TPVAJ 2

Assessment

refer to the implementation of language competence, focusing on learner performance and its analysis

Evaluation

Has a more global meaning than assessment. Its include analysis of teching method amd material effectivness

Assessmnent (Types)

1. Formative assessment (assessmnet for learning)

its carried out throughout a course and is used to support learning. Collecting inf.

2. Summative assessment (assessmnet of learning)

its carried out at the end of a course and usually used to give students marks

Four types of test

1. Placement

2. Diagnostic

3. Achievement

4. Proficiency test

Placement test

is design to place new student in learning groups, so that they can start a course at approximately the same level as the other students in the class

A diagnostic test

Checks on learners’ progress in learning particular elements of the course

Achievement test

looks back over a longer period of learning than the diagnostic test and shows what the students reached in relation to other students at the same stage

Proficiency test

is to assess the learner’s ability to apply what has been learnt in realistic situations

Qualities of Language Test

Reliability and validity

Reliability

a student would get the similar results if they took the test again

Three aspect to reliability

1. The circumstances in which the test is taken

2. The way in which it is marked

3. The uniformity of scoring

Validity

is about whether the test actually measure what it is supposed to measure

Mark scheme

1. Rating scale

2. analytic scale

3. holistic scale

Rating scale

are use for marking the takers’ performances in writing and speaking

Analystic scale

breaks performance into separate components and each one gets its own score

Holistic scale

its one single score based on overall impression of the perfomance

Alternative assesmnets

• Portfolio

• journal

• writing folders

• teacher observations

• teacher or students conferences

• audio-visual recordings

• checklists

• self-assessment

Communicative language test (communicative competences)

• grammatical or formal competence

• sociolinguistic competence

• strategic competence

• discource competence (using language in context)

Testing listening

Direct meaning comprehension includes

• listening for gist

• listening for main ideas or important information

• listening for specific information

• determining a speaker’s attitude or intention towards a listener or a topic

Testing speaking (oral production)

Monologues, presentations

Testing speaking (Oral Interaction)

Role play, interview

Three domains of language awareness that teachers should develop

1. The user domain - the ability to use the language approproately in numerous situations

2. The analyst domain - knowledge of how language in general and the target language in particular works

3. The teacher domain- knowledge of how to create and exploit language learning opportunities and understanding the significance of classroom interaction

The role of the teacher

1. Manager - organise class, work, students

2. Facilitator - teacher provides materials and guidance to enable learners to work independently

3. Model

4. Monitoring - teacher checks that learners know what to do

5. Informant

6. Tutot

7. Counsellor - advise learner on how best to approach a task

8. Social worker

9. Editor

10. Prompter - teacher provides suggestions to help the activity progress

11. Participant

12. Feedback provider

Teacher’s Action Zone

its teachers naturally interact more frequently with some learners than with others

Documents Language teachers should be aware of

1. (CEFR) Common European Framework of Reference

2. The European Language Portfolio

3. The Language Biography (when the students know a lot of languages)

4. The European LAnguage Passport (for peaple who want to work abroad)

5. The Dissier - its a collection of samples of work and other documents as evidence of the learner’s competence in the selected language

Curiculum

Is a overall plan for a school or a subject

A State Educational Programme

is a binding documet that outlines the general objectives of education and the key competencies that the education system should strive to promote

The School Educational Programme

is prepared by each school and schould state the profile o the school - leaver and the goals

Syllabuls

is a list of the language and other content to be taught, along with the order in which it will be presented

Syllabus ( 2 Types)

1. Synthetic - focused on specific elements of the language system (Grammatical structures, language functions)

2. Analytical - which involves using language holistically to carry out communicative activities

Structural syllabuls

syllabus that focused on grammatical structures

Functional syllabuls

syllabuls organises content aroung the communicative functions rather than by grammatical structures

Situational syllabus

takes a real life content of labguage use

Topic - based syllabus

Specific topic such “Family”, “In school”

Standards - based syllabus

indentifies ehat learners schould be able to do at specific levels through “can do” statements

Lexical syllabus

Items, words, vocab that learner schould knoe

Skill syllabus

presents the content of language teching, collection of perticular skills

Task - based syllabi

Focusing of performing specific task

Intercultural Communicative competence (knowledge)

• of the self and others

• how to interpret and relate information

• how to engage with the political consequences

• how to discover cultural behaviours

• how to be

Classroom management

1. Whole class teching

2. Individual work

3. Pair work

4. Group work

Learning Styles

1. Concrete learning style

2. Analytical learning style

3. Communicative learning style

4. Authority - oriented learning style

Concrete learning style

Leraners

• are spontaneous and willing ti take risk

• dislike routine learning and written tasks

• use direct means of taking in and processing information

Analytical learning style

Learners

• are independent

• like to solve problems

• prefer logical presentation

• are serious, push themselved hard

Communicative learning style

Leraners

• prefer social approach to lerarning

• need personal feedback and interaction

• learn well from group activities

Authority- oriented learning style

Learners

• are said to be responsible

• prefer teacher as a figure of authority

• like to have clear instructions

Learner Interaction Patterns

six different interactional patterns, which demonstrate how cognitive styles can result in specific behaviours in the classroom

Task - oriented learners

Related to Concrete Learning Styles

• are highly successful in completing tasks

• enjoy school and learnig

• are cooperative and create few discipline problems

Phantom learners

Related to Analytical Leraning Styles

• may not often be noticed or heard, although they are good leraners

• rarely initiate conversation or ask help'

• do not disrupt the class, so techers and peers do not know them very well

Social Learners

Related to Communicative Learning Style

• enjoy tutoring other classmates

• participates actively in class

• tend to be popular at school

• sometimes talk too much

Dependent learners

related to Authority - oriented Learning Style

• need the teacher’s help and support to complete the tasks

• need structure in completeting tasks

• tend not to work well in large groups

• odten depend on teacher

Isolated learners

• set themselves apart from other peers

• may avoid learning situations by turning away from the activities

Alienated learners

• react against teaching and learning

• are often aggressive

• creating descioline problems