AE Live 21.6 - Improving Classroom Assessment for English Language Teachers

00:52:15
https://www.youtube.com/watch?v=F8p1qWPuk0k

Sintesi

TLDRThe webinar, part of the American English Live series, was the final session of series 21 and focused on improving classroom assessments for English language teachers. Hosted by Dr. Darlene Wiggin-Stalkery, the session welcomed Joe McVey, who provided insights into creating effective assessment methods. The session covered fundamental testing concepts like validity and reliability, types of assessments (diagnostic, formative, summative), and the purpose behind each test type. The discussion also touched on the washback effect of tests on both curriculum and student learning. Practical tips were shared for reducing test anxiety and providing meaningful feedback to students. The focus was on designing assessments that are both fair and practical, ensuring they align with student learning outcomes and enhance overall educational experiences.

Punti di forza

  • 🔍 Understanding the purpose of different types of assessments is crucial.
  • 📏 Validity and reliability are essential in creating effective tests.
  • 🆚 Diagnostic assessments help tailor teaching strategies.
  • 🎯 Formative assessments are for ongoing progress checks.
  • 🔄 Summative assessments evaluate learning outcomes.
  • 🔄 The washback effect influences teaching and learning.
  • 📝 Student learning outcomes should guide assessment design.
  • 😌 Reducing test anxiety involves preparation and clear communication.
  • 🗣 Feedback is key for student improvement.
  • 🚦 Use a variety of assessment methods to gather comprehensive data.

Linea temporale

  • 00:00:00 - 00:05:00

    Welcome to the final session of American English Live Series 21, focusing on building academic skills for success and assessment in English classrooms. The session aims to improve teachers' methods of assessing language students.

  • 00:05:00 - 00:10:00

    The session focuses on classroom assessments, differentiating between tests and assessments, and inviting participants to share challenges they face with language testing. Joe McVey will present strategies for making assessments more effective.

  • 00:10:00 - 00:15:00

    Joe McVey emphasizes the purpose, validity, and reliability of tests in classroom assessments. Different types of assessments serve unique purposes, such as diagnostic, summative, and formative, and each has specific applications in education.

  • 00:15:00 - 00:20:00

    Participants discuss challenges in language assessment. Joe introduces the concept of washback effect—how tests influence teaching and learning—and strategies to minimize negative impacts on students' and teachers' experiences.

  • 00:20:00 - 00:25:00

    The session explores student learning outcomes, essential for designing assessments. Examples highlight how outcomes guide assessment types, such as listening, reading, and speaking exercises, reflecting effective measurement of students' skills.

  • 00:25:00 - 00:30:00

    Questions regarding preferred assessment types reveal insights into teachers' practices. Various assessment forms, such as written exams, comprehension checks, and self-assessment tools, are discussed for their ability to measure learning outcomes.

  • 00:30:00 - 00:35:00

    The presentation covers different assessment categories, emphasizing the need for validity and reliability. Multiple-choice questions are explored, with advice on avoiding common pitfalls like unrealistic distractors or inconsistent response options.

  • 00:35:00 - 00:40:00

    Participants are prompted to consider valid designs to ensure tests measure intended outcomes without negative washback. Joe suggests structuring questions to only measure one concept, stressing consistency across distractors and response formats.

  • 00:40:00 - 00:45:00

    Teaching practices can be aligned with assessments to enhance learning experiences. Participants receive tips for reducing test anxiety and ensuring assessments are fair, practical, and capable of delivering meaningful feedback to students.

  • 00:45:00 - 00:52:15

    The session concludes with effective strategies for administering assessments, such as using varied assessment forms, aligning them with learning goals, and inviting students to reflect post-assessment. Participants share key takeaways from the session.

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Video Domande e Risposte

  • What was the main focus of the webinar?

    The webinar focused on improving classroom assessment for English language teachers.

  • Who was the presenter of the webinar?

    The presenter was Joe McVey, an educational consultant and author.

  • What is a diagnostic test?

    A diagnostic test helps identify what students know and don't know to better design instruction.

  • What is the difference between formative and summative assessment?

    Formative assessment is an informal way to check progress and improve learning, while summative assessment evaluates learning at the end of a unit or course.

  • What does the concept of validity mean in testing?

    Validity means the test measures what it is supposed to measure.

  • How can a teacher reduce the negative washback effect?

    Teachers can reduce the negative washback effect by using a variety of assessments and aligning assessments with broader learning goals.

  • What should teachers consider to make an assessment effective?

    Teachers should consider validity, reliability, clarity of instructions, and the practicalities of test administration.

  • How can test anxiety be reduced among students?

    Test anxiety can be reduced by giving practice tests, helping with timing, and clearly communicating test expectations.

  • How can feedback benefit students after an assessment?

    Feedback helps students understand their strengths and areas for improvement, guiding their learning.

  • What is the washback effect?

    The washback effect is the influence that testing can have on teaching practices and learning behaviors.

