00:00:01
hello in this introductory lesson we'll
00:00:03
talk about the main concepts related to
00:00:05
evaluation
00:00:06
assessment and testing
00:00:10
first of all it is important to think
00:00:12
about
00:00:13
our perceptions concerning evaluation
00:00:17
and i have some questions for you here
00:00:19
the first one is
00:00:20
how do you teachers evaluate you
00:00:25
the second one is what is the thing that
00:00:27
you hate the most about taking tests
00:00:31
the third question is what is your
00:00:33
opinion
00:00:34
about this teacher evaluation that you
00:00:37
conduct every semester
00:00:38
where you give opinions about your
00:00:42
teachers
00:00:44
next question is how do your teachers
00:00:46
test your english language
00:00:47
ability and finally
00:00:51
what do you think your grades represent
00:00:55
so here what we can say
00:00:58
about these questions is that there are
00:01:00
different ways in which
00:01:02
teachers can assess your performance in
00:01:05
a course
00:01:06
some of them will use exams some others
00:01:09
will probably use
00:01:10
oral presentations some others will ask
00:01:13
you to write a text
00:01:14
some others will ask for portfolio so
00:01:17
it is important to see that there are
00:01:19
different ways in which we can measure
00:01:22
the student's performance and then make
00:01:25
decisions
00:01:26
about their grades now the second
00:01:30
question leads you to the fact
00:01:34
that sometimes there are things that you
00:01:38
do not agree with concerning exams that
00:01:40
is that sometimes you don't think exams
00:01:42
are fair
00:01:43
sometimes you don't think the results
00:01:44
are valid or reliable
00:01:46
and therefore it is important to find
00:01:48
ways
00:01:49
to make evaluation
00:01:53
and testing more accurate
00:01:56
about the third question what we can say
00:01:59
is that when the teacher's
00:02:03
performance is assessed that means that
00:02:06
the students give
00:02:07
opinions about their teachers
00:02:10
but no decisions are made to improve the
00:02:13
teacher's performance
00:02:15
in fact the results of this
00:02:18
can be useless if we perform evaluation
00:02:22
it is because we want to improve things
00:02:25
so after a teacher evaluation
00:02:29
or after the students have given their
00:02:30
opinions about the teachers there should
00:02:32
be some
00:02:33
decisions that should be made for
00:02:35
example
00:02:36
uh you know promoting or recognizing
00:02:40
the work of the teachers who are doing a
00:02:41
good job and probably
00:02:43
you know providing
00:02:46
training or assistance for those
00:02:49
teachers
00:02:50
who do not seem to be doing a good job
00:02:54
now about the second to last question we
00:02:57
can see of course
00:02:58
that language ability is very complex
00:03:01
so any english
00:03:05
test should include everything related
00:03:08
to assessing speaking listening reading
00:03:12
and writing
00:03:13
and all of the different sub skills
00:03:15
related to the language
00:03:16
and finally we can say that
00:03:20
if your grades are related
00:03:23
to the real performance that you have in
00:03:25
the course
00:03:26
or to the level of learning
00:03:30
that you acquire the grades will mean
00:03:32
something
00:03:33
but sometimes the grades are just
00:03:36
numbers
00:03:37
that do not really represent what you
00:03:39
can do
00:03:41
in a given course that means that they
00:03:44
do not reflect
00:03:45
your level of performance so it is very
00:03:47
important and that's what this course is
00:03:49
for
00:03:50
to help you know everything that is
00:03:53
related to evaluation assessment and
00:03:55
testing
00:03:56
and then of course help you to make the
00:03:58
right decisions
00:04:01
now once that we have opened this
00:04:04
discussion about evaluation
00:04:06
assessment and testing it is very
00:04:08
important of course
00:04:10
to make a difference between these three
00:04:12
related
00:04:13
but very different terms
00:04:18
the first thing that we need to see is
00:04:20
that evaluation
00:04:22
is a very important step in any kind of
00:04:26
model
00:04:26
for curriculum development that is that
00:04:29
in
00:04:30
any kind of educational program or
00:04:32
language program
00:04:33
there is a component of evaluation
00:04:36
let's look at some of them this is from
00:04:38
1983
00:04:40
the olden we can see that there is
00:04:41
evaluation
00:04:44
the second model which is in rogers 1986
00:04:47
we can see that also evaluation is a
00:04:49
very important part
00:04:51
of curriculum development
00:04:54
we go to nunan 1988
00:04:58
we will see there is also evaluation as
00:05:00
part
00:05:01
of a language program
00:05:05
