and Progress questionnaires. We as future teachers might apply the last ones, because it is very important that students could review their learning over some periods of time, and these questionnaires give students a global picture of their own progress. Finally, we felt happy to know how assess our students in a holistic way. We think is really important to train students as well as teachers, in order to apply correctly self-assessment in the learning process. We now could design our own instruments to evaluate our real students, because our team is teaching English classes in an elementary school. Thanks teacher Rocio for your help and support in our classes.
miércoles, 10 de noviembre de 2010
UNIDAD 5 THE DEVELOPMENT OF A TEST
A partial Test for 1st Level
Introduction
In this assignment we had to construct a partial test for the 1st level of the Belisario Dominguez. This test is intended to cover the most important skills and knowledge the students acquire during a month. This was a collaborative project where 3 teachers Eduardo Jessica, and Lorena that contributed making decisions, designing, revising and writing the different parts of the test following a clear process which will be described in a specific section of this paper. First, the objectives of the program and their analysis will be stated. Second, the specification of the test will be described. Third, the test items with their answer key will be presented. Forth, the scoring will be discussed. Fifth, the revision from two moderators will be presented as a narration. Sixth, the process of the development of the test will be described. Finally, there will be section to analyse 4 individual items.
Objectives and analysis for testing purposes
This is an integrated skills course that includes grammar, vocabulary and pronunciation as tools to develop the 4 skills. It is a beginner level test where students have to cover different objectives for each skill and tool. For listening, students have to infer the correct specific information for each item, a conversation with 9 exchanges. For reading, they have to infer information and look for specific information in an interview. For Writing, students are supposed to be able to write complete sentences using simple present and the pattern verb dislike and dislike. For speaking, students are required to hold conversations with 8 exchanges minimum, using appropriate vocabulary, grammar, understanding so that they can ask and give personal information, express opinion. For grammar, students are asked to identify and use several structures such as the simple present, the use of the pattern verb likes and dislikes. For vocabulary, students have to be able to recognize and use verbs and adverbs related to the topic.
It was a tough job to make up our minds about what to assess. First we made a check list of all the skills, sub-skills, grammatical and vocabulary items and pronunciation features covered in the program. They we asked the teachers who had taught this course about how frequently each skill, sub-skill and grammatical or vocabulary items occurred in the program and how relevant each of them was. We also checked the frequency and relevance of the content in each unit and in the materials (text book). Experience, documents and materials gave us cues to make our decisions. They are stated in the section.
Test Specifications
Reading:
Objective: To infer and look for specific information from an interview of around 300 words.
Format: An interview
Task: Answer some comprehension questions/ multiple choice items
Time: 15 minutes
(1 exercise)
Listening:
Objective: To identify the correct answer stating which the verbs patterns likes and dislikes from a conversation with maximum of 9 exchanges in a given topic.
Format: A conversation
Task: To answer a multiple choice exercise (Choose the correct response).
Time:15 minutes
(1 exercise)
Grammar:
Objective: Identify and use the pattern verb likes and dislikes, sentences, questions and short answers in simple present
Format: fill in the blanks
Task: FB: Write the correct form of the verb
Time: 15 minutes
(2 exercises)
Writing:
Objective: To write short sentences expressing their likes and dislikes using the correct grammatical patterns.
Format: short sentences.
Task: Write short sentences.
Time:20
(1 exercise)
Vocabulary:
Objective: Identify and use verbs and adverbs appropriately in written form.
Format: Matching exercises
Task: Use the appropriate verb or adverb in given sentences.
Time: 10 minutes
(1 exercise)
Speaking:
Objectives: ask and answer likes and dislikes with the appropriate structure with 8 exchanges.
Format: Prompts to make a conversation in pairs
Task: One student asks and the other one answers appropriately and share information.
(1 exercise)
Time: 10 minutes maximum peer pair of students
Belisario Domínguez
Level: beginners
Partial Test
Name:______________________________ Group_________
Date _______________
Module 1: listening (20 points)
LIKES AND DISLIKES - FOODListening
Listen to the conversation and choose whether the woman likes or dislikes each type of movie. Listen again to the recording and check your answers
Example:
1. cartoon:
a. Like
b. Dislike
1. Principio del formulario
1. Action:
a) Like
b) Dislike
2. Comedies:
a) Like
b) Dislike
3. Horror:
a) Like
b) Dislike
4. Love:
a) Like
b) Dislike
5. Foreign:
a) Like
b) Dislike
Module 2: Grammar (15 points)
1- LOOK AT THE FACES AND COMPLETE WITH LIKE OR DON'T LIKE .
a. Example: I like hot dogs.
a. I ____________ hamburgers
b. I ____________ pizza
c. I ____________ dumplings
d. I ____________ sushi
e. I ____________ fried rice
f. I ____________ noodles
g. I ____________ cake
h. I ____________ tacos
i. I ____________tiramisú cake
COMPLETE THE QUESTIONS AND ANSWERS. USE: you, like, do, don´t, apples, oranges, cucumbers, soup, potatoes, peach.
