1. Instituto Pedagógico de Caracas Departamento de Idiomas Modernos Cátedra de Lingüística Evaluación en el proceso de enseñanza del inglés como lengua extranjera - Código IIU115 - Prof. Rosynella Cardozo R. Prof. Jonathan Magdalena

2. Content 1.- Review of mainconcepts a.- Generations in evaluation b.- Evaluation and assessment 2.- Test Characteristics 3.- Principles of test design – test formats 4.- Communicative testing

3. Content 5.- Test analysis and design 6.- Informal assessment 7.- Self assessment 8.- Evaluation

4. 1- a.- Generations in Evaluation 1st Generation: evaluators measure participants 2nd Generation: evaluators describe participants 3rd Generation: evaluators judge participants 4th Generation: evaluators negotiate with participants Guba, E. and Lincoln, Y. (1989). Fourth Generation Evaluation. Newbury Park:Sage Publications Inc.

5. Evaluation and Assessment Evaluation Evaluation Analysis of documents Assessment Teachers’ Appraisals Administrators’ Evaluation Evaluation Counselors’ Community members’

6. 1- Evaluation Evaluation is a natural activity which consists of making value judgments constantly. The implications of evaluating in an educational context are more powerful than those related to the social setting. Therefore, Evaluation (in the pedagogical context) refers to the act of making value judgments in a systematic way, using a principled, well-defined criteria to determine the product of education. .

8. To quantify it through the use of grades.

9. Throughout the whole process.

