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Why do we need assessment?
Transcript of Why do we need assessment?
Table of contents
What is assessment
variety of assessment tasks
Variety of tasks
Variety of tasks
Easy to realize
Valid and fair
Easy to do, reliable
Not very reliable,
reliability and fairness
very limited use
in the primary classroom
What is assessment?
Is it really possible to ensure objectivity?
how to achieve objectivity?
do I measure the features I want to measure
- and nothing else?
repetition should come to the same results
refers to the process and method of testing
what to measure?
how to measure it?
refers to the subject and result of testing
how to guarantee reliability?
how to gain validity?
Now it's your turn
you want to test your students on specific competences.
consider different types of tasks.
record and present your results afterwards.
think of the quality standards
in which form do you want to test?
e.g. oral, written, whole class, single students...
what kind of task type do you choose?
e.g. MPC, yes/no-tests, fill-in-the-gap-texts...
how do you assess?
to remain objectivity
Variety of Assessment tasks
important to test
avoids to prepare only for tests
it's about the result
it's about the method
What exactly do we want to assess?
Same test, different teacher, same result?
it's about objectivity
teaching focus on speaking and listening
testing focus on reading and writing
How should we assess?
"The most reliable assessment will be pencil and paper tests in which each item measures only a single aspect of a skill and which give each testee a numerical mark. But the most valid assessment will be those that collect a lot of information about performance on several aspects of a skill."
it's about the circumstances
Assess 25 students in 2 lessons per week?
reading & writing competences
keep in mind:
connect different type of tasks
deal with intercultural topics (vocabulary)
eg. Halloween, St.-Patrick's Day, Thanksgiving
the language portfolio
Example of portfolio-sheets
dossier - "treasure chest"
Advantages and Challenges
What do you think?
for further reading:
LEGUTKE, MICHAEL; MÜLLER-HARTMANN, ANDREAS; SCHOCKER V. DITFURTH, MARITA (2012):
Teaching English in the Primary School
. Stuttgart: Klett. Pages 122-130.
ELNSER, DANIELA (2010):
Englisch in der Grundschule unterrichten. Grundlagen, Methoden, Praxisbeispiele
. München: Oldenbourg Verlag. Pages 153-162.
EHLERS, GISELA; KÖRBY, UTA; GEBHARD, INGRID (erarb. von) (2012):
London Bridge 1: Fördermaterialen. Lehrerausgabe mit Lernstandsermittlung und Audio-CD
. Braunschweig: Diesterweg Verlag.
aims & competences
own way of learning
good for transition
help for assisstance measures
nice to review
involves some risks
student's own authority
not assessed by teachers at all
no correction of mistakes
no common practice
needs excessive teacher input
no matter of course