Example:
a. Do you like vegetables ? No, I don´t.
a. ___ you like _______ ? Yes, I_____.
b. ___ you ______ ________ ? No, I ______ .
c. ___ _____ _____ __________ ? Yes, I ______.
d. Do ___ _____ _________ ? No, I ______.
e. ____ you like ________ ? Yes, I ______.
f. ____ you ______ ________ ? No, I _______.
Module 2: Reading (20 points)
Interview
Read the following interview and give the correct answer to the questions, underlining the option.
Example:
1. Does Carlos like watching TV?
a) Yes, He does.
b) No, He doesn´t
c) Yes, He do.
A: Excuse me. My names Hamsa and I work for the Khaleej Times here in Dubai. We’re doing a survey about people’s lifestyles for our magazine. Can I ask you a few questions?B: Yes – of course A: OK then. First – what’s your name and where do you live? B: My name’s Sarah Downie. I live in Jumeirah and work in a bank in Deira city centre.A: Do you enjoy working in Dubai Sarah?B: Well, the job is good, I really like it but driving into Deira City Centre is awful. The traffic is very bad and also most drivers are terrible. It takes a long time in the morning and it is very dangerous and I hate it. A: Are you married Sarah?B : Yes I am - My husband's an architect - his office is in Bur Dubai. We have 2 children - two boys. A: What are your hobbies Sarah? B: Well, I do a lot of things. I love reading and painting and also, I quite enjoy music.A: Oh music – that’s interesting .Do you play the piano?B: No but I really like singing and I take singing lessons every week on Sunday. The boys take piano lessons at their school- they are really good at music. A: OK, let’s move on to sports. What sports does your family enjoy?B: Well, I don’t like going to the gym and I hate jogging but my husband likes that. I love yoga and swimming and also sailing. I do yoga 4 days a week. I don’t have much time for sailing but we try to go as often as we can.The boys really love it - and they love windsurfing as well. A: Well, that’s great - thanks. And thank you for your time.Enjoy your day!B: Thanks - you’re welcome.
Questions
1. Does Sarah like working in Dubai?
a) Yes, she does.
b) No, she doesn´t
c) Yes, she do.
2. What´s the hobby Sarah likes the most?
a) She doesn´t hate reading
b) She likes reading and painting
c) She loves reading and painting
3. What does Sarah hate to do?
a) She doesn´t like going to the gym
b) She hates jogging
c) She hates sailing
4. What do Sarah´s children like doing?
a) They love spending time with the family.
b) They love sailing and windsurfing
c) They don´t hate sailing and windsurfing
Module 4: Vocabulary (15 points)
Final del formulario
Match the items on the right to the items on the left.
Example:
I Like horror movies. Play
He plays with cars. Frequently
They frequently like go to the park. Like
I ______ like comedies because they make me laugh.
What movies would you ____ to see for tonight's party?
What kinds of movies do you want to _________?
I often enjoy renting foreign movies even though I can't understand what the actors are saying. I just ____ the subtitles.
My sister really ______ action movies.
watch
loves
like
read
really
Module 5: Speaking (20 points)
Work in pairs. Ask your partner about the things he/she likes or doesn’t like. You can follow the structure of the dialogs below or invented your own. The Effective use of grammar structure and correct vocabulary will be assessed. You will perform it in front of the class.
Example:
Do you like music Diana? Yes, I do.
What kind of music do you like? I really like rock a lot.
A: Do you__________ disco music?
B: Yes, I really like ___________. How about you?
A: I ___________ like it very much.
A: What kind of TV programs _____ you like?
B: Game shows. I like _____ a lot. Do you like them?
A: No, I __________like________ very much. I __________ music videos.
Module 6: Writing (20 points)
Your own likes and dislikes
Summarize your five most important likes and dislikes by making sentences.
Example: I really like swimming and jogging.
Things I love:
1)
2)
3)
4)
5)
Things that I like:
1)
2)
3)
4)
5)
Things I don’t like:
1)
2)
3)
4)
5)
Things I hate:
1)
2)
3)
4)
5)
Final del formulario
Answer Key and scoring
A. Grammar
1. - Look at the faces and complete with like or don´t like
a) like b) don´t like c) like d) don´t like e) don´t like f) like g) like h) don´t like i) like
2.- Complete the questions and answers. use: you, like, do, don´t, apples, oranges, cucumbers, soup, potatoes, peach.
a) Do- apples-do b)do-like-oranges-don´t c) do- you- like- cucumber- do d) you like
Score: 1 points per item with a total of 20
B. Reading
Interview
Read the following interview and give the correct answer to the questions, underlining the option.
