Classroom assessment

techniques and applications

Group 4 Instructor

Lê Trần Ngọc Thảo Nguyễn Thị Xuân Lan, PhD.

Nguyễn Phạm Thiên Ân
Đinh Nguyễn Thy Quyên
Nguyễn Ban Mai
Hồ Phước Bảo Ngọc
 Classroom assessment
techniques and applications
Group 4 Instructor

Lê Trần Ngọc Thảo Nguyễn Thị Xuân Lan, PhD.

Nguyễn Phạm Thiên Ân
Đinh Nguyễn Thy Quyên
Nguyễn Ban Mai
Hồ Phước Bảo Ngọc
 TABLE OF CONTENTS

01 02 03 04

Reading lesson
Assessment & Reflection Review
vs assessment & Activity
test techniques Evaluation
 Picture A

SPOT
THE
DIFFERENCES

Picture B
 Is this a type of
Assessment?

Is there any other way to

assess one student’s
knowledge?
1 a. What is an assessment?

“Assessment refers to the wide variety of

methods or tools that educators use to
evaluate students’ overall level, progress,
strengths and weaknesses and how well
students have learnt specific material
during a course.”

(Ur, 1996)
1 b. Types of assessment

Summative Formative
• Provide a grade without • Carried out during a
specific feedback. course with clear
feedback
• Summarizing a period
of learning. • Enhancing future learning

• Done by external • Mostly done by class

authority teachers.

Assessment Assessment
of learning for learning
 1 b. Assessment tools
Figure 4. Types of assessment (based on McTighe & Ferrara, 1998).

SELECTED- CONSTRUCTED-RESPONSE FORMAT

RESPONSE
Brief Performance-Based Assessment
FORMAT
Constructed
Product-focused Performance-focused Process-focused
Response
Multiple choice Gap filling Essay Oral presentation Observation
True/False Short answer Story/play/poem Dramatic reading Reflection
Matching Cloze Portfolio Role play Journal
Same/different Label a visual Report Debate Learning log
Grammatical/ Sentence Video/audiotape Interview
ungrammatical completion
Error correction Poster session Online chats
Project

Selected-response tool Constructed-response tool

determining what get a sense of how well

students know student understand a language
 A test is the most common basis of
1 c. Test
assessment, which is a “product” that
measures a set of objectives which students
are expected to pass. Tests are done after
the instruction has taken place, followed by
results which are usually expressed as a
grade or percentage.
(Ur, 1996)

continuos
assessment Assessment
teacher
Alternative
assessment
assessment
self-assessment
porfolio
Test
 Reading Lesson

Target Students
Topic
4th grade students
Level Animal

A2
The Lion And The Mouse
Listen and Read
 Answer these questions
1. How many characters are there in the story?
Who are they? There are 2 characters. They are a lion and a mouse.
2.Where do they live? They live in a jungle.
3. At the beginning, what is the lion doing? He is sleeping.
4. Who annoys the lion? The mouse annoys him.
5. What is the lion going to do to the mouse?
The lion is going to let the mouse run away.

6. What happens to the lion? A big net falls over the lion.
7. Who helps the lion? The mouse helps the lion.
Order the lines and write the numbers

a. The lion is angry.

b. A big net falls over the lion.

c. “I’m very sorry,” says the mouse.

d. One year later, the lion is walking in the jungle.

e. A mouse runs over the lion’s nose and the lion wakes up
f. The mouse hears the lion and it runs to help.

g. The mouse makes a big hole and the lion is free.

1 h. A lion is sleeping

i. The lion opens its mouth and roars

Order the lines and write the numbers

3 a. The lion is angry.

6 b. A big net falls over the lion.
4 c. “I’m very sorry,” says the mouse.
5 d. One year later, the lion is walking in the jungle.
2 e. A mouse runs over the lion’s nose and the lion wakes up

8 f. The mouse hears the lion and it runs to help.

9 g. The mouse makes a big hole and the lion is free.

1 h. A lion is sleeping
7 i. The lion opens its mouth and roars
 TRUE True or False

1. There are a lion and a mouse in the story. TRUE

2. The Lion is sleeping at the beginning. true
3. The Mouse doesn’t ask the King of animal to
let him go. false
4. A large net falls over the mouse. false
5. The Mouse finally helps the Lion by saving
him from the net. TRUE
 Summarize the story in one sentence
Who • a lion and a mouse

• in the jungle Where

• the lion lets the mouse go

What
• the mouse helps the lion

• the mouse chews the net to free the lion how

“In the jungle, the lion lets the mouse go and

then the mouse helps the lion by chewing the net. “
 What is tHe story’s
moral lesson?

A B C
A lion and a Be kind Little friends
mouse can may be
become great
friends friends
Explanation
I. pre-read:
Focused Focus students’ attention
01
List out the
animals you know Listing on a single important term,
name or concept

preconception Uncover prior knowledge

02
Ask questions about the
lion and the mouse check of beliefs that may hinder
or block new learning

Assess prior knowledge

II. while-read:
Answer a list closed Check if Ss can locate
01 of questions
questions detail information
after reading

02
Put the sentences in
order after reading unscramble Check Ss’ memorizing skill

03 True/false
True or False activity
Check for understanding

Assess understanding
III. post-read:
one-sentence Assess skill in Synthesis
01
Summarize the story in
one sentence summary and Creative thinking

classroom Develop Ss’ self-

02
Moral of the lesson
opinion polls awareness
revision
 1. What is the most common
function of assessment?
a. To evaluate students’ overall level and
progress.
b. To evaluate how well students have learnt
specific material.
c. To evaluate students’ strengths and
weaknesses.
d. All of the answers are correct.
1 a. What is an assessment?