later on we can also see brown 1995
00:05:08
that shows that evaluation is a
00:05:11
component that is related to
00:05:13
all of the elements in a language
00:05:15
program
00:05:18
same happens with deadly events in saint
00:05:20
john
00:05:22
we can see in this case that there's an
00:05:25
interrelation between evaluation and
00:05:26
other curriculum components
00:05:31
we go to richards 2001 we will see that
00:05:34
there is
00:05:35
also evaluation as part of the process
00:05:38
of curriculum
00:05:39
development
00:05:42
if we go to the latest model of
00:05:44
curriculum development
00:05:45
by richard 2018 we will see that
00:05:48
in both his backwood and for work
00:05:52
curriculum design processes
00:05:54
he includes assessment as an important
00:05:56
element
00:05:58
so the next step is now to make
00:06:02
a difference and a clear distinction
00:06:03
between evaluation
00:06:05
assessment and testing
00:06:10
let's look at the definition of
00:06:11
evaluation first of all
00:06:15
now we can define evaluation as the
00:06:18
systematic gathering and
00:06:20
analysis of all relevant information for
00:06:23
the purposes of decision making
00:06:25
this means that evaluation can be made
00:06:28
on a whole program
00:06:29
that means on the curriculum the
00:06:31
syllabus the objectives the materials or
00:06:34
everything that is in the program but
00:06:36
also
00:06:37
it can be performed on the individuals
00:06:39
within the program that means the
00:06:41
administrators the teachers the students
00:06:44
everybody the analysis of this
00:06:47
information
00:06:48
and the information itself can be
00:06:50
quantitative or
00:06:51
qualitative so what i want you to notice
00:06:54
here
00:06:55
is that evaluation must be systematic
00:06:58
first of all
00:06:59
we shouldn't do things you know
00:07:01
intuitively
00:07:03
or in a random way it has to be
00:07:05
systematic
00:07:06
and also we must analyze all kinds of
00:07:09
information
00:07:11
right so this means that if we want to
00:07:14
look at a person's performance we have
00:07:15
to look at it from different points of
00:07:17
view
00:07:18
and also that
00:07:22
when we do evaluation it's because we
00:07:24
want to make decisions
00:07:26
normally we want to improve something
00:07:29
so these are the three most important
00:07:31
elements
00:07:32
of evaluation systematic
00:07:36
all kinds of relevant information and
00:07:39
finally
00:07:40
for the purpose of decision making
00:07:47
now what kind of decisions can be made
00:07:50
about a program for example a curriculum
00:07:54
we can probably change the kind of
00:07:56
courses that there are
00:07:57
or the order of the subjects that there
00:08:00
are in a program for example
00:08:02
concerning the facilities and equipment
00:08:05
we can see
00:08:06
if the facilities are appropriate for
00:08:08
teaching if the classrooms are in good
00:08:10
conditions if there's enough equipment
00:08:12
if the equipment is in good conditions
00:08:14
if it is updated and so on
00:08:18
same thing about materials we can see if
00:08:20
the materials that we're using
00:08:21
are appropriate or not concerning the
00:08:25
syllabus of
00:08:26
a course we can see if the content that
00:08:28
we're teaching is relevant or not
00:08:31
about the students of course there are
00:08:32
lots of decisions that can be made
00:08:35
some of them are related to
00:08:38
the fact that they should probably pass
00:08:42
or fail the course or maybe that they
00:08:44
should be
00:08:46
selected for participating different
00:08:48
kinds of scholarships or programs and so
00:08:50
on
00:08:52
same thing for the teachers if we
00:08:54
evaluate the teachers we can make
00:08:55
decisions about
00:08:57
what kind of training or what kind of
00:09:00
updating they should get
00:09:04
and finally about administrators we can
00:09:06
see if they're doing a good job if they
00:09:08
taking into account
00:09:11
their opinions and the interest and the
00:09:13
needs of all of the participants in the
00:09:16
program
00:09:17
so evaluation is very important because
00:09:19
it allows us
00:09:20
it allows us to make decisions and to
00:09:23
improve
00:09:24
everything that is in a program
00:09:30
now let's look at the second concept
00:09:32
once that we have seen
00:09:34
that evaluation is the systematic
00:09:36
collection of all relevant information
00:09:37
for the purposes of making decision
00:09:40
let's see what we can do to make those
00:09:42
decisions
00:09:43
first of all we need to carry out some
00:09:46
kind of
00:09:47
assessment of our measurement that means
00:09:49
that if we're
00:09:51
evaluating teachers we need to compare
00:09:53
the teachers we need to measure