1.- a)Yes, she does.
2.- c) She loves reading and painting
3.- c) She hates jogging
4.- b) they love sailing and windsurfing
Score: 5 each item with a total of 20 points
C. Listening
Listen to the conversation and choose whether the woman likes or dislikes each type of movie. Listen again to the recording and check your answers
1) dislike 2) dislike 3) dislike 4) like 5) like
Score: 4 each item with a total of 20 points
D. Vocabulary
1.- really
2.- like
3.- watch
4.- read
5.- loves
Score: 3 points per item with a total of 15
Rubrics for speaking
Grammar
Vocabulary
Effective use of structure with few or no mistakes. (5 pts.)
Effective use of vocabulary. (5 pts.)
Meaning is conveyed, some mistakes. (3-4 pts.)
Uses basic and learned vocabulary.
(3-4 pts.)
Many mistakes with basic structures. (1-2 pts.)
Limited vocabulary.
(1-2 pts.)
Lack of use of structures. (0 pts.)
Incomprehensible because of insufficient vocabulary. (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/
Scoring from 0 to 10
Rubrics for writing
Grammar
Vocabulary
Always uses correct grammatical patterns (5 pts.)
Always shows appropriate use of vocabulary. (5 pts.)
Most of the time uses correct grammatical patterns (3-4 pts.)
Frequently shows appropriate use of vocabulary. (3-4 pts.)
Sometimes uses correct grammatical patterns. (1-2 pts.)
Sometimes shows appropriate use of vocabulary. (1-2 pts.)
Seldom uses correct grammatical patterns (0 pts.)
Seldom shows appropriate use of vocabulary. (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/
Scoring from 0 to 10
Comments by moderators
This test was moderated by Ana Rosa and Alfonso. Both helped improve the test because they found some errors we had not seen. They both agreed saying that the test was not valid and reliable because it was very difficult according with the level of the students (beginners) and because some exercises have two possible answers specially reading exercises and vocabulary. We changed the reading exercises for others easier, clear and with just one correct answer. We focused in their advices about the validity and reliability; they told us to be careful about the possible answers in the reading exercises, because some could have similar meaning, so we could confuse our students. Then they checked it again and both agreed saying that the text was valid and reliable. Both moderators thought that the objectives and the specifications were practical and clear. They also answer our check list. See the check list that is below.
Comments by moderator
YES
NO
Is the English grammatically correct?
*
Is the English natural and acceptable?
*
Is the English in accordance with the specs?
*
Does the item test what it is supposed to test?
*
The correct response cannot be obtained without the appropriate grammar knowledge?
*
Is the item economical?
*
Multiple choice- is there only 1 correct answer?
Gap filling – are there just one or two correct responses?
*
Multiple choices – are the distractors really going to distract?
*
Is the key complete and correct?
*
Are the instructions complete? Not too long?
*
Is there an example?
*
Developing the Test: Describing the Process
As everything in life, we had to follow some steps to develop our test: First, we went back to the contents and objectives of the course we planned, because we do not have text book already, so we had to make a plan while the books are given. Then, we chose the most relevant aspects to evaluate in this level. After this, we organized the objectives for the test, taking into consideration what some teachers of the same school have told us about their own experience in teaching. Then, we decided to have 6 sections for the test, reading, listening, grammar, writing, vocabulary and speaking. For the level of our students, we did
not focus our course on pronunciation and fluency, because our students are in the first level, but it was mainly focussed on sentence structure and vocabulary.
We decided to use direct testing because of the author’s recommendations who say that it is the best way to do it. This is to test writing by writing and speaking by speaking. However, for reading and listening this is not possible because of the type of skills, in which we cannot see to what extent our students understand the message given.
Next, we worked on the specifications of the items. We had to make decisions on the format of the item, the task type and the time we would spend on each activity. Making a task like this implies so much work, doing agreements and negotiating with our co-workers the aspects of those items. We tried to include items that were objective and that facilitated the scoring of the test, making them as clear as possible. We also included multiple choice items to assess listening and reading, because it is easier to check, score and get reliability. For grammar, we included filling-blanks items because it was easier to evaluate the structures that need to be assessed. To assess vocabulary, we chose a filling-blanks exercise where students could prove that they could identify and use verbs and adverbs adequately. For writing and speaking, some prompts and some guidelines to develop the task were given in order to set a context and to provide students with some information about the requirements of the task and the scoring. To score these two skills some rubrics were developed with scores from 0 to 10. Consequently these rubrics make the test more reliable when scoring.
