TSLB3113 : LANGUAGE ASSESSMENT IN THE CLASSROOM ANIS DIANA BINTI ANUAR …
TSLB3113 : LANGUAGE ASSESSMENT IN THE CLASSROOM
ANIS DIANA BINTI ANUAR
PISMP JUN 17 BI (SK)1
Assessment is the systematic process of documenting and using empirical data on the knowledge, skills, attitudes and beliefs.
By taking the assessment, teachers try to improve student learning.
Assessment is seen as a procedure instead of a product.
Assessment is used during and after the instruction has taken place. After you’ve received the results of your assessment, you can interpret the results and in case needed alter the instruction.
A test is used to examine someone’s knowledge of something to determine what that person knows or has learned.
An evaluative device or procedure in which a sample of an examinee’s behavior in a specified domain is obtained and subsequently evaluated and scored using a standardized process
It measures the level of skill or knowledge that has been reached.
A test is a “product” that measures a particular behavior or set of objectives.
Tests are done after the instruction has taken place, it’s a way to complete the instruction and get the results. The results of the tests don’t have to be interpreted, unlike assessment.
Alternative assessment is any classroom assessment practice that focuses on continuous individual student progress.
Characteristics of Alternative Assessment
Flexible, responsive, and continually developing according to curricular objectives.
Takes into consideration different learning styles and preferences.
Considers the big picture of individual student progress over an extended period of time.
Allows language learners to demonstrate content knowledge and skills mastery without language barrier difficulties.
Takes into account the individual background and needs of every unique learner.
Highly effective for use with students who are entitled to accommodations and/or modifications.
Usually teacher-generated, as opposed to being passed down from an administration, government, or third-party organization.
Normally documented with qualitative data, such as performance descriptors, comparisons with previous work, and skills demonstration.
Since alternative assessment is developed in context and over time, the teacher has a chance to measure the strengths and weaknesses of the student in a variety of areas and situations.
This type of assessment tools focus on the growth and the performance of the student. That is, if a learner fails to perform a given task at a particular time, she/he still has the opportunity to demonstrate his/her ability at a different time and different situation.
Students have the opportunity to demonstrate what they learned.
No feedback provided to learners in this type of assessment.
projects are mainly individualized and the assessment procedure is decontextualized.
They measure what learners can do at a particular time.
They are one-shot, speed-based, and norm-referenced (single-occasion tests)
Often focus on learner’s ability of memorization and recall.
In general, a performance-based assessment measures students' ability to apply the skills and knowledge learned from a unit or units of study.
Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process.
Arguably, the most genuine assessments require students to complete a task that closely mirrors the responsibilities of a professional.
Characteristics of Performance-Based Assessment
Process / Product-oriented
- a purposeful collection of student work that exhibits to the student, or others, her efforts or achievements in one or more areas.
Characteristics of Portfolios
Continuous and ongoing
Provides for collaborative reflection.
Reflect stated learner outcomes
Focus upon students' performance-based learning experiences
Contain a variety of work samples
- involve obtaining evaluative information through direct observation.
- a tool students can use to communicate with the teacher and self-evaluate their learning progress.