00:09:55
the teacher's performance so assessment
00:09:58
is the process of quantifying the
00:10:01
characteristics of persons
00:10:03
according to explicit procedures and
00:10:06
rules
00:10:06
so this means that when we want to
00:10:09
evaluate
00:10:10
two teachers for example to see
00:10:13
who of them is going to get a job or a
00:10:17
promotion
00:10:18
we need to measure their performance we
00:10:20
need to see
00:10:22
who of those teachers is the best one
00:10:25
and to do that we need to quantify
00:10:28
the characteristics in this case
00:10:31
teaching performance or teaching
00:10:33
effectiveness right
00:10:34
and we have to do it according to
00:10:36
explicit procedures and rules
00:10:40
so in this case for measurement we can
00:10:42
use instruments
00:10:44
such as rankings i mean to see what
00:10:47
teachers have like
00:10:48
better qualifications we can use rating
00:10:51
skills
00:10:52
like the ones that are used in the pieva
00:10:54
questionnaires when you do the teachers
00:10:55
evaluation normally
00:10:57
you have rating skills they ask you
00:10:58
questions about your teachers
00:11:00
and you have to select numbers one two
00:11:02
three four five
00:11:03
where number one is the lowest and
00:11:05
number five is the highest
00:11:07
and then you can give your opinion about
00:11:09
your teachers
00:11:11
in a similar way a likert skill is one
00:11:14
that
00:11:15
asks you if you agree or disagree with
00:11:17
something
00:11:18
and in this way you can give opinions
00:11:21
about your teachers
00:11:22
and finally the teacher performance can
00:11:24
also be measured
00:11:25
by means of tests or lessons or
00:11:28
presentations okay
00:11:30
so when we want to assess
00:11:33
something we're going to use different
00:11:35
kinds of instruments
00:11:37
the example was about teacher
00:11:39
performance but we can also use the
00:11:41
effectiveness of a textbook
00:11:43
using exactly the same procedures so
00:11:47
the last thing that i want you to look
00:11:48
here is that a test
00:11:50
is a kind of assessment instrument
00:11:54
but let's see what exactly a test
00:11:57
is
00:12:02
now a test is a procedure
00:12:05
that is designed to elicit certain
00:12:08
behavior from which
00:12:10
one can make inferences about certain
00:12:12
characteristics of an individual
00:12:14
this is the first definition by carol in
00:12:17
1968
00:12:19
now we can see here that if i'm going to
00:12:21
test you the first thing that i need to
00:12:23
do
00:12:24
is that i have to ask you to do
00:12:26
something
00:12:27
that means to elicit behavior and then
00:12:30
based on the things that you're going to
00:12:31
do
00:12:32
i can make inferences
00:12:36
about whether or not you have a high
00:12:39
performance
00:12:40
on the characteristic that i'm measuring
00:12:43
right
00:12:43
a very simple example will be i want to
00:12:46
see how good an
00:12:47
athlete you are and i can ask you to run
00:12:50
100 meters
00:12:51
and see how fast you can run if you get
00:12:53
tired or not
00:12:54
and based on this i can make inferences
00:12:57
about
00:12:58
your sport for performance right now
00:13:02
this will be like kind of test but of
00:13:04
course there are language tests there
00:13:05
are all
00:13:06
kinds of tests now another definition
00:13:09
that is more updated
00:13:10
by richards and schmidt is that a test
00:13:14
is any procedure that is used for
00:13:16
measuring
00:13:17
okay you can see the keyword here
00:13:20
measuring
00:13:21
ability knowledge or performance so this
00:13:24
means that in this case
00:13:27
just to make a difference between
00:13:30
assessment
00:13:30
and testing an assessment is i'm going
00:13:34
to ask
00:13:34
the students what they think about their
00:13:38
teachers
00:13:38
and then the students give their
00:13:40
opinions they calculate
00:13:42
whether or not they think they think the
00:13:44
teachers are good
00:13:45
but if i give the teachers a test
00:13:48
in this case this test is going to try
00:13:52
to measure
00:13:53
their teaching or the language ability
00:13:56
their knowledge or their performance as
00:13:58
teachers so
00:13:59
there is a big difference between
00:14:01
assessment and testing assessment is
00:14:03
just
00:14:04
measuring somebody's
00:14:08
performance using some observations or
00:14:11
some opinions
00:14:12
but a test is an instrument
00:14:16
that is going to try to measure
00:14:19
the actual level of ability that a
00:14:22
person has
00:14:23
to perform a certain task
00:14:31
so just to summarize evaluation
00:14:34
is a large most general concept
00:14:37
in which we want to get information in
00:14:40
order to make decisions about