After that, we made decisions about different things such as time and scores for each area of the test. This test was given 85 minutes Ideal timing was assigned to each section. Reading was given 15minutes, listening 15 minutes, grammar 15 minutes, Writing 20 minutes, vocabulary 10 minutes and speaking 10 minutes. The total exam will be 115 points which will be divided as follows, reading 20, listening 20, grammar 20, writing 20, vocabulary 15 and speaking 20. It was preferred to place the listening items at the beginning because of administration issues such as allowing fast students to leave as soon as they finished the test and avoid interruptions when students are working on a different section of the test.
The evaluation of the test
We think students might believe this test is valid since we are assessing only the most relevant skills and knowledge they should have acquired during the course. We focused on the most frequent and relevant skills and knowledge, especially the new things and the things that were practiced in several units or that made students spend more time and that had to be produced at a certain point in the program. There are no surprises because we included only the topics we have seen in class. The types of items were carefully selected and an extensive revision of their materials was made in order to assure the students familiarity with them. Also, all instructions were read and discussed several times to make sure they were clear and the vocabulary was simple. We also included an example below each instruction to avoid confusion.
Items Analysis
We had some difficulties finding the text for the reading item, because the topics of the course required a simple and clear text talking about the likes and dislikes of someone. The only text we have found was the interview, including understandable words for beginners. We had to choose between three options for the text, so the interview was found as the best option to evaluate this skill. We had to be very careful that only one answer was possible, in order to obtain high reliability. The second reading comprehension question is an example.
1. - What’s the hobby Sarah likes the most?
a) She doesn’t hate reading
b) She really likes reading and painting
c) She loves reading and painting
b and c are possible according to the interview. We modify a little bit the option b as this:
2. - What’s the hobby Sarah likes the most?
a) She doesn’t hate reading
b) She likes reading and painting
c) She loves reading and painting
In this way the option b has lower intention than the letter c, so the correct answer is c.
It was difficult to design the speaking item, because we needed a situation that allowed students to make a conversation in pairs. We were not so sure about having them working in pairs during an exam. However, after a half an hour when surfing the web, we found a model for a speaking activity; we just had to adapt it according to the level of the students. The activity resulted to be purposeful and reliable for the group. The hardest aspect of this item was deciding how the students are going to perform it, we focused in give clear instructions. We had to go back to the objectives, and then, we limited them and then we could design the rubrics according with his level, so we didn’t be strict and did not assess in speaking the intonation and fluency. In writing we do not assess the punctuation and paragraph organization, we focused just in their level skills.
Speaking Rating Sheet
10 Points
Student’s name________________________________
Group___________ Level ______
Grammar
Vocabulary
Effective use of structure with few or no mistakes. (5 pts.)
Effective use of vocabulary. (5 pts.)
Meaning is conveyed, some mistakes. (3-4 pts.)
Uses basic and learned vocabulary.
(3-4 pts.)
Many mistakes with basic structures. (1-2 pts.)
Limited vocabulary.
(1-2 pts.)
Lack of use of structures. (0 pts.)
Incomprehensible because of insufficient vocabulary. (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/
Scoring from 0 to 10
Writing Rating Sheet
10 Points
Student’s name________________________________
Group___________ Level ______
Grammar
Vocabulary
Always uses correct grammatical patterns (5 pts.)
Always shows appropriate use of vocabulary. (5 pts.)
Most of the time uses correct grammatical patterns (3-4 pts.)
Frequently shows appropriate use of vocabulary. (3-4 pts.)
Sometimes uses correct grammatical patterns. (1-2 pts.)
Sometimes shows appropriate use of vocabulary. (1-2 pts.)
Seldom uses correct grammatical patterns (0 pts.)
Seldom shows appropriate use of vocabulary. (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/
Scoring from 0 to 10
REFLECTION OF THE UNIT
In this unit we already felt as a real teachers, because we learned how to design an English test with the whole knowledge of the before units. We stated with our learning objectives and contents. We understood they are the bases of a strong assessment, and then we focused on the specification (specs) of the test, which also help us to have the organization and the duration of each activity.
We also learned to work in group in a collaborative real assessment, because Jessica, Lorena and Eduardo already are teaching English classes in the elementary school “Belisario Dominguez” with kids of beginner level, so we shared our own ideas, few experience and some activities that we looked in books and the internet to design the subjective and objective items test.
Looking for the accurate and appropriately exercises for each skill was the most enjoyable time, because we had fun thinking in our students and being emphatic with their interests. We understand the importance of the direct tests and the rubrics to evaluate with reliability and validity subjective items as speaking and writing.