“Assessment refers to the wide variety of

methods or tools that educators use to
evaluate students’ overall level, progress,
strength and weaknesses and how well
students have learnt specific material
during a course.”

(Ur, 1996)
2. What kind of assessment tool that
multiple-choice are categorized into?
(explain why)

a. Selected-response tool

b. Constructed-response tool
 1 b. Assessment tools
Figure 4. Types of assessment (based on McTighe & Ferrara, 1998).

SELECTED- CONSTRUCTED-RESPONSE FORMAT

RESPONSE
Brief Performance-Based Assessment
FORMAT
Constructed
Product-focused Performance-focused Process-focused
Response
Multiple choice Gap filling Essay Oral presentation Observation
True/False Short answer Story/play/poem Dramatic reading Reflection
Matching Cloze Portfolio Role play Journal
Same/different Label a visual Report Debate Learning log
Grammatical/ Sentence Video/audiotape Interview
ungrammatical completion
Error correction Poster session Online chats
Project

Selected-response tool Constructed-response tool

determining what get a sense of how well

students know student understand a language
3. Which characteristic below does not
belong to Summative assessment?

a. Provide a grade

b. Provide specific feedback

c. A grade is often expressed as percentage

d. Carried out either by external authority or class
teacher
1 b. Types of assessment

Summative Formative
• Provide a grade without • Carried out during a
specific feedback. course with clear
feedback
• Summarizing a period
of learning. • Enhancing future learning

• Done by external • Mostly done by class

authority teachers.

Assessment Assessment
of learning for learning
 4. Can tests be categorized into
Summative or Formative assessment?

a. Formative assessment

b. Summative assessment

c. Depends on pedagogical purposes

5. If the activity “find the differences” took place
at the end of a lesson (example: topic food),
what kind of assessment type would it be?

a. Formative assessment

b. Summative assessment
6. What is ‘’Focused Listing’’ used for?

a. Check understanding

b. Make the Ss focus on the topic

c. Review the lesson

d. Check the Ss attitude

7. Asking ‘’What does a tiger eat?’’ is a type of
assessment. What kind of assessment is it?

a. Memory matrix

b. Categorizing grid

c. Preconception check

d. Application card
I. pre-read:
Focused Focus students’ attention
01
List out the
animals you know Listing on a single important term,
name or concept

preconception Uncover prior knowledge

02
Ask questions about the
lion and the mouse check of beliefs that may hinder
or block new learning

Assess prior knowledge

 8. What do the main tasks
(closed questions & unscramble) assess?

a. Assess skill in problem solving

b. Assess understanding

c. Assess skill in synthesis and creative thinking

d. Assess skill in application and performance

II. while-read:
Answer a list closed Check if Ss can locate
01 of questions
questions detail information
after reading

Check Ss’ memorizing skill

02
Put the sentences in
order after reading unscramble

03 True/false
True or False activity
Check for understanding

Assess understanding
9. Which technique should a teacher apply to
get students indicate agreement or
disagreement with a statement?

a. Classroom Opinion Polls

b. One-sentence summary

c. Check general understandings

d. Content, Form and Function Outlines

10. How long should a sentence for summary
be?

a. No matter how long it is.

b. As short as possible

c. It depends on the story.

 A) Students answer the questions “Who does what to whom,
when, where, how, and why?” (WDWWWWHW) about a
given topic and then creates a single informative,
grammatical, and long summary sentence.

B) Focus is on uncovering prior knowledge C) Focuses students’ attention on a single

or beliefs that hinder or block new learning; important term, name, or concept from a
can be designed to uncover incorrect or lesson or class session and directs
incomplete knowledge, attitudes, or values. students to list ideas related to the “focus.”

D) Students indicate degree of agreement or

disagreement with a statement or prompt.

1. Focused Listing c 4. one-sentence summary a

2. preconception check B 5. classroom opinion polls d

 references

• Angelo, T.A. & Cross, K.P. (n.d.). 50 CATS: Techniques for Assessing
Course-Related Knowledge & Skills. Retrieved from
https://vcsa.ucsd.edu/_files/assessment/resources/50_cats.pdf

• Katz, A. (2014). In M. Celce Murcia, D. M. Brinton, & M. A.

Snow (Eds.), Teaching English as a second or foreign language (4th
ed.) Ch. 21

• Brown, H. Douglas. (2004) language assessment: Principle and

Classroom Practice. New York: Pearson Education.
 This is the end of our presentation.

THANKS!
Group 4

Lê Trần Ngọc Thảo

Nguyễn Phạm Thiên Ân
Đinh Nguyễn Thy Quyên
Nguyễn Ban Mai
Hồ Phước Bảo Ngọc