Please enable JavaScript.
Coggle requires JavaScript to display documents.
ASSESSING READING: The dilemma of maximizing both practicality and…
ASSESSING READING:
The dilemma of maximizing both practicality and washback
Advantages of some alternative assessments like journals, portfolios and self-assessment.
1. Open-ended in their time orientation and format
2. Contextualized to a curriculum
3. Referenced to the criteria (objectives) of that curriculum
4. Likely to build intrinsic motivation
PERFORMANCE-BASED ASSESSMENT
It implies productive, observable skills such as speaking and writing of content-valid tasks.
It would require the performance of the above-named actions, or samples thereof, which would be systematically evaluated through:
Direct observation by a teacher and/or possibly by self and peer
Characteristics according to O'Malley and Valdez pierce:
It implies that teachers should:
PORTFOLIOS
One of the most popular alternatives in assessment
It is a purposeful collection of students work that demonstrates their efforts, progress, and achievements in given areas.
It includes materials such as:
Gottlieb (1995) suggested a developmental scheme for considering the nature and purpose of portfolios, using the acronym CRADLE to designate six possible attributes of portfolio :
C
ollecting
R
eflecting
A
ssessing
D
ocumenting
L
INKING
E
valuating
Successful Portfolio development will depend on following a number of steps and guidelines.
1. State objectives clearly
Give guidelines on what materials to include
Communicate assessment criteria to students
Portfolio self-assessment questionnaire:
JOURNALS
50 years ago, journals had no place in the second language classroom
A journal is a long of one's thoughts, feelings, reactions to structure, form, or correctness
Purposes in journal writing:
Dialogue journals
It is important to turn the advantages and potential drwabacks of journals into positive general steps and guidelnes for using journals as assessment instruments.
1. Sensitively introduce students to the concept of journal writing
2. State the objective(s) of the journal
3. Give the guidelines on what kinds of topics to include
4. Carefully specify the criteria for assessing or grading journals
5. Provide optional feedback in your responses
6. Designate appropriate time frames and schedules for review
7. Provide formative, washback-giving final comments
CONFERENCES AND INTERVIEWS
A standard part of the process approach to teaching writing, in which the teacher, in a conversation about a draft, facilitates the improvement of the written work.
Conferences are not limited to drafts of written work. Including portfolios and journals discussed above:
Conferences must assume that the teacher plays the role of facilitator and guide, not of an administator, of a formal assesment.
Interview: this term is intended to denote a context in which a teacher interviews a student for a designated assessment purpose.
1. Assesses the student's oral production.
2. Ascertains a student's needs before designing a course or curriculum
*3. Seeks to discover a student's learning styles and preferences
4. Asks a student to assess his or her own performance
5. Requests an evaluation of course.*
Guideline frame to have an efficiently interview:
EQUIPO 8:
Paola Guzmán, Diana Sánchez, Miranda Zamora, Jade Uribe, Joseph Jardon. *