Finally, we realized the importance of the whole background knowledge (for example: the assessment techniques) of the last units, in order to integrate it in this unit for designing our first formal test. We are very happy to acquire more knowledge as strategies, techniques, methods, sequences, tips, models, examples and assessment process to become in short time, in an excellent English teachers.
Introduction
In this assignment we had to construct a partial test for the 1st level of the Belisario Dominguez. This test is intended to cover the most important skills and knowledge the students acquire during a month. This was a collaborative project where 3 teachers Eduardo Jessica, and Lorena that contributed making decisions, designing, revising and writing the different parts of the test following a clear process which will be described in a specific section of this paper. First, the objectives of the program and their analysis will be stated. Second, the specification of the test will be described. Third, the test items with their answer key will be presented. Forth, the scoring will be discussed. Fifth, the revision from two moderators will be presented as a narration. Sixth, the process of the development of the test will be described. Finally, there will be section to analyse 4 individual items.
Objectives and analysis for testing purposes
This is an integrated skills course that includes grammar, vocabulary and pronunciation as tools to develop the 4 skills. It is a beginner level test where students have to cover different objectives for each skill and tool. For listening, students have to infer the correct specific information for each item, a conversation with 9 exchanges. For reading, they have to infer information and look for specific information in an interview. For Writing, students are supposed to be able to write complete sentences using simple present and the pattern verb dislike and dislike. For speaking, students are required to hold conversations with 8 exchanges minimum, using appropriate vocabulary, grammar, understanding so that they can ask and give personal information, express opinion. For grammar, students are asked to identify and use several structures such as the simple present, the use of the pattern verb likes and dislikes. For vocabulary, students have to be able to recognize and use verbs and adverbs related to the topic.
It was a tough job to make up our minds about what to assess. First we made a check list of all the skills, sub-skills, grammatical and vocabulary items and pronunciation features covered in the program. They we asked the teachers who had taught this course about how frequently each skill, sub-skill and grammatical or vocabulary items occurred in the program and how relevant each of them was. We also checked the frequency and relevance of the content in each unit and in the materials (text book). Experience, documents and materials gave us cues to make our decisions. They are stated in the section.
Test Specifications
Reading:
Objective: To infer and look for specific information from an interview of around 300 words.
Format: An interview
Task: Answer some comprehension questions/ multiple choice items
Time: 15 minutes
(1 exercise)
Listening:
Objective: To identify the correct answer stating which the verbs patterns likes and dislikes from a conversation with maximum of 9 exchanges in a given topic.
Format: A conversation
Task: To answer a multiple choice exercise (Choose the correct response).
Time:15 minutes
(1 exercise)
Grammar:
Objective: Identify and use the pattern verb likes and dislikes, sentences, questions and short answers in simple present
Format: fill in the blanks
Task: FB: Write the correct form of the verb
Time: 15 minutes
(2 exercises)
Writing:
Objective: To write short sentences expressing their likes and dislikes using the correct grammatical patterns.
Format: short sentences.
Task: Write short sentences.
Time:20
(1 exercise)
Vocabulary:
Objective: Identify and use verbs and adverbs appropriately in written form.
Format: Matching exercises
Task: Use the appropriate verb or adverb in given sentences.
Time: 10 minutes
(1 exercise)
Speaking:
Objectives: ask and answer likes and dislikes with the appropriate structure with 8 exchanges.
Format: Prompts to make a conversation in pairs
Task: One student asks and the other one answers appropriately and share information.
(1 exercise)
Time: 10 minutes maximum peer pair of students
Belisario Domínguez
Level: beginners
Partial Test
Name:______________________________ Group_________
Date _______________
Module 1: listening (20 points)
LIKES AND DISLIKES - FOODListening
Listen to the conversation and choose whether the woman likes or dislikes each type of movie. Listen again to the recording and check your answers
Example:
1. cartoon:
a. Like
b. Dislike
1. Principio del formulario
1. Action:
a) Like
b) Dislike
2. Comedies:
a) Like
b) Dislike
3. Horror:
a) Like
b) Dislike
4. Love:
a) Like
b) Dislike
5. Foreign:
a) Like
b) Dislike
Module 2: Grammar (15 points)
1- LOOK AT THE FACES AND COMPLETE WITH LIKE OR DON'T LIKE .
a. Example: I like hot dogs.
a. I ____________ hamburgers
b. I ____________ pizza
c. I ____________ dumplings
d. I ____________ sushi
e. I ____________ fried rice
f. I ____________ noodles
g. I ____________ cake
h. I ____________ tacos
i. I ____________tiramisú cake
COMPLETE THE QUESTIONS AND ANSWERS. USE: you, like, do, don´t, apples, oranges, cucumbers, soup, potatoes, peach.
