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Assessment (Types (Alternative (Conferences (Interviews (A specialized…
Assessment
Types
Formative
It evaluates the process of "forming" competences and skills helping to continue that growth process. The primary focus is on the ongoing development Ss' language competence.
Sumative
It summarizes what Ss have grasped, how well that S has accomplished the instructions at the end of a course or unit. This does not necessarily point the way for future progress.
Informal
it has number of forms that give impromptu feedback to the Ss. They are classroom tasks that elicit performance without recording results and fixed judgements about Ss' competence.
Traditional
It should be valued and utilized for their fucntions. It requieres more time and higher institutional budgets. We have a more subjective individual evaluation and requieres more interaction in feedback.
Formal
It is an exercise/procedure that assess skills and knowledge. They are systematic, planned sampling techniques and give T and S an appraisal of students achievement.
Alternative
Performance-based
It is a student's constructed response. It engages high order thinking with open ended tasks, they are meaningful, engaging, authentic. There is an integration of the four language skills. The process and product are assessed. We emphasize the depth of students' mastery.
Portfolios
a purposeful collection of student's work. It demonstrates efforts, progress and achievements in a given area.
Journals
A "log" or account of one's feelings, thoughts, reactions, assessment, ideas, or progress towards goals. They are written with little attention to structure, form or correctness.
Conferences
A standard part of the process approach to teaching writing, a conversation about a draft. There is one-to-one interaction (T and S). they direct feedback to each student's specific needs. It is not limited to drafts or written work. The teacher is a facilitator and guide. It is by nature formative and provides positive washback.
Interviews
A specialized kind of conference in which the T interviews the S for a designated assessment purpose.
Observations
The systematic, planned procedure for real-time, almost surremptitious recording of a student. It includes verbal and non-verbal behaviour. It assesses students without their awareness what makes the naturalness to be maximized.
Self-assessment
It is based in the principle of autonomy. The purpose is that the student sets one's own goals both within and beyond the structure of a classroom curriculum without an external prod and that he independently monitors that pursuit. It develop intrinsic motivation that comes from a self-propelled desire.
Peer-assessment
It is based on the principle of cooperative learning. Students have to appreciate the value and benefit of a community of learners capable of teaching each other something.
Testing
Measures Ss' ability, knowledge, performance. Tests are
time-constrained and prepared administrative procedures where Ss show their peak performance and they are aware of the evaluation. Tests are formal assessment.
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Measures Ss performance and progress, diagnoses problems, provides feedback, it is an ongoing process of wider domain
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