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TESTING AND EVALUATION GROUP SUBMISSION
By Aranza Guemez Manzanarez
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TESTING AND EVALUATION GROUP SUBMISSION
By Aranza Guemez Manzanarez
Gissel Sierra Caballero
Dariana Gabriela Yam Chan
DIAGNOSTIC EVALUATION: teacher's initial method of setting or adjusting curricular objectives for a specific population of students to determine their needs
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FORMAL ORAL-PROFICIENCY TESTING INSTRUMENTS: The assessment goal of most of these exams is to measure
intelligibility rather than native-speaker accuracy
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Versant:
- Previously called "Phone Pass"
- Is in the phone or computer
- The tasks include: reading sentences aloud, repeating spoken sentences and answering questions.
INTERAGENCY LANGUAGE ROUNDTABLE (ILR) ORAL-PROFICIENCY INTERVIEW (OPI) AND RATING SCALE:
- It is a 30-minute test carried
- By two trained interviewers
- It consist in 4 parts: the warm-up, the level check, the probe, and the wind-down
AMERICAN COUNCIL ON THE TEACHING OF FOREING LANGUAGE (ACTFL) PROFICIENCY INTERVIEW AND ACTL PROFICIENCY GUIDELINES:
- Is administered either face-to-face or by telephone
- The interview is recorded and evaluated by one or more certified raters.
MORLEY'S SPEECH INTELLIGIBILITY/COMMUNICABILITY INDEX:
- Identifies 3 basic levels of speech intelligibility: a prethreshold level (essentially uncommunicative), followed
by two Threshold levels (partially communicative and fully communicative).
UCLA TEST OF ORAL PROFICIENCY (TOP) FOR INTERNATIONAL TEACHING ASSISTANT:
- 15-to 20-minute
- videorecorded sample of a discipline-specific presentation in teaching context
- Include: short presentation of first-day announcements, a minilesson, and a simulated office hour.
ONGOING EVALUATION WITH FEEDBACK:
- The teacher needs to determine the progress students are making
- The teacher should provide continuous informal feedback on individual progress in order for each learner to
improve durind the period instruction.
SELF-MONITORING AND CORRECTION:
- Acton (1984), Browne and Huckin (1987), Firth (1992a), Richard (1986) and Miller (2010a) provide the following
general gols:
- Students should define their own learning objectives
- They should have control of their learning activities
- They need to be able to select techniques and methodologies for their individuals learning styles.
- They should control such aspects of learning
- They should have a voice in evaluating their progress.