Example:
a. Do you like vegetables ? No, I don´t.
a. ___ you like _______ ? Yes, I_____.
b. ___ you ______ ________ ? No, I ______ .
c. ___ _____ _____ __________ ? Yes, I ______.
d. Do ___ _____ _________ ? No, I ______.
e. ____ you like ________ ? Yes, I ______.
f. ____ you ______ ________ ? No, I _______.
Module 2: Reading (20 points)
Interview
Read the following interview and give the correct answer to the questions, underlining the option.
Example:
1. Does Carlos like watching TV?
a) Yes, He does.
b) No, He doesn´t
c) Yes, He do.
A: Excuse me. My names Hamsa and I work for the Khaleej Times here in Dubai. We’re doing a survey about people’s lifestyles for our magazine. Can I ask you a few questions?B: Yes – of course A: OK then. First – what’s your name and where do you live? B: My name’s Sarah Downie. I live in Jumeirah and work in a bank in Deira city centre.A: Do you enjoy working in Dubai Sarah?B: Well, the job is good, I really like it but driving into Deira City Centre is awful. The traffic is very bad and also most drivers are terrible. It takes a long time in the morning and it is very dangerous and I hate it. A: Are you married Sarah?B : Yes I am - My husband's an architect - his office is in Bur Dubai. We have 2 children - two boys. A: What are your hobbies Sarah? B: Well, I do a lot of things. I love reading and painting and also, I quite enjoy music.A: Oh music – that’s interesting .Do you play the piano?B: No but I really like singing and I take singing lessons every week on Sunday. The boys take piano lessons at their school- they are really good at music. A: OK, let’s move on to sports. What sports does your family enjoy?B: Well, I don’t like going to the gym and I hate jogging but my husband likes that. I love yoga and swimming and also sailing. I do yoga 4 days a week. I don’t have much time for sailing but we try to go as often as we can.The boys really love it - and they love windsurfing as well. A: Well, that’s great - thanks. And thank you for your time.Enjoy your day!B: Thanks - you’re welcome.
Questions
1. Does Sarah like working in Dubai?
a) Yes, she does.
b) No, she doesn´t
c) Yes, she do.
2. What´s the hobby Sarah likes the most?
a) She doesn´t hate reading
b) She likes reading and painting
c) She loves reading and painting
3. What does Sarah hate to do?
a) She doesn´t like going to the gym
b) She hates jogging
c) She hates sailing
4. What do Sarah´s children like doing?
a) They love spending time with the family.
b) They love sailing and windsurfing
c) They don´t hate sailing and windsurfing
Module 4: Vocabulary (15 points)
Final del formulario
Match the items on the right to the items on the left.
Example:
I Like horror movies. Play
He plays with cars. Frequently
They frequently like go to the park. Like
I ______ like comedies because they make me laugh.
What movies would you ____ to see for tonight's party?
What kinds of movies do you want to _________?
I often enjoy renting foreign movies even though I can't understand what the actors are saying. I just ____ the subtitles.
My sister really ______ action movies.
watch
loves
like
read
really
Module 5: Speaking (20 points)
Work in pairs. Ask your partner about the things he/she likes or doesn’t like. You can follow the structure of the dialogs below or invented your own. The Effective use of grammar structure and correct vocabulary will be assessed. You will perform it in front of the class.
Example:
Do you like music Diana? Yes, I do.
What kind of music do you like? I really like rock a lot.
A: Do you__________ disco music?
B: Yes, I really like ___________. How about you?
A: I ___________ like it very much.
A: What kind of TV programs _____ you like?
B: Game shows. I like _____ a lot. Do you like them?
A: No, I __________like________ very much. I __________ music videos.
Module 6: Writing (20 points)
Your own likes and dislikes
Summarize your five most important likes and dislikes by making sentences.
Example: I really like swimming and jogging.
Things I love:
1)
2)
3)
4)
5)
Things that I like:
1)
2)
3)
4)
5)
Things I don’t like:
1)
2)
3)
4)
5)
Things I hate:
1)
2)
3)
4)
5)
Final del formulario
Answer Key and scoring
A. Grammar
1. - Look at the faces and complete with like or don´t like
a) like b) don´t like c) like d) don´t like e) don´t like f) like g) like h) don´t like i) like
2.- Complete the questions and answers. use: you, like, do, don´t, apples, oranges, cucumbers, soup, potatoes, peach.
a) Do- apples-do b)do-like-oranges-don´t c) do- you- like- cucumber- do d) you like
Score: 1 points per item with a total of 20
B. Reading
Interview
Read the following interview and give the correct answer to the questions, underlining the option.
1.- a)Yes, she does.