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  • 00:00:01
    hello everyone and welcome to the sixth
  • 00:00:04
    and final session in American English
  • 00:00:07
    live series 21 my name is Dr Darlene
  • 00:00:11
    wiggin stalkery and I will be your host
  • 00:00:14
    today also joining us will be our
  • 00:00:17
    moderator behind the scenes my colleague
  • 00:00:20
    Elena who will be responding to your
  • 00:00:22
    comments and answering your questions
  • 00:00:25
    during the webinar as well um we wanted
  • 00:00:29
    to let you know that today's session
  • 00:00:32
    will be recorded and shared across
  • 00:00:35
    various platforms by attending and
  • 00:00:39
    adding your comments to the chat or
  • 00:00:41
    comments during the today's webinar your
  • 00:00:44
    name your country and or your comment
  • 00:00:49
    may be included in the video recording
  • 00:00:52
    by participating you consent to your
  • 00:00:56
    appearance in the recording and it's use
  • 00:01:00
    for the purposes of fhi360
  • 00:01:03
    and the US Department of
  • 00:01:07
    State if you do not want to appear in
  • 00:01:12
    the recording please do not share any
  • 00:01:15
    comments in the comments or chat
  • 00:01:21
    boxes throughout series 21 we have
  • 00:01:26
    explored a variety of strategies for
  • 00:01:29
    building building academic skills for
  • 00:01:32
    success and assessment in the English
  • 00:01:35
    language
  • 00:01:36
    classroom we hope that you have been
  • 00:01:39
    able to use these practical strategies
  • 00:01:42
    that we
  • 00:01:43
    share so here's what you can expect
  • 00:01:47
    today the session is about 60 Minutes
  • 00:01:50
    long the presenter will present the
  • 00:01:53
    material and I as your host will ask
  • 00:01:57
    questions and comment as well
  • 00:02:00
    but we really want to hear from you our
  • 00:02:03
    audience as you share your ideas and so
  • 00:02:07
    we can address them and your
  • 00:02:10
    experiences so please do share your
  • 00:02:14
    thoughts in the comments and chat
  • 00:02:18
    boxes when our session comes to a close
  • 00:02:22
    you will have the opportunity to receive
  • 00:02:25
    a digital badge for your
  • 00:02:28
    participation at the end of the webinar
  • 00:02:30
    will share a link in the comments click
  • 00:02:34
    on that link and complete a short quiz
  • 00:02:38
    about today's session you must answer
  • 00:02:41
    two out of three multiple choice
  • 00:02:44
    questions correctly and if you
  • 00:02:47
    successfully pass the quiz on your first
  • 00:02:50
    attempt you can expect to receive your
  • 00:02:53
    badge in via email in about a week
  • 00:03:00
    now for today's webinar improving
  • 00:03:03
    classroom assessment for English
  • 00:03:06
    language
  • 00:03:07
    teachers English language teachers are
  • 00:03:10
    regularly required to assess the
  • 00:03:13
    progress of students in their
  • 00:03:16
    classes what are some effective methods
  • 00:03:20
    of assessing student
  • 00:03:22
    achievement in this interactive session
  • 00:03:25
    we will review some fundamental concepts
  • 00:03:28
    of language test Tes in and analyze how
  • 00:03:32
    to build assessments that effectively
  • 00:03:36
    measure student achievement in relation
  • 00:03:39
    to learning
  • 00:03:40
    outcomes we will also consider ideas and
  • 00:03:44
    tips for more effectively assessing
  • 00:03:49
    students and we are pleased to introduce
  • 00:03:52
    our presenter Joe
  • 00:03:56
    McVey Joe is an author and indep
  • 00:03:59
    dependent educational consultant based
  • 00:04:03
    in Middlebury Vermont in the
  • 00:04:06
    northeastern part of the United
  • 00:04:09
    States in the US he has taught at
  • 00:04:13
    California State University Los Angeles
  • 00:04:17
    the California Institute of Technology
  • 00:04:21
    the University of Southern California
  • 00:04:24
    middleberry college and St Michael's
  • 00:04:28
    College
  • 00:04:30
    Joe is an active member of tsol
  • 00:04:34
    International Association and has served
  • 00:04:37
    as an English language specialist
  • 00:04:40
    delivering professional development
  • 00:04:42
    workshops for the US Department of State
  • 00:04:45
    and a variety of countries he is also an
  • 00:04:49
    expert in the field of English language
  • 00:04:52
    program
  • 00:04:54
    accreditation Joe's English language
  • 00:04:56
    coursebooks are used in many countries
  • 00:05:00
    throughout the world welcome
  • 00:05:03
    Joe well thank you so much Darlene it's
  • 00:05:06
    a pleasure to be with you today to talk
  • 00:05:08
    about improving classroom assessment for
  • 00:05:11
    English language teachers and I wanted
  • 00:05:14
    to say at the very beginning that we're
  • 00:05:17
    really talking today about classroom
  • 00:05:19
    assessment of course there are other
  • 00:05:21
    kinds of assessment like um the the
  • 00:05:25
    TOEFL examination the IELTS examination
  • 00:05:28
    perhaps there's a examination in your
  • 00:05:31
    country but today we really want to look
  • 00:05:33
    at classroom assessment so let's start
  • 00:05:36
    off by looking at this word assess and
  • 00:05:40
    assessment now sometimes we use the
  • 00:05:42
    words assessment and sometimes we use
  • 00:05:45
    the word test are these really the same
  • 00:05:50
    well I think what we can say is that all
  • 00:05:54
    tests are a form of assessment but not
  • 00:05:57
    all assessments are tests because there
  • 00:06:00
    are other ways in which we can assess
  • 00:06:02
    students language ability for example
  • 00:06:05
    writing an essay might be a form of
  • 00:06:07
    assessment or an oral interview uh might
  • 00:06:10
    be a form of assessment so while a test
  • 00:06:14
    is always a form of assessment not all
  • 00:06:17
    assessments are
  • 00:06:19
    tests but I'd like to ask you a question
  • 00:06:23
    and that's this what are some of the
  • 00:06:24
    challenges that you and your students
  • 00:06:27
    have with language testing and
  • 00:06:29
    assessment perhaps you could write your
  • 00:06:31
    answers in the
  • 00:06:33
    chat okay so yes right off the bat we
  • 00:06:36
    want to hear from you what are some of
  • 00:06:39
    the challenges that you and your
  • 00:06:40
    students have with language testing and
  • 00:06:43
    assessment Joe I love that you clarify
  • 00:06:46
    that not all assessments are test so
  • 00:06:49
    let's see what our our participants say
  • 00:06:52
    about their
  • 00:06:54
    challenges let's see so
  • 00:06:56
    far we are hearing from
  • 00:07:01
    manour who says it's great to know the
  • 00:07:05
    difference Fahim said one of the
  • 00:07:08
    challenges is lack of
  • 00:07:12
    interest and then
  • 00:07:16
    um Faron said that one of the challenges
  • 00:07:20
    is having to print a large amount of
  • 00:07:23
    quizzes for students and then we are
  • 00:07:26
    hearing from Tahira who said selection
  • 00:07:29
    of the content is a challenge so those
  • 00:07:32
    are some of the uh responses that we
  • 00:07:34
    have heard um one more from jessum who
  • 00:07:38
    said different types of assessment can
  • 00:07:41
    sometimes be a challenge so back to you
  • 00:07:44
    Joe well I'm not sure we're going to be
  • 00:07:46
    able to address everyone's challenges
  • 00:07:49
    today but I do hope that we'll be able
  • 00:07:51
    to uh address some of those and that by
  • 00:07:54
    the end of the day you'll have a better
  • 00:07:56
    idea about classroom testing and assess
  • 00:08:00
    so let's just quickly review the plan we
  • 00:08:02
    have for our time together today um
  • 00:08:05
    we're going to start off by reviewing
  • 00:08:07
    fundamental concepts of language testing
  • 00:08:10
    then we're going to analyze how to build
  • 00:08:12
    assessments that measure student
  • 00:08:14
