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Transcript of Avaliação 3
For a test you design, make sure that students actually perform the criterion objectives that your test was designded to test. You don't want your students to say, after a test, "I don't see a connection between your test and what we studied."
Ask yourself: What do you want to test?
Simpe Past tense in negative statements
Irregurlar past tense verbs
Guessing what happenned
Finding out who di something...
Test toward clear, unambiguous objectives
It's a simple and practical outline of your test!
PART 1:Minimal sentence pairs (choose the sentence that you think you hear) [10 pairs, 2 themes]
Cover: tag questions
guessing what happenned
finding out who did something
PART 2:Conversation (choose the correct answer) [5 items]
Cover: information questions
talking about family and friends
MULTIPLE CHOICE (10 minutes) [15 items in a story line (cloze) format]
Cover: simple past tense
past irregular verbs
anyone, someone, and no one.
From your objectives, draw up test specifications
Are the directions to each section absolutely clear?
Is there an example item for each section?
Does each item measure a specific section?
Is each item stated in clear, simple langauge?
Does each multiple-choice item have appropriate for your students?
Do the sum of the items and tests as a whole adequately reflect the learning objectives?
Revise your test
Provide consistant feedback and washback
One way to enhance washback is to provide a generous number of specific comments on test performance
Final-edit, word-process, and print the test
Before the test
1. Gi e studen ali the information you can about the test. Exactly what
\ ill the test cover? Wh ich topics wi 11 be the most important? What kind
of items will be included? How long will it be?
2. Encourage students to do a systematic review of material. For
example, skim the textbook and other material, outline major points,
write down examples, etc.
3. Give them practice tests or exercises, if available.
4. Facilitate formation of a study group, if possible.
5. Caution students to get a good night's rest before the test.
6. Remind students to get to the classroom early.
During the Test
1. As soon as the test is distributed, tell students to quickly look over the
whole test in order to get a good grasp of its different parts.
2. Remind them to mentally figure out how much time they will need for
3. Advise them to concentrate as carefully as possible.
4. Alert students a few minutes before the end of the class period 50 that
they can proofread their answers, catch careless errors, and still finish
After the Test
1. When you return the test, include feedback on specific things the student
did well, what he or she did not do well, and if possible, the reasons
for such a judgment on your part.
2. Advise the student to pay careful attention in class to whatever you say
about the test results.
3. Encourage questions from students.
4. Advise students to make a plan to pay special attention in the future to
points that they are weak on.
A portfolio is "a purposeful collection of students' work that demonstrates to students and others their efforts, progress, and achievements in given areas." (Genesee & Upshur,1996, p.99)
Portfoloios include essays, poetry, compostions, report, artwork, video, audiotape, recording of oral production, journal etc.
Alternatives in assessment
• Specify to students what the purpose of the portfolio is to to emphasize accomplishments, to offer tangible material for feedback etc.).
• Give clear directions to students on how to get started (many students will
never have compiled a portfolio before and may be mystified about what to
do). Showing a sample portfolio from a previous student might help them
stimulate thoughts on what to include.
• Give guidelines on acceptable material to include.
• Collect portfolios on pre-announced dates and return them promptly.
• Be clear yourself on the principal purpose of the portfolio and make sure
your feedback speaks to that purpose.
• Help students to process your feedback and show them how to respond to
your responses. This processing might take place in a conference or simply
through written feedback.
Usuallyone thinks of journals simply as opportuníties for learners to write relatively
freely without undue concern for grammaticality. Iournals can have a number 01'
purposes: language-learning logs; grammar discussions; responses to reaelings;selfassessment;
and reflections on attitudes and feelíngs about oneself. Recently, thc
assessment qualities of journal writing have assumed an important role in thc
teaching-learning processo Because journal writing is a dialogue between student
anelteacher, journals afford a unique opportunity for a teacher to offer various kínds
of feedback to learners.
Using journals as assessment instruments requires a carefully specified,
systematic approach, using guidelines similar to those recommended for portfolios:
• sentence-level oral productíon .
• interaction with classmates
• frequency of student-initiated responses (whole class, group work)
• quality of teacher-elicited responses
• evidence of listening comprehension (questions, clarifications,
verbal and nonverbal behavior)
• evidence of attention span issues, learning style preferences, etc.
• use of strategic options in comprehension or production (use of
communication strategies, avoidance, etc.)
• culturally specific linguistic and nonverbal factors (kinesics, signs
of humor, slang, rnetaphor, etc.)
Self and Peer-assessments
TOPIC FOR DISCUSSION, ACTION, AND RESEARCH
1. Teachers are called upon to play dual roles in the classroom. One is the
role of a coach or guide, and the other is the role of a judge who administers
tests and assigns grades. Are these two roles are conflicting? Brainstorm some ways that a teacher can
lessen the potential conflict such that one can play both roles.
Class Observation - DVD