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EVALUACIÓN EN EL PROCESO DE
ENSEÑANZA DEL INGLÉS COMO LENGUA
EXTRANJERA
Prof. Rosynella Cardozo R.
Prof. Jonathan Magdalena
Instituto Pedagógico de CaracasDepartamento de Idiomas Modernos
Cátedra de Lingüística
- Código IIU115 -
CONTENT
1. Review of main conceptsa. Generations in evaluationb. Evaluation and assessment
2. Test Characteristics
3. Principles of test design – test formats
4. Communicative testing
5. Test analysis and design
6. Informal assessment
7. Self assessment
8. Evaluation
CONTENT
1 A. GENERATIONS IN EVALUATION
1st Generation: evaluators measure participants
2nd Generation: evaluators describe participants
3rd Generation: evaluators judge participants
4th Generation: evaluators negotiate with participantsGuba, E. and Lincoln, Y. (1989). Fourth Generation Evaluation. Newbury Park: Sage Publications Inc.
EVALUATION AND ASSESSMENT
Assessment
Analysis of documents
Appraisals
Evalu
atio
nEvaluation
Eval
uatio
nE
valuation
Administrators’
Counselors’
Teachers’
Community members’
1 EVALUATIONEvaluation is a natural activity which consists of making value judgments constantly. However, evaluation itself is not usually carried out in a principled and systematic way.
The implications of evaluating in an educational context are more powerful than those related to the social setting. As a result, it becomes crucial that careful thought is given to make explicit what is being evaluated and the criteria by which it is being judged.
Therefore, Evaluation (in the pedagogical context) refers to the act of making value judgments in a systematic way, using a principled, welldefined criteria to determine the product of education.
.
TYPES OF EVALUATION
Congruent Formative Summative
•Before the process begins.
•To predict results.
•Throughout the whole process.
•To reinforce or improve it.
•At the end of (a stage of) the process.
•To quantify it through the use of grades.
IMPORTANCE OF EVALUATION To diagnose the needs of participants. To determine how effective a process is (so as to improve it). To orient or reorient a process. To obtain feedback about classroom practiced and progress. To confirm the validity of all features in the education
context. To determine and monitor students’ weaknesses or strengths. To determine the program’s appropriateness. To check on the strategies and the students’ response to
them. To take decisions.
.
PURPOSES OF EVALUATION Accountability: Summative. Determines whether there has been value for money;
whether something has been effective or not. It informs to decide is to continue or to be drastically removed. How? Analysis of statistical data. Who? Policy makers and resource providers.
Curriculum Development: Formative. Involves information to be used as the basis of future planning and action. Improvement and renewal of curriculum. How? Responses to questionnaires, interviews, diaries. Who? Teachers and curriculum developers.
Teacher selfdevelopment: Formative. To raise consciousness on teachers and other practitioners about what actually happens in the classroom. How? Selfassessment, awarenessraising activities. Who? Teachers.
Student’s outcome: Formative. To check on students’ behavior (nonlinguistic factors) and performance (linguistic factors). How? Self and peerassessment and informal assessment. Who? Students.
ASSESSMENTAssessment refers to the collection of data to describe or better understand an issue. In general, it appears the term assessment if more often used when in relation to educational programs. For example, assessment is the "systematic collection, review and use of information about education programs undertaken for the purpose of improving learning and development" (Student Outcome Learning Assessment, 2004). In conclusion, assessment refers to the measurement of performance to determine if the ends of teaching have been achieved, whereas evaluation refers to the judgments based on that information.
.
TYPES OF ASSESSMENT
Formal Assessment(TESTING)
Informal Assessment
Self - PeerAssessment
•Tests:
•Exams
•Quizzes
•Workshops
•Projects
•Presentations
•Homework
•Etc.
•Questionnaires
•Diaries
•Surveys
•Descriptions
•Etc.
WHO SHOULD USE ASSESSMENT AND EVALUATION?
.
Job Description Examples of why they need Assessment, Research and Evaluation
Policy Makers set standards, focus on goals, monitor the quality of education, formulate policies, direct resources including personnel and money, and determine effects of tests
Administration are school/departments meeting the goals of the University, appropriateness of curriculums and course, identify program strengths and weaknesses, designate program priorities, assess alternatives, plan and improve programs
Teachers refine curriculum, perform individual diagnosis and prescription, monitor student progress, how much knowledge students are retaining from current teaching methods, provide feedback to students
Researchers is research meeting the goal of the proposal (especially if funding is reliant on grant money that requires progress reports), how to improve the program, find unexpected outcomes
2. TEST CHARACTERISTICS.- Validity
A test is valid “if it measures accurately what it is intended to measure” (Hughes, A., 1989).
.- Reliability
A test is reliable if it measures consistently. Results must be stable.
.- Practicality
Aspects affecting time, money, effort, resources
.- Washback
Influence of tests on teaching and learning
3. PRINCIPLES OF TEST DESIGN – TESTS FORMATS
Guidelines for item design
Formats
Sample items
4. COMMUNICATIVE TESTING
Relevance
Contextualization
Meaningfulness
Authenticity
Analysis of authentic tests from different contexts prior to test/item design
5. TEST ANALYSIS AND DESIGN