    achievement in relation to learning
  • 00:08:16
    outcomes and then we'll consider some
  • 00:08:19
    ideas and tips for more effectively
  • 00:08:20
    assessing students so let's start off by
  • 00:08:24
    looking at some fundamental concepts of
  • 00:08:26
    language testing and assessment and I'd
  • 00:08:29
    like to look with you at three different
  • 00:08:32
    basic concepts or ideas the first is to
  • 00:08:36
    ask the question what is the purpose of
  • 00:08:38
    the test the next is to ask the question
  • 00:08:41
    is the test valid and we'll talk about
  • 00:08:44
    what that means and then the question is
  • 00:08:47
    the test
  • 00:08:49
    reliable so our first concept is that of
  • 00:08:53
    purpose what is the purpose of the test
  • 00:08:56
    and we can basically think of three
  • 00:08:59
    different
  • 00:09:00
    purposes that we might use for a test in
  • 00:09:02
    the classroom the first one is a
  • 00:09:05
    diagnostic test and for a diagnostic
  • 00:09:08
    test we want to find out what students
  • 00:09:10
    know and what they don't know so that we
  • 00:09:13
    can teach them more
  • 00:09:15
    effectively the second type of or or
  • 00:09:18
    purpose for a test would be a summative
  • 00:09:21
    test or summative
  • 00:09:23
    assessment this is sometimes referred to
  • 00:09:25
    as assessment of learning and it's what
  • 00:09:28
    we would usually do at the end of a unit
  • 00:09:31
    or a course to provide information about
  • 00:09:34
    what Learners have achieved and we often
  • 00:09:36
    use this to give a grade or a score and
  • 00:09:40
    then a third purpose of an assessment is
  • 00:09:44
    formative and a formative assessment is
  • 00:09:46
    really assessment for the purposes of
  • 00:09:49
    learning uh usually it's an informal way
  • 00:09:52
    of monitoring progress to identify
  • 00:09:54
    strengths and weaknesses and focus on
  • 00:09:57
    areas of improvement so you could see
  • 00:09:59
    the picture of this student who is
  • 00:10:02
    obviously somewhat confused and we know
  • 00:10:05
    that sometimes our students don't
  • 00:10:07
    understand everything that we teach them
  • 00:10:09
    in class so a formative assessment would
  • 00:10:11
    help us halfway through the course learn
  • 00:10:15
    more about what they do and don't know
  • 00:10:18
    and that would help us as we continue to
  • 00:10:20
    shape the course in the
  • 00:10:23
    future all right are you ready for a
  • 00:10:25
    little quiz a quiz is a very short and
  • 00:10:29
    simple uh test that we use to usually
  • 00:10:33
    just kind of very quickly get an idea of
  • 00:10:37
    how much students have understood so in
  • 00:10:39
    this case I'm going to invite you who
  • 00:10:41
    are
  • 00:10:42
    participating to answer these questions
  • 00:10:44
    on your own but I'm gonna have Darlene
  • 00:10:47
    uh stand in and and be doing the quiz
  • 00:10:50
    for you are you ready Darlene I'm ready
  • 00:10:53
    all right so this is this test is a kind
  • 00:10:56
    of matching activity and in a match
  • 00:10:59
    activity uh on the left you can see that
  • 00:11:02
    we have some numbered uh points and on
  • 00:11:04
    the right we have some lettered points
  • 00:11:07
    so what I want you to do is to choose
  • 00:11:09
    the letter on the right that provides
  • 00:11:12
    the correct answer to the point on the
  • 00:11:15
    left so the first one number one what
  • 00:11:18
    sort of a assessment is used to find out
  • 00:11:21
    what students know to help design
  • 00:11:25
    instruction um so our options are
  • 00:11:28
    formative summative or diagnostic
  • 00:11:31
    assessments right and so to help our
  • 00:11:33
    students know it would be C
  • 00:11:36
    diagnostic right so the answer number
  • 00:11:39
    one would be c a diagnostic assessment
  • 00:11:41
    is used to find out what students know
  • 00:11:43
    to help us design instruction usually
  • 00:11:45
    near the beginning of a course okay
  • 00:11:48
    number two what's an informal way to
  • 00:11:51
    check on learning and help students
  • 00:11:53
    improve during the course and you know
  • 00:11:56
    this one's my favorite the formative
  • 00:11:58
    assessment
  • 00:12:01
    yes that's that's right and we've had
  • 00:12:03
    lots of um lots of webinars that have
  • 00:12:06
    focused on the question of formative
  • 00:12:08
    assessment and I think that uh our
  • 00:12:10
    participants can can find those on the
  • 00:12:13
    uh American English uh YouTube channel
  • 00:12:16
    so finally which sort of assessment is
  • 00:12:18
    used at the end of a unit to give a
  • 00:12:21
    grade well I know the answer is
  • 00:12:24
    summative but just process of
  • 00:12:26
    elimination I would choose B
  • 00:12:29
    either
  • 00:12:30
    way that's right it is used at the end
  • 00:12:33
    of a unit and and here's an interesting
  • 00:12:35
    idea you see that in this case in this
  • 00:12:38
    matching activity I have the same number
  • 00:12:40
    of possible answers as I do questions
  • 00:12:44
    and so that by the last one you could
  • 00:12:46
    you could tell the answer without even
  • 00:12:48
    necessarily knowing the answer and one
  • 00:12:50
    way that you can get around that is to
  • 00:12:52
    have more options what if there was a d
  • 00:12:56
    then that would give then then you
  • 00:12:58
    wouldn't be able to do that to sort of
  • 00:12:59
    automatically know what the next
  • 00:13:02
    one so that was our first concept
  • 00:13:04
    looking at the purpose of the test the
  • 00:13:06
    next concept that we'd like to look at
  • 00:13:09
    is the concept of validity and to answer
  • 00:13:12
    the question about
  • 00:13:14
    validity we want to ask does the test
  • 00:13:17
    really test what you think it does uh a
  • 00:13:20
    valid test is a test that measures what
  • 00:13:23
    it is supposed to measure and we can
  • 00:13:26
    think of validity in uh uh in three ways
  • 00:13:30
    first of all content validity uh the
  • 00:13:34
    contents of the test reflect what has
  • 00:13:36
    been taught in the course right it's not
  • 00:13:39
    fair to your students to ask them to
  • 00:13:41
    answer questions about ideas that you
  • 00:13:44
    haven't taught them right so the content
  • 00:13:46
    should be what has happened in the
  • 00:13:49
    class secondly construct validity
  • 00:13:52
    construct validity means that the test
  • 00:13:55
    design measures the ability to use
  • 00:13:57
    language as it has been taught so for
  • 00:14:01
    example if you're teaching a course in
  • 00:14:03
    speaking and your test is all uh
  • 00:14:06
    multiple choice or true false students
  • 00:14:09
    are not having to speak so that test
  • 00:14:11
    design probably wouldn't uh have uh
  • 00:14:15
    construct validity and then the last
  • 00:14:18
    sort of validity that we talk about is
  • 00:14:21
    called face validity face validity means
  • 00:14:24
    that the test looks like it's testing
  • 00:14:27
    the desired ability or content as
  • 00:14:29
    especially from the students point of
  • 00:14:31
    view you don't want the students after
  • 00:14:33
    you've given them the test to say that
  • 00:14:35
    was not fair that test didn't really
  • 00:14:36
    test the things that we've studied in
  • 00:14:39
    the
  • 00:14:39
    class so Darlene let's do another oh oh
  • 00:14:43
    I'm sorry let's let's move on to another
  • 00:14:46
    concept of um of testing and that is the
  • 00:14:49
    concept of
  • 00:14:51
    reliability reliable basically means
  • 00:14:54
    that the test is consistent over time
  • 00:14:58
    and to make sure that that this version
  • 00:15:00
    of the test is the same level of
  • 00:15:03
    difficulty as the one that you gave last
  • 00:15:05
    year or the one that you'll give next
  • 00:15:06
    year we want to make sure that the
  • 00:15:08
