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Methodology Refresher Course

Explain the evaluation system in the institution
where you work.

Have you ever had to design an exam? Was it

What changes would you make to the evaluation
system in the institution where you work?

Summative Assessment
Formative Assessment

.Evaluation Process of making judgements based on criteria and evidence.

Assessment process of documenting knowledge. skills. . as opposed to simply being judged. usually in measurable terms. attitudes and beliefs. Its goal is to make improvements.

. Testing measures the level of skill or knowledge that has been reached.Test Used to examine someone's knowledge of something to determine what he or she knows or has learned.

Summative Assessment Measures the product of a student’s learning .

Formative Assessment Measures students’ abilities as part of a process. .

Transparency Anyone concerned with the test should have access to clear statements about what the test is supposed to measure. .

Validity This happens when the assessment tool tests what it is supposed to test. .

. Given the same conditions.Reliability Refers to the consistency of the test results. a test should give the same results.

Evaluation Assessment Test Summative Assessment Formative Assessment Transparency Validity Reliability .

Progress or achievement tests Placement Types of Diagnostic Tests Testing tests Proficiency tests .

Why do we assess our students? .

Course or syllabus evaluation. Any other purpose. Preparation for public examinations. Assessment on your effectiveness as a teacher. Measuring what a student knows. Checking on general progress and obtaining feedback. Giving each student a course grade. Identification of levels for later group-work Reinforcement of learning and student motivation. Institutional requirement for student promotion.Task 1 Identification of problem areas for remedial attention. .

What do we test? Language Skills To find out what To find out what students have learnt students can do • Grammar • Listening • Vocabulary • Reading • Spelling • Speaking • Pronunciation • Writing Which of these are the most important for your students? Which are the easiest to test? .

Task 2 Which main area would each test focus on? LISTENING / Can they follow street directions? VOCABULARY Can they form the past simple tense correctly? GRAMMAR WRITING/ GRAMMAR/ Can they write a few sentences about their family? VOCABULARY Do they know common words for rooms and furniture? VOCABULARY Can they understand a simple description of the town? READING/ WRITING/ VOCABULARY .

Identifying who (out of 2 or 3 speaker) says what. Writing stories and compositions WRITING . Using pictures for candidates to compare and contrast SPEAKING . Role play activities with tasks such as introducing themselves . . Matching written descriptions with pictures . Decision-making activities: a set of photos for candidates to decide which is best and which is worst. . LISTENING . Choosing the best summary of a pragraph or a whole text .Tasks to test skills . Writing an informal e-mail . Information leaflets about their school or a place in their town . Transactional letters where candidates reply to a job ad . Identifying which of a number of objects is being described . An interviewer questions a candidate about themselves. Multiple-choice questions to test comprehension READING . Completing charts with facts and figures from the listening test . Following directions on a map and identifying the correct house . Inserting sentences in the correct place in the text .



Testing Reading and Listening • True or false What are the • Multiple choice good and bad points of each • Open-ended questions type of question? • Information transfer .

Testing Reading and Listening • Easy to think of good questions which cover main parts of the text • Easy to mark True or false • Only tests comprehension • Students can guess the answer • 50% of being right .

Testing Reading and Listening • Easy to mark • Test only comprehension Multiple • Small chance of guessing the right answer choice • Difficult to write proper distractors .

ended • Difficult to mark questions • Different criteria .Testing Reading and Listening • Easy for the teacher to write Open.

Testing Reading and Listening • Good to test the main comprehension points of a text Information transfer • Difficult to mark • Different criteria .

Testing grammar & vocabulary • Multiple choice exercises • Matching exercises • Incomplete sentences • Gap completion • Transformation • Open cloze exercises • Rewriting • Sentence completion • Mistake correction • Wordsearch .

because it’s relaxing. but they study hard. . Karla loves watching TV c. since they don’t want to Always give an extra option in the second column when designing a matching exercise.Improving tasks I like bananas a. and he does it everyday. since they are sweet Linda and Mark loathe exams e. My mother doesn’t like cooking b. My dad enjoys playing football d. because it’s boring f.

A cup of milk and some fruit. at nights because he doesn’t like waking up early to do exercise.Improving tasks wakes up have breakfast watching TV go home goes running Laura likes ……………………………………………. Her favourite programme is Friends. Gregory usually …………………………………………….. I always ……………………………………………. My parents don’t want to …………………………………………. They want to stay at the party My sister ………………………………………………… at 7. in the morning. . An extra distractor is necessary in the box. That’s why she wakes up at 6.

Improving tasks Sarah didn’t want to go to the party because a) she was too tired b) her ex-boyfriend was going to be there and she didn’t want to see him c) she had no money d) she was sick The options should have the same length in a multiple choice exercise .

.Improving tasks Martin tried left the room a) because he was embarrassed. b) because he was scared. These words should go in the question sentence. c) because he was angry d) because he was sick Try not to repeat the same words in the options.

Students should  be able to solve the test with the knowledge they have.Tips • Teachers should inform their students about the test well in  advance.  • The test should not have trick questions.  • Check and return tests as soon as you can. but not the format. . • Do not allot time in class for exam preparation. • Remind students of the content of the test. • It is quite unprofessional to wish our students good luck before  the exam starts.  • The marking system (how many marks each section carry)  should be simple and should be known by the teacher only.

Do we teach for tests? .