2.- c) She loves reading and painting
3.- c) She hates jogging
4.- b) they love sailing and windsurfing
Score: 5 each item with a total of 20 points
C. Listening
Listen to the conversation and choose whether the woman likes or dislikes each type of movie. Listen again to the recording and check your answers
1) dislike 2) dislike 3) dislike 4) like 5) like
Score: 4 each item with a total of 20 points
D. Vocabulary
1.- really
2.- like
3.- watch
4.- read
5.- loves
Score: 3 points per item with a total of 15
Rubrics for speaking
Grammar
Vocabulary
Effective use of structure with few or no mistakes. (5 pts.)
Effective use of vocabulary. (5 pts.)
Meaning is conveyed, some mistakes. (3-4 pts.)
Uses basic and learned vocabulary.
(3-4 pts.)
Many mistakes with basic structures. (1-2 pts.)
Limited vocabulary.
(1-2 pts.)
Lack of use of structures. (0 pts.)
Incomprehensible because of insufficient vocabulary. (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/
Scoring from 0 to 10
Rubrics for writing
Grammar
Vocabulary
Always uses correct grammatical patterns (5 pts.)
Always shows appropriate use of vocabulary. (5 pts.)
Most of the time uses correct grammatical patterns (3-4 pts.)
Frequently shows appropriate use of vocabulary. (3-4 pts.)
Sometimes uses correct grammatical patterns. (1-2 pts.)
Sometimes shows appropriate use of vocabulary. (1-2 pts.)
Seldom uses correct grammatical patterns (0 pts.)
Seldom shows appropriate use of vocabulary. (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/
Scoring from 0 to 10
Comments by moderators
This test was moderated by Ana Rosa and Alfonso. Both helped improve the test because they found some errors we had not seen. They both agreed saying that the test was not valid and reliable because it was very difficult according with the level of the students (beginners) and because some exercises have two possible answers specially reading exercises and vocabulary. We changed the reading exercises for others easier, clear and with just one correct answer. We focused in their advices about the validity and reliability; they told us to be careful about the possible answers in the reading exercises, because some could have similar meaning, so we could confuse our students. Then they checked it again and both agreed saying that the text was valid and reliable. Both moderators thought that the objectives and the specifications were practical and clear. They also answer our check list. See the check list that is below.
Comments by moderator
YES
NO
Is the English grammatically correct?
*
Is the English natural and acceptable?
*
Is the English in accordance with the specs?
*
Does the item test what it is supposed to test?
*
The correct response cannot be obtained without the appropriate grammar knowledge?
*
Is the item economical?
*
Multiple choice- is there only 1 correct answer?
Gap filling – are there just one or two correct responses?
*
Multiple choices – are the distractors really going to distract?
*
Is the key complete and correct?
*
Are the instructions complete? Not too long?
*
Is there an example?
*
Developing the Test: Describing the Process
As everything in life, we had to follow some steps to develop our test: First, we went back to the contents and objectives of the course we planned, because we do not have text book already, so we had to make a plan while the books are given. Then, we chose the most relevant aspects to evaluate in this level. After this, we organized the objectives for the test, taking into consideration what some teachers of the same school have told us about their own experience in teaching. Then, we decided to have 6 sections for the test, reading, listening, grammar, writing, vocabulary and speaking. For the level of our students, we did
not focus our course on pronunciation and fluency, because our students are in the first level, but it was mainly focussed on sentence structure and vocabulary.
We decided to use direct testing because of the author’s recommendations who say that it is the best way to do it. This is to test writing by writing and speaking by speaking. However, for reading and listening this is not possible because of the type of skills, in which we cannot see to what extent our students understand the message given.
Next, we worked on the specifications of the items. We had to make decisions on the format of the item, the task type and the time we would spend on each activity. Making a task like this implies so much work, doing agreements and negotiating with our co-workers the aspects of those items. We tried to include items that were objective and that facilitated the scoring of the test, making them as clear as possible. We also included multiple choice items to assess listening and reading, because it is easier to check, score and get reliability. For grammar, we included filling-blanks items because it was easier to evaluate the structures that need to be assessed. To assess vocabulary, we chose a filling-blanks exercise where students could prove that they could identify and use verbs and adverbs adequately. For writing and speaking, some prompts and some guidelines to develop the task were given in order to set a context and to provide students with some information about the requirements of the task and the scoring. To score these two skills some rubrics were developed with scores from 0 to 10. Consequently these rubrics make the test more reliable when scoring.