    instructions are very clear we want to
  • 00:15:12
    make sure that the test assesses only
  • 00:15:15
    what has been taught and that every
  • 00:15:17
    student's performance is assessed in the
  • 00:15:19
    same way you can't apply a different
  • 00:15:21
    grading scale to one student than
  • 00:15:24
    another student so you should use the
  • 00:15:26
    same marking method each time that test
  • 00:15:29
    is given and you should be consistent in
  • 00:15:32
    the ways that you offer the test so for
  • 00:15:34
    example uh you should make sure that
  • 00:15:36
    students have the same amount of time to
  • 00:15:38
    complete the test each time that you
  • 00:15:41
    offer
  • 00:15:42
    it so Darlene let's have one more quiz
  • 00:15:46
    on these fundamental concepts now this
  • 00:15:48
    time the quiz is a fill inthe blank
  • 00:15:52
    activity in American English we say fill
  • 00:15:54
    in the blank uh in British English they
  • 00:15:56
    sometimes would call this a gap fill
  • 00:15:59
    activity so in this case you have to I'm
  • 00:16:02
    not going to give you a b c d you need
  • 00:16:04
    to come up with the
  • 00:16:07
    answer participants if you wanted to
  • 00:16:10
    write your answers in as well you can do
  • 00:16:12
    that but I'm going to get Arlene I'm
  • 00:16:14
    sorry Darlene to to be um to be our
  • 00:16:17
    student in this case so what do you
  • 00:16:18
    think for number one it's important to
  • 00:16:20
    know the of the
  • 00:16:23
    assessment um the purpose it's important
  • 00:16:26
    to know the purpose of the assessment
  • 00:16:30
    that's right we want to know why why
  • 00:16:32
    we're why we're doing it right and then
  • 00:16:35
    if a test measures what it's supposed to
  • 00:16:37
    measure we say it is
  • 00:16:41
    valid it we say it's valid right and and
  • 00:16:44
    valid can mean um either either sort of
  • 00:16:47
    strong or or truthful and three when an
  • 00:16:50
    assessment is able to give the same
  • 00:16:53
    result over time we say it is reliable
  • 00:16:58
    reliable you are a great student Darlene
  • 00:17:01
    thank you ever so much I'm gonna give
  • 00:17:04
    you an A and a and a gold star so uh our
  • 00:17:08
    our fundamental concepts are the purpose
  • 00:17:10
    of the test validity and
  • 00:17:14
    reliability now there's another thing we
  • 00:17:16
    need to think about when we're giving
  • 00:17:18
    students a test and that is the impact
  • 00:17:21
    of the test on students and teachers
  • 00:17:24
    when we give students a test what effect
  • 00:17:27
    does the test have on the students and
  • 00:17:30
    then what effect does the test have on
  • 00:17:34
    teachers and we sometimes refer to this
  • 00:17:38
    effect as a
  • 00:17:40
    washback effect so this is kind of a
  • 00:17:43
    technical term and you can see the
  • 00:17:45
    definition at the bottom here so the
  • 00:17:47
    washback effect refers to the influence
  • 00:17:50
    that language testing can have on
  • 00:17:53
    curriculum design or teaching practices
  • 00:17:56
    or learning behaviors so for example
  • 00:17:58
    teachers might teach to attest or
  • 00:18:01
    Learners might focus on aspects of
  • 00:18:04
    language learning that are likely to be
  • 00:18:06
    assessed and when we think about the
  • 00:18:09
    washback effect we can think about
  • 00:18:12
    possible I'm sorry positive effects that
  • 00:18:16
    uh a test might have for example
  • 00:18:18
    students are going to study for the test
  • 00:18:20
    and it might influence the curriculum in
  • 00:18:22
    a certain way but we can also think of
  • 00:18:24
    some negative effects of the washback
  • 00:18:28
    effect and maybe you've experienced this
  • 00:18:30
    in your own teaching so here's another
  • 00:18:33
    question for you how can we as teachers
  • 00:18:36
    reduce the negative impacts of the
  • 00:18:39
    washback effects in our own
  • 00:18:42
    classrooms if you have some thoughts on
  • 00:18:44
    this please share them in the
  • 00:18:46
    chat okay well Joe while we wait for our
  • 00:18:49
    responses to come in to our reflection
  • 00:18:53
    question here I do have some comments
  • 00:18:55
    I'd like to share with you um we heard
  • 00:18:58
    from Shabana who said yes reliability
  • 00:19:02
    and validity matter a lot and then we
  • 00:19:06
    heard from Sala who said so true when
  • 00:19:10
    students do not understand the purpose
  • 00:19:12
    of the test they feel
  • 00:19:15
    suspicious of the assessment and then
  • 00:19:18
    Fara said um that this is very very
  • 00:19:22
    informative
  • 00:19:24
    indeed so again back to our challenge
  • 00:19:27
    question how can we as teachers reduce
  • 00:19:32
    the negative impact of the washback
  • 00:19:35
    effect in our own classrooms Farhan said
  • 00:19:40
    using a variety of Assessments is one
  • 00:19:44
    way that we can um reduce the negative
  • 00:19:47
    impact of
  • 00:19:50
    washback irum said make it a daily
  • 00:19:56
    practice Tima said
  • 00:19:59
    doing more
  • 00:20:01
    applications
  • 00:20:04
    beforehand so and then J J jet who we
  • 00:20:09
    are hearing from also said focus on
  • 00:20:13
    aligning aligning excuse me teaching
  • 00:20:16
    practices with broader learning goals
  • 00:20:20
    rather than merely teaching to the
  • 00:20:24
    test and then Naima said NAA pardon me
  • 00:20:28
    me said by using such teaching
  • 00:20:31
    strategies that help students engage and
  • 00:20:35
    learn from classroom then we heard from
  • 00:20:39
    Mohammad who said get students
  • 00:20:42
    themselves to write the assignment and
  • 00:20:44
    give the
  • 00:20:45
    reflection so those are some of our
  • 00:20:47
    responses Joe back to you well I I love
  • 00:20:51
    those responses from people and uh just
  • 00:20:53
    remember washback can have a positive
  • 00:20:56
    effect but we do want to try to limit
  • 00:20:58
    the negative effect so we've started off
  • 00:21:01
    today by taking a look at some
  • 00:21:04
    fundamental concepts of language testing
  • 00:21:07
    and now we'd like to move on and analyze
  • 00:21:09
    how we can build assessments that
  • 00:21:11
    effectively measure student achievement
  • 00:21:13
    in relation to learning
  • 00:21:16
    outcomes now let's start off by looking
  • 00:21:18
    at what we mean by student learning
  • 00:21:21
    outcomes if you look at the bottom of
  • 00:21:24
    this slide you'll see a nice definition
  • 00:21:27
    a student learning outcome is a
  • 00:21:29
    description of what the student will
  • 00:21:31
    know or be able to do with the language
  • 00:21:34
    as a result of the course of instruction
  • 00:21:37
    written in terms of observable and
  • 00:21:40
    measurable language
  • 00:21:42
    skills sometimes when teachers write
  • 00:21:44
    these they use this language students
  • 00:21:48
    will be able to do something and we
  • 00:21:51
    sometimes abbreviate that by just using
  • 00:21:54
    the first letters of each word of
  • 00:21:56
    students will be able to which is s WB a
  • 00:21:59
    t and if you say it fast it sounds like
  • 00:22:04
    swab students will be able to let's take
  • 00:22:07
    a look at some examples of some student
  • 00:22:10
    learning
  • 00:22:12
    outcomes the first one here is for uh
  • 00:22:14
    listening and the outcome is students
  • 00:22:17
    will be able to understand listening
  • 00:22:19
    passages on familiar topics such as
  • 00:22:22
    daily
  • 00:22:23
    life the next example comes from reading
  • 00:22:27
    and here the the uh sample outcome is
  • 00:22:30
    students will be able to identify main
  • 00:22:33
    ideas and supporting details from an
  • 00:22:36
    article at B1 level and then here's a
  • 00:22:40
    third sample student learning outcome
  • 00:22:43
    from a speaking course students will be
  • 00:22:45
    able to hold a short conversation about