00:14:43
a person or about an element in our
00:14:46
language program
00:14:48
and then of course because we want to
00:14:50
make a good decision
00:14:52
we need to assess we need to
00:14:55
measure the quality or the
00:14:57
characteristics of people
00:14:59
or the things in our program so we can
00:15:02
use
00:15:05
as part of this assessment process some
00:15:08
kind of testing
00:15:10
so that we can see in the case of people
00:15:13
if they are competent enough if they
00:15:16
have the abilities
00:15:17
or the skills required to do their job
00:15:23
so when we want to use evaluation
00:15:26
we could use interviews or diaries
00:15:30
conversations with people focus groups
00:15:33
which are collective interviews
00:15:36
and this kind of information is going to
00:15:38
be qualitative
00:15:40
because we cannot measure this
00:15:42
information when we talk to somebody in
00:15:44
an interview or we read a diary
00:15:46
or we have conversations we cannot
00:15:49
change this into
00:15:50
numbers so it is not quantitative
00:15:53
it is qualitative but on the other hand
00:15:56
if we use
00:15:57
some kind of observation forms with
00:15:59
numbers
00:16:00
you know some kind of scales
00:16:04
that can be frequency or rating or
00:16:06
likert skills
00:16:08
we're going to look at this in detail a
00:16:10
little bit later okay
00:16:12
but all of these
00:16:15
are quantitative because they can be
00:16:17
transformed and they actually use
00:16:19
numbers so everything that we can
00:16:21
analyze in terms of numbers
00:16:23
is going to be quantitative information
00:16:26
and of course a test is usually
00:16:29
quantitative when you take a test you
00:16:32
get a score
00:16:34
and this score is given in terms of
00:16:36
numbers
00:16:37
so it is quantitative
00:16:41
so then this is a summary of what
00:16:43
evaluation
00:16:45
and assessment and testing are
00:16:47
evaluation is more general we want to
00:16:48
make decisions
00:16:50
in order to make decisions we need to
00:16:51
measure something and to measure
00:16:53
something we're going to use
00:16:54
different instruments some of them will
00:16:56
be qualitative
00:16:58
as these ones interviews diaries
00:17:00
conversations and so on
00:17:02
and others will be quantitative and we
00:17:05
can see
00:17:06
that testing is a very is very special
00:17:09
kind
00:17:10
of assessment instrument because it
00:17:13
helps you to measure
00:17:14
somebody's performance or
00:17:17
ability in a certain characteristic
00:17:27
so qualitative includes non-numerical
00:17:31
data and
00:17:32
quantitative include numbers
00:17:37
so just to review this information
00:17:40
you're going to turn now to classroom
00:17:43
where there's an activity in which
00:17:45
you will see what should be done in each
00:17:48
case
00:17:49
that means you need to determine
00:17:52
according to the situation
00:17:54
if we're doing evaluation
00:17:57
or assessment or testing so there are
00:18:00
different kinds of situations we're
00:18:01
going to read them and then you're going
00:18:02
to decide
00:18:03
which of these is done for example
00:18:08
number one we want to know how much
00:18:10
students have understood
00:18:12
the concepts in the evaluation course
00:18:17
number two we want to know what kind of
00:18:19
materials are more appropriate for the
00:18:21
language meta courses
00:18:22
because we want to select a new textbook
00:18:26
number three we want to determine the
00:18:28
skills
00:18:30
speaking listening reading and writing
00:18:32
that the students find more difficult
00:18:35
and another example will be we want to
00:18:38
determine
00:18:39
the proficiency level of licenciatura
00:18:42
and insignias
00:18:43
graduates so please turn
00:18:47
to classroom now there's a google form
00:18:51
i want you to read each situation and
00:18:53
then decide
00:18:55
what is being done in each case is it
00:18:58
evaluation
00:19:00
that means are we making decisions is it
00:19:03
assessment in this case are we measuring
00:19:06
some characteristics of an object or a
00:19:09
person
00:19:10
or finally is it testing are we
00:19:13
administering
00:19:14
an instrument in order to measure
00:19:16
somebody's
00:19:17
level of performance in a particular
00:19:19
task okay
00:19:21
so good luck we just ask and remember
00:19:23
that if you have questions you can
00:19:25
write me a quick message on our
00:19:28
chat group on messenger so thanks a lot
00:19:31
for your attention and i will be seeing
00:19:33
you
00:19:33
next time
![[Uber Open Summit 2018] Hexagon Convolution for Data Smoothing & Forecasting](https://ruhnrawpgxrzdrgaohnf.supabase.co/storage/v1/object/public/images/video/z3PaGIQTFSE/thumbnail.jpg)