After that, we made decisions about different things such as time and scores for each area of the test. This test was given 85 minutes Ideal timing was assigned to each section. Reading was given 15minutes, listening 15 minutes, grammar 15 minutes, Writing 20 minutes, vocabulary 10 minutes and speaking 10 minutes. The total exam will be 115 points which will be divided as follows, reading 20, listening 20, grammar 20, writing 20, vocabulary 15 and speaking 20. It was preferred to place the listening items at the beginning because of administration issues such as allowing fast students to leave as soon as they finished the test and avoid interruptions when students are working on a different section of the test.
The evaluation of the test
We think students might believe this test is valid since we are assessing only the most relevant skills and knowledge they should have acquired during the course. We focused on the most frequent and relevant skills and knowledge, especially the new things and the things that were practiced in several units or that made students spend more time and that had to be produced at a certain point in the program. There are no surprises because we included only the topics we have seen in class. The types of items were carefully selected and an extensive revision of their materials was made in order to assure the students familiarity with them. Also, all instructions were read and discussed several times to make sure they were clear and the vocabulary was simple. We also included an example below each instruction to avoid confusion.
Items Analysis
We had some difficulties finding the text for the reading item, because the topics of the course required a simple and clear text talking about the likes and dislikes of someone. The only text we have found was the interview, including understandable words for beginners. We had to choose between three options for the text, so the interview was found as the best option to evaluate this skill. We had to be very careful that only one answer was possible, in order to obtain high reliability. The second reading comprehension question is an example.
1. - What’s the hobby Sarah likes the most?
a) She doesn’t hate reading
b) She really likes reading and painting
c) She loves reading and painting
b and c are possible according to the interview. We modify a little bit the option b as this:
2. - What’s the hobby Sarah likes the most?
a) She doesn’t hate reading
b) She likes reading and painting
c) She loves reading and painting
In this way the option b has lower intention than the letter c, so the correct answer is c.
It was difficult to design the speaking item, because we needed a situation that allowed students to make a conversation in pairs. We were not so sure about having them working in pairs during an exam. However, after a half an hour when surfing the web, we found a model for a speaking activity; we just had to adapt it according to the level of the students. The activity resulted to be purposeful and reliable for the group. The hardest aspect of this item was deciding how the students are going to perform it, we focused in give clear instructions. We had to go back to the objectives, and then, we limited them and then we could design the rubrics according with his level, so we didn’t be strict and did not assess in speaking the intonation and fluency. In writing we do not assess the punctuation and paragraph organization, we focused just in their level skills.
Speaking Rating Sheet
10 Points
Student’s name________________________________
Group___________ Level ______
Grammar
Vocabulary
Effective use of structure with few or no mistakes. (5 pts.)
Effective use of vocabulary. (5 pts.)
Meaning is conveyed, some mistakes. (3-4 pts.)
Uses basic and learned vocabulary.
(3-4 pts.)
Many mistakes with basic structures. (1-2 pts.)
Limited vocabulary.
(1-2 pts.)
Lack of use of structures. (0 pts.)
Incomprehensible because of insufficient vocabulary. (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/
Scoring from 0 to 10
Writing Rating Sheet
10 Points
Student’s name________________________________
Group___________ Level ______
Grammar
Vocabulary
Always uses correct grammatical patterns (5 pts.)
Always shows appropriate use of vocabulary. (5 pts.)
Most of the time uses correct grammatical patterns (3-4 pts.)
Frequently shows appropriate use of vocabulary. (3-4 pts.)
Sometimes uses correct grammatical patterns. (1-2 pts.)
Sometimes shows appropriate use of vocabulary. (1-2 pts.)
Seldom uses correct grammatical patterns (0 pts.)
Seldom shows appropriate use of vocabulary. (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/
Scoring from 0 to 10
REFLECTION OF THE UNIT
In this unit we already felt as a real teachers, because we learned how to design an English test with the whole knowledge of the before units. We stated with our learning objectives and contents. We understood they are the bases of a strong assessment, and then we focused on the specification (specs) of the test, which also help us to have the organization and the duration of each activity.
We also learned to work in group in a collaborative real assessment, because Jessica, Lorena and Eduardo already are teaching English classes in the elementary school “Belisario Dominguez” with kids of beginner level, so we shared our own ideas, few experience and some activities that we looked in books and the internet to design the subjective and objective items test.
Looking for the accurate and appropriately exercises for each skill was the most enjoyable time, because we had fun thinking in our students and being emphatic with their interests. We understand the importance of the direct tests and the rubrics to evaluate with reliability and validity subjective items as speaking and writing.
Finally, we realized the importance of the whole background knowledge (for example: the assessment techniques) of the last units, in order to integrate it in this unit for designing our first formal test. We are very happy to acquire more knowledge as strategies, techniques, methods, sequences, tips, models, examples and assessment process to become in short time, in an excellent English teachers.
Suscribirse a:
Entradas (Atom)