  • 00:22:48
    daily
  • 00:22:50
    topics so there are a lot of different
  • 00:22:52
    ways that you as a teacher can test or
  • 00:22:56
    assess your students aren't there would
  • 00:22:58
    you tell us what some types of tests and
  • 00:23:02
    assessments are that you use in the
  • 00:23:05
    classroom because there's such a
  • 00:23:07
    possible variety of different tests and
  • 00:23:10
    assessments what kind of tests or
  • 00:23:12
    assessments do you
  • 00:23:14
    use okay so as we uh wait for our
  • 00:23:18
    students I mean I'm sorry our audience
  • 00:23:21
    our teachers responses I did want to
  • 00:23:24
    share with you um some of the comments
  • 00:23:27
    that we are re ceing um one from Farine
  • 00:23:31
    is written exam that is one of the types
  • 00:23:36
    that this uh of Assessments that are
  • 00:23:39
    used and then I see diagnostic test from
  • 00:23:43
    Maria Michael said student centered
  • 00:23:47
    focus on what the student will achieve
  • 00:23:51
    rather than what the teacher will
  • 00:23:55
    teach um amrin said cahoot is one of the
  • 00:24:00
    um types of Assessments that are used in
  • 00:24:05
    the classroom there Hannah said we have
  • 00:24:08
    quick comprehension checks hey said
  • 00:24:12
    formative and summative
  • 00:24:14
    mostly Zara said productive and
  • 00:24:18
    receptive
  • 00:24:19
    skills Pierre said reading
  • 00:24:23
    comprehension so those are some of the
  • 00:24:26
    responses we've received one more just
  • 00:24:28
    came in from sha who said Criterion
  • 00:24:32
    referenced
  • 00:24:34
    tests back to
  • 00:24:36
    you great well thank you for sharing
  • 00:24:39
    those types of tests and assessments
  • 00:24:41
    that you use in the classroom let's take
  • 00:24:43
    a look at an overview of some common
  • 00:24:47
    types of assessment and I've broken
  • 00:24:50
    these into different sections based on
  • 00:24:53
    the question of what the student needs
  • 00:24:55
    to do in order to complete the test so
  • 00:24:58
    so in the first typee of test the
  • 00:25:01
    student needs only to choose an answer
  • 00:25:03
    but the student doesn't need to produce
  • 00:25:06
    language so some examples of these types
  • 00:25:08
    of tests or assessments would be a true
  • 00:25:11
    false questions multiple choice
  • 00:25:15
    questions matching questions which we
  • 00:25:18
    did earlier uh ordering putting
  • 00:25:21
    different items in the correct order or
  • 00:25:23
    identifying choosing how things relate
  • 00:25:26
    to each other
  • 00:25:28
    number
  • 00:25:29
    two in this type of assessment students
  • 00:25:32
    need to produce a small amount of
  • 00:25:34
    limited language an example of this
  • 00:25:36
    would be a fill inth blank or a gap fill
  • 00:25:39
    assessment which again Darlene did for
  • 00:25:41
    us earlier or short answer questions
  • 00:25:44
    there's a question but the answer can be
  • 00:25:46
    very short students no don't need to
  • 00:25:48
    write uh to write very
  • 00:25:50
    much the third type of assessment
  • 00:25:54
    students must provide extended answers
  • 00:25:57
    and output so in these cases students
  • 00:25:59
    have to produce quite a bit more
  • 00:26:01
    language and examples of these would be
  • 00:26:03
    essay questions or longer open-ended
  • 00:26:06
    questions or oral
  • 00:26:09
    presentations role plays or
  • 00:26:12
    interviews and then finally in in the
  • 00:26:15
    fourth category these are examples of
  • 00:26:18
    Assessments where the students really
  • 00:26:19
    must reflect on language and think
  • 00:26:22
    carefully uh some people use a form of
  • 00:26:25
    self assessment or portfolio which is
  • 00:26:28
    where you collect a variety of work over
  • 00:26:31
    the course of a of of time or a project
  • 00:26:35
    in which students might be working
  • 00:26:36
    either by themselves or with other
  • 00:26:38
    students to produce some product again
  • 00:26:41
    over a longer course of
  • 00:26:44
    time Darlene when you take a look at
  • 00:26:47
    these common types of Assessments how do
  • 00:26:50
    you how do you kind of distinguish
  • 00:26:52
    between these these different
  • 00:26:54
    types well they B on what will the
  • 00:26:59
    student need to be able to do to be able
  • 00:27:02
    to answer the question so like for
  • 00:27:05
    example number one as is pointed out
  • 00:27:08
    they only need to be able to choose the
  • 00:27:11
    right answer not produce the language
  • 00:27:14
    for those types of questions so again it
  • 00:27:17
    depends on what what is your goal in the
  • 00:27:19
    assessment what is the outcome you are
  • 00:27:21
    hoping um that the student will be able
  • 00:27:24
    to demonstrate that's exactly right you
  • 00:27:27
    know what does student need to do how
  • 00:27:29
    much language do they need to produce so
  • 00:27:32
    of course if you're dealing with lower
  • 00:27:34
    level or beginning students you're not
  • 00:27:35
    going to ask them to write long essays
  • 00:27:38
    or or give oral presentations you're
  • 00:27:41
    probably going to use some of the easier
  • 00:27:43
    um uh types of of test uh of test
  • 00:27:47
    questions now something that we want to
  • 00:27:49
    consider when we're thinking about which
  • 00:27:51
    tests we want to use are
  • 00:27:54
    what how what would be most helpful so
  • 00:27:58
    for example which assessment tools would
  • 00:28:01
    give the most useful feedback to
  • 00:28:04
    students um which assessment tools are
  • 00:28:07
    most likely to be motivating to students
  • 00:28:11
    someone mentioned earlier that students
  • 00:28:13
    sometimes are are not interested in
  • 00:28:14
    tests but what would be motivating to
  • 00:28:17
    students what would make them want to
  • 00:28:18
    study and want to learn which assessment
  • 00:28:21
    tools are easier to design administer
  • 00:28:25
    and score now that's something to think
  • 00:28:27
    about for you the teacher and then which
  • 00:28:30
    assessment tools would give you the most
  • 00:28:32
    direct information about a student's
  • 00:28:36
    performance well the interesting thing
  • 00:28:38
    is that
  • 00:28:40
    sometimes the assessment tools that give
  • 00:28:43
    the most useful feedback to students are
  • 00:28:45
    not the tests that are easier to design
  • 00:28:48
    administer and score right if you want
  • 00:28:51
    to give students a lot of uh a lot of
  • 00:28:53
    feedback it might well be that that
  • 00:28:57
    would be more difficult to design
  • 00:28:59
    administer and score so we can see that
  • 00:29:02
    sometimes there's kind of a a little bit
  • 00:29:03
    of a disagreement here between what is
  • 00:29:05
    most useful for the students and what is
  • 00:29:07
    easier for the teacher and that's
  • 00:29:09
    something that you need to think about
  • 00:29:12
    as uh in in terms of your own
  • 00:29:15
    teaching well let's get back to our idea
  • 00:29:18
    about student learning outcomes and I
  • 00:29:20
    want to show you an example student
  • 00:29:22
    learning outcome here which is the one
  • 00:29:24
    we looked at for listening students will
  • 00:29:26
    be able to understand listening passages
  • 00:29:30
    on familiar topics such as daily life so
  • 00:29:35
    for this learning outcome students will
  • 00:29:38
    be able to understand listening passages
  • 00:29:40
    on familiar topics such as daily life
  • 00:29:43
    we're trying to assess
  • 00:29:45
    listening how might you assess this
  • 00:29:49
    outcome so the outcome again is students
  • 00:29:53
    will be able to recognize common words
  • 00:29:55
    and phrases in listening passages on
  • 00:29:58
    familiar topics what do you think would
  • 00:30:01
    be some good ways to assess this student
  • 00:30:05
    learning
  • 00:30:06
    outcome okay so we want to hear from you
  • 00:30:09
    and while we're waiting for your
  • 00:30:11
    responses to come in I wanted to share
  • 00:30:14
    this comment with you Joe from Michael
  • 00:30:17
    who said giving Fe effective feedback to
  • 00:30:21
    students is crucial for their growth and
  • 00:30:24
    learning to maximize its impact feedback
  • 00:30:28
    should be clear
  • 00:30:31
    specific actionable And Timely so again
  • 00:30:36
    we're waiting for your responses how
  • 00:30:38
    might you assess um this outcome
  • 00:30:41
    students will be able to recognize
  • 00:30:44
    common words and phrases and listening
  • 00:30:47
    packages on familiar topics so B bat
  • 00:30:53
    said bat said seg please pardon me for
  • 00:30:56
    butchering your name we appreciate your
  • 00:30:59
    input though um said answer questions
  • 00:31:03
    about daily life that's that's seic and
  • 00:31:07
    then Samina said listening Comprehension
  • 00:31:13
    exercises manahel said feedback and
  • 00:31:18
    quizzes loan said fill in the blanks so
  • 00:31:22
    these are all ways that they would um
  • 00:31:26
    assess this outcome come sarab said
  • 00:31:30
    while reading
  • 00:31:31
    passage Hamid said by playing a
  • 00:31:35
    video Seline
  • 00:31:37
    says um perhaps only choosing among
  • 00:31:42
    options or fill in short
  • 00:31:46
    answer so those are some of the
  • 00:31:48
    responses we've received back to you
  • 00:31:51
    great well now you want to remember
  • 00:31:53
    everyone that we're talking about a
  • 00:31:55
    listening activity so probably
  • 00:31:58
    if you want to make sure that you're uh
  • 00:32:01
    in order for your assessment to be valid
  • 00:32:05
    that needs to make use of the listening
  • 00:32:07
    skill so that's something you want to
  • 00:32:08
    bear in mind and if we're thinking about
  • 00:32:12
    building effective assessments let's
  • 00:32:15
    look at an example of one way in which
  • 00:32:19
    we might try to assess this learning
  • 00:32:21
    outcome so I'm going to show you an
  • 00:32:23
    example here which comes from um a a
  • 00:32:28
    series of materials developed by Nancy
  • 00:32:31
    akles and the American English team and
  • 00:32:33
    it's called American teens talk it's a
  • 00:32:36
    wonderful set of interviews with
  • 00:32:38
    American teenagers and there's some
  • 00:32:40
    listening passages and some texts and in
  • 00:32:43
    this case the unit theme is daily
  • 00:32:46
    routines activities and hobbies also
  • 00:32:50
    time the language skill is listening and
  • 00:32:54
    we looked already at the learner outcome
  • 00:32:57
    which is uh students will be able to
  • 00:33:00
    understand listing passages on familiar
  • 00:33:02
    topics such as daily life let's take a
  • 00:33:06
    look at the directions that we would
  • 00:33:07
    give the students uh the student's name
  • 00:33:10
    is Haley she's 17 years old and the
  • 00:33:13
    direction say listen to Haley discuss
  • 00:33:15
    her busy schedule in an
  • 00:33:18
    interview then write a paragraph
  • 00:33:21
    summarizing Haley's morning afternoon
  • 00:33:24
    and evening routines be sure to include
  • 00:33:27
    key times of day when her activities
  • 00:33:31
    take place so we're going to listen to
  • 00:33:35
    uh us a small part of the interview uh
  • 00:33:38
    with Haley so listen carefully and see
  • 00:33:41
    if you could answer this question write
  • 00:33:44
    a paragraph summarizing Haley's morning
  • 00:33:47
    afternoon and evening routines including
  • 00:33:50
    the times of day when her activities
  • 00:33:52
    take place let's listen to Haley talk
  • 00:33:55
    about her day
  • 00:33:58
    what have you been doing this week well
  • 00:34:01
    mostly all of my days start with getting
  • 00:34:03
    up at 6:30 and going to the pool to
  • 00:34:06
    practice with my year round swim team at
  • 00:34:09
    8 I head over to another Pool to coach a
  • 00:34:11
    swim team that's one of my part-time
  • 00:34:14
    jobs I finish at 11:00 and get home
  • 00:34:17
    around 11:30 or so usually I go home and
  • 00:34:20
    eat lunch and get my relaxation for the
  • 00:34:22
    day what do you do in the
  • 00:34:24
    afternoons after lunch I usually go back
  • 00:34:27
    to to the pool either to lifeguard or to
  • 00:34:30
    hang out with friends I love to catch a
  • 00:34:32
    minute if I can to
  • 00:34:38
    read so that was Haley uh talking about
  • 00:34:42
    her what she does uh during the day uh
  • 00:34:46
    let's look at let's see if we can answer
  • 00:34:48
    this question about the purpose of the
  • 00:34:52
    test so if we move
  • 00:34:55
    on um you remember that earlier we
  • 00:34:58
    talked about different purposes of the
  • 00:35:01
    of um assessments Darlene what do you
  • 00:35:04
    think is the purpose of this
  • 00:35:07
    test well it's a listening test so um we
  • 00:35:11
    want to assess whether the students can
  • 00:35:14
    meet that
  • 00:35:17
    outcome exactly right right we have that
  • 00:35:20
    learning outcome students will be able
  • 00:35:21
    to understand listening passages on
  • 00:35:24
    familiar topics and you'll recall that
  • 00:35:27
    when we first started off talking about
  • 00:35:29
    different purposes of tests we talked
  • 00:35:31
    about three kinds diagnostic tests a
  • 00:35:34
    formative tests and summative tests and
  • 00:35:37
    while I think that we could use this uh
  • 00:35:40
    this test item for almost any of those
  • 00:35:43
    purposes because we're trying to assess
  • 00:35:45
    the extent to which students understand
  • 00:35:49
    uh the student learning outcome this is
  • 00:35:51
    most likely to be a summative
  • 00:35:54
    test however we find that uh many
  • 00:35:58
    teachers in their teaching make use of
  • 00:36:00
    multiple choice tests and uh a multiple
  • 00:36:04
    choice test has several parts first of
  • 00:36:07
    all there's the question and and the
  • 00:36:09
    example here is Juan likes to play H and
  • 00:36:13
    that part of the question is called the
  • 00:36:15
    stem and then we have the possible
  • 00:36:17
    answers and the possible answers are
  • 00:36:19
    called response options
  • 00:36:23
    and the correct answer in this case is
  • 00:36:26
    basketball Juan likes to play basketball
  • 00:36:29
    and the correct answer is called the key
  • 00:36:32
    and then there are the incorrect answers
  • 00:36:35
    and the incorrect answers are called uh
  • 00:36:38
    the
  • 00:36:40
    distractors now teachers like to use
  • 00:36:43
    multiple choice questions they're often
  • 00:36:45
    used but they're often misused and
  • 00:36:48
    there's some very common errors that
  • 00:36:50
    teachers make in writing items for
  • 00:36:52
    multiple choice tests one is there's
  • 00:36:55
    more than one correct answer maybe both
  • 00:36:58
    both answer B and answer D could both be
  • 00:37:01
    correct another is grammatical
  • 00:37:04
    inconsistency in the response items the
  • 00:37:07
    possible answers have different
  • 00:37:09
    grammatical
  • 00:37:10
    structures sometimes the distractors or
  • 00:37:12
    the wrong answers are really unrealistic
  • 00:37:16
    they're not at all um similar to the
  • 00:37:19
    correct answer and then sometimes these
  • 00:37:23
    questions can test more than one thing
  • 00:37:26
    let's look at an example multiple choice
  • 00:37:29
    question see if you can tell us what you
  • 00:37:32
    think is the problem with this test
  • 00:37:36
    question and please share your answer in
  • 00:37:39
    the chat so the directions say Circle
  • 00:37:41
    the answer and the stem or the main part
  • 00:37:45
    of the question is Haley spends a lot of
  • 00:37:47
    her time H and the possible answers or
  • 00:37:51
    response options are a at swimming pools
  • 00:37:55
    B reading C swimming and coaching and D
  • 00:38:00
    Apple so what is the problem with this
  • 00:38:03
    test
  • 00:38:05
    question okay so um I see lots of
  • 00:38:09
    problems I'm sure you do as well what is
  • 00:38:12
    the problem with the test
  • 00:38:15
    question um we have Haley spends a lot
  • 00:38:18
    of of her time and that we have those
  • 00:38:19
    four options at swimming pools reading
  • 00:38:24
    swimming and coaching and then at Apple
  • 00:38:28
    let's see we've heard from Farhan who
  • 00:38:31
    says it's not
  • 00:38:33
    specific um we heard from Betty that
  • 00:38:36
    says all can be
  • 00:38:39
    answers uh we heard from Masaru who says
  • 00:38:44
    Apple doesn't make
  • 00:38:46
    sense why haret says swimming and
  • 00:38:51
    coaching Monica said letters A and C are
  • 00:38:55
    correct because she goes to the pool to
  • 00:38:57
    practice and she also coaches so I think
  • 00:39:01
    our participants have kind of figured
  • 00:39:03
    out some of the problems with this test
  • 00:39:07
    question
  • 00:39:08
    Joe great well let's take a look at what
  • 00:39:11
    some of those common testing errors are
  • 00:39:14
    uh in fact there were several problems
  • 00:39:17
    with this question and the first one is
  • 00:39:19
    that there's more than one correct
  • 00:39:21
    answer it would be correct to say Haley
  • 00:39:24
    spends a lot of her time a at swimming
  • 00:39:27
    pool TOS that's correct both
  • 00:39:29
    grammatically and in terms of content
  • 00:39:31
    and also it would be correct to say
  • 00:39:33
    Haley spends a lot of her time swimming
  • 00:39:35
    in coaching C so there's more than one
  • 00:39:38
    correct answer we want to make sure that
  • 00:39:40
    there's only one clearly correct
  • 00:39:43
    answer secondly uh many people pointed
  • 00:39:47
    out that answer D Apple has nothing to
  • 00:39:50
    do with the rest of the um of the item
  • 00:39:55
    so this distractor is unrealistic and we
  • 00:39:59
    don't want to use distractors that are
  • 00:40:01
    clearly wrong because they Point towards
  • 00:40:04
    the correct answer and then thirdly some
  • 00:40:07
    people also pointed out that there is
  • 00:40:09
    grammatical inconsistency in the
  • 00:40:11
    response items we really want those
  • 00:40:14
    response items to have the same grammar
  • 00:40:16
    the same grammatical pattern we want to
  • 00:40:18
    make sure that there's grammatical
  • 00:40:20
    consistency in those response
  • 00:40:23
    items and then here's one more thing uh
  • 00:40:27
    one other uh testing error here and that
  • 00:40:30
    is um testing more than one thing if we
  • 00:40:34
    look at the various aspects of grammar
  • 00:40:37
    in this test question uh there are
  • 00:40:40
    different things that would could be
  • 00:40:42
    testing right because the answer a is
  • 00:40:46
    really checking whether students are
  • 00:40:48
    using the correct articles and the
  • 00:40:50
    correct verb
  • 00:40:52
    tense uh answer B is looking at at word
  • 00:40:55
    order uh answer D is looking at word
  • 00:40:58
    order and tense so we don't want to try
  • 00:41:01
    to test students on multiple aspects so
  • 00:41:04
    we really want to make sure that there's
  • 00:41:05
    just one thing one concept that we're
  • 00:41:09
    working on so let's look at how these
  • 00:41:13
    questions could be constructed in a
  • 00:41:15
    better way so look at question one Haley
  • 00:41:19
    spends a lot of her
  • 00:41:21
    time and then our our response items
  • 00:41:25
    options would be hanging out with
  • 00:41:26
    friends
  • 00:41:28
    reading swimming and coaching or
  • 00:41:30
    relaxing so in this case the response
  • 00:41:33
    options all are using the same
  • 00:41:34
    grammatical function they're all more or
  • 00:41:38
    less related to the topic and we're
  • 00:41:41
    really testing the same thing so we're
  • 00:41:43
    really only testing here that students
  • 00:41:45
    understood that Haley spends a lot of
  • 00:41:47
    her time swimming and coaching so this
  • 00:41:51
    is a much better written test question
  • 00:41:53
    also question two well most of my days
  • 00:41:56
    start
  • 00:41:58
    and here you'll notice again we're using
  • 00:42:00
    the same grammatical pattern we're using
  • 00:42:03
    we're not testing more than one item
  • 00:42:05
    none of the distractors are are
  • 00:42:07
    unrealistic this is a much better uh
  • 00:42:10
    test
  • 00:42:11
    question so Darlene do you think that
  • 00:42:13
    this test would be valid remember that
  • 00:42:17
    was one of our Concepts that we started
  • 00:42:18
    off with is this test testing what it's
  • 00:42:22
    supposed to be testing yes it is um this
  • 00:42:26
    version it is indeed
  • 00:42:29
    valid because it is doing what it said
  • 00:42:31
    it testing what what we say it's
  • 00:42:33
    supposed to be testing do you think this
  • 00:42:36
    test is also
  • 00:42:39
    reliable reliability is based on whether
  • 00:42:43
    we can get the same results if we do the
  • 00:42:46
    test again so we don't know that yet
  • 00:42:49
    we'd have to give it again to see if we
  • 00:42:53
    got the same results to know if it were
  • 00:42:55
    reliable that's right I think that this
  • 00:42:57
    test is better constructed and so that
  • 00:43:00
    that is is makes it somewhat more
  • 00:43:02
    reliable but as you say we would need to
  • 00:43:04
    give this test again in order to see
  • 00:43:07
    just how reliable it
  • 00:43:09
    is so we've been looking at some uh
  • 00:43:13
    different ways of putting tests together
  • 00:43:16
    and especially in relationship to
  • 00:43:18
    Student Learning outcomes finally today
  • 00:43:21
    we want to consider some ideas and tips
  • 00:43:23
    for more effectively assessing students
  • 00:43:27
    so here's a question for you how do your
  • 00:43:29
    students respond when you tell them
  • 00:43:32
    there will be a test or an assessment uh
  • 00:43:35
    maybe you could share your answers in
  • 00:43:37
    the chat how do your students respond
  • 00:43:40
    when you tell them there will be a test
  • 00:43:42
    or an assessment do they get very
  • 00:43:45
    excited about it are they
  • 00:43:48
    enthusiastic are they so thrilled that
  • 00:43:51
    there's going to be a test oh bet says
  • 00:43:54
    they feel sad yes sad yeah uh sometimes
  • 00:43:59
    they do or sometimes Mar just says her
  • 00:44:02
    students are upset bibata says her hers
  • 00:44:05
    are are excited so that's great they get
  • 00:44:08
    excited about their test um or sometimes
  • 00:44:12
    um Farhan says his students get more
  • 00:44:15
    concerned about their their studies um
  • 00:44:19
    and then someone says it's terrible and
  • 00:44:21
    they cry for help oh my gosh they hate
  • 00:44:25
    tests says Midori and cedra Shakil says
  • 00:44:28
    they feel stressed it's a big deal for
  • 00:44:30
    them so perhaps they look a little bit
  • 00:44:33
    like the student in the next slide who
  • 00:44:36
    really does not look very happy at all
  • 00:44:39
    about having to take a test and this we
  • 00:44:42
    know is how students some of our
  • 00:44:44
    students uh respond uh when we tell them
  • 00:44:47
    that there's going to be a test so let's
  • 00:44:50
    think about how we could uh try to help
  • 00:44:53
    lower student anxiety and you can see
  • 00:44:56
    here here this pencil in which students
  • 00:44:59
    are encouraged to inhale breathe
  • 00:45:01
    in and exhale breathe
  • 00:45:04
    out to try to to relax so some things
  • 00:45:08
    that we can do to help lower student
  • 00:45:10
    anxiety are to give them practice tests
  • 00:45:12
    ahead of time so that they know what
  • 00:45:14
    tests are going to be like um we can
  • 00:45:18
    help them with timing some students have
  • 00:45:20
    trouble when they're taking a test
  • 00:45:22
    because they either rush through it so
  • 00:45:25
    quickly that they don't uh give care ful
  • 00:45:27
    answers and some other students take
  • 00:45:30
    such a long time that they sometimes
  • 00:45:31
    don't finish the test so we want to help
  • 00:45:33
    them understand the the timing and of
  • 00:45:36
    course we want to encourage students to
  • 00:45:38
    review before they take the test at
  • 00:45:41
    all we'd also want to make sure that our
  • 00:45:44
    assessment is fair to the students we
  • 00:45:47
    want to make sure that we've clearly
  • 00:45:48
    communicated with them what's expected
  • 00:45:50
    of them we want to make sure that
  • 00:45:52
    they're aware of how the grading scales
  • 00:45:55
    work and then we want to make sure that
  • 00:45:57
    we are giving a students meaningful
  • 00:46:01
    feedback about the results because
  • 00:46:03
    that's an important um
  • 00:46:06
    aspect another thing that we want to do
  • 00:46:08
    to help lower a student's anxiety or
  • 00:46:10
    really this is more lowering teaching
  • 00:46:12
    act uh anxiety is to think about how
  • 00:46:15
    practical the assessment is to
  • 00:46:18
    administer uh think about how long is it
  • 00:46:20
    going to take students to complete the
  • 00:46:22
    test how complex or complicated are the
  • 00:46:25
    instructions and how long will it take
  • 00:46:27
    you as the teacher to correct or assess
  • 00:46:30
    the answers you might want to think
  • 00:46:33
    about what resources are needed do you
  • 00:46:35
    need to uh reserve a special space at
  • 00:46:38
    your school to give this test do you
  • 00:46:40
    need technology are students going to
  • 00:46:42
    take it on the computer and what could
  • 00:46:45
    possibly go wrong you want to try to
  • 00:46:48
    anticipate those kinds of things before
  • 00:46:50
    they
  • 00:46:51
    happen well let me give you just a few
  • 00:46:54
    more tips for making an administering
  • 00:46:57
    assessments as someone pointed out in
  • 00:46:59
    the chat earlier it's very helpful to
  • 00:47:01
    use different ways to evaluate students
  • 00:47:04
    don't just use one type of test or
  • 00:47:06
    assessment all the time use a
  • 00:47:08
    variety secondly you want to use test
  • 00:47:11
    types that are familiar to students from
  • 00:47:13
    classroom instruction you want to
  • 00:47:15
    introduce them to those test types in
  • 00:47:19
    class third when you are waiting uh the
  • 00:47:22
    relative importance of questions for
  • 00:47:24
    scoring think about what it is that
  • 00:47:27
    really want the students to learn now
  • 00:47:29
    the term waiting here usually has to do
  • 00:47:31
    with points how many points will you
  • 00:47:34
    give to this question or this part of
  • 00:47:36
    the test how many uh points will you
  • 00:47:38
    give to this part you don't want to give
  • 00:47:40
    a lot of points to something that really
  • 00:47:42
    isn't isn't very important uh in your
  • 00:47:46
    course but number four you do want to
  • 00:47:48
    give students a clear idea of the number
  • 00:47:50
    of points per section and the
  • 00:47:53
    expectations for their response so that
  • 00:47:56
    you can encourage them to use their time
  • 00:47:58
    and manage their time
  • 00:48:01
    well just a few more tips for making an
  • 00:48:04
    administering assessments uh number five
  • 00:48:07
    would be to try to use authentic
  • 00:48:09
    language texts and communicative tasks
  • 00:48:12
    with Rich content so by authentic
  • 00:48:15
    language texts we mean language that
  • 00:48:18
    comes from the real world uh not
  • 00:48:20
    language maybe that comes out of a
  • 00:48:23
    textbook it's a good idea also uh number
  • 00:48:26
    six to ask another teacher to practice
  • 00:48:29
    taking the test to find any
  • 00:48:32
    issues we know uh number seven that some
  • 00:48:36
    of our students are not always honest
  • 00:48:39
    when they're taking the test sometimes
  • 00:48:40
    there are problems with cheating but you
  • 00:48:43
    can use the same basic test for maybe
  • 00:48:46
    different sections of the class but put
  • 00:48:48
    the questions and the answers in a
  • 00:48:49
    different order this makes it more of a
  • 00:48:51
    challenge for students to share their
  • 00:48:53
    answers with each other and then you
  • 00:48:56
    could also write uh different but very
  • 00:48:59
    similar questions where students would
  • 00:49:02
    need to use the same language in order
  • 00:49:04
    to respond to the
  • 00:49:08
    question finally uh something that you
  • 00:49:10
    can do with your students is after the
  • 00:49:13
    test is over you can invite students to
  • 00:49:16
    reflect after the test to think about
  • 00:49:18
    how difficult they found the test um
  • 00:49:21
    what was easy or Difficult about it how
  • 00:49:23
    they prepared for it um why they they
  • 00:49:26
    made mistakes and what they could do
  • 00:49:29
    next time and we have for you uh a
  • 00:49:32
    downloadable version of this test
  • 00:49:35
    reflection form and you can find that in
  • 00:49:38
    the chat um where uh you can you can
  • 00:49:42
    copy this uh post test reflection form
  • 00:49:46
    and make use of it in your own uh in
  • 00:49:49
    your own
  • 00:49:51
    classes so let's just review what we've
  • 00:49:53
    done today uh we started off by
  • 00:49:56
    reviewing fundamental concepts of
  • 00:49:58
    language testing then we analyzed how to
  • 00:50:01
    select types of tests that more
  • 00:50:03
    effectively measure student achievement
  • 00:50:05
    in relation to learning outcomes and
  • 00:50:08
    finally we considered some ideas and
  • 00:50:10
    tips for more effectively assessing
  • 00:50:13
    students so Darlene we have one last
  • 00:50:16
    question for our uh our participants and
  • 00:50:20
    that why don't you read it for them okay
  • 00:50:24
    so that question is what is one idea
  • 00:50:28
    from this webinar that you will remember
  • 00:50:32
    and use in your own classro
  • 00:50:35
    assessment so we're looking forward to
  • 00:50:37
    hearing those answers because it's
  • 00:50:39
    really important to us to know that you
  • 00:50:41
    can Implement what you we are presenting
  • 00:50:45
    to you right away tomorrow in your
  • 00:50:47
    classroom even so let's see what some of
  • 00:50:50
    your responses are so
  • 00:50:54
    far all right we have heard
  • 00:50:59
    from um Maria she said she's learning
  • 00:51:04
    she's learned that not all assessments
  • 00:51:07
    are
  • 00:51:08
    test bat babata said the validity of the
  • 00:51:13
    assessment is something that they will
  • 00:51:15
    keep in mind when they are in their
  • 00:51:19
    classroom next and then um beta said the
  • 00:51:24
    washback effect that was A New Concept
  • 00:51:27
    that they will keep in mind in the
  • 00:51:30
    classroom so those are some of the
  • 00:51:32
    responses we've
  • 00:51:34
    received well that's great and I I hope
  • 00:51:37
    that this webinar has been helpful to
  • 00:51:39
    you and I just wanted to share a few
  • 00:51:42
    references uh which are useful books and
  • 00:51:44
    articles that I found helpful in
  • 00:51:47
    preparing this webinar uh and that could
  • 00:51:50
    give you some more uh information and
  • 00:51:52
    ideas about um about classroom testing
  • 00:51:57
    and assessment uh so I wanted to thank
  • 00:52:00
    you all uh very much for coming and
  • 00:52:03
    paying attention to the webinar thank
  • 00:52:05
    you and we want to thank you Joe for
  • 00:52:08
    giving us such insightful tips for how
  • 00:52:11
    we can gauge our students achievement
Tag
  • classroom assessment
  • English language teaching
  • validity
  • reliability
  • washback effect
  • types of assessments
  • student learning outcomes
  • test anxiety
  • feedback
  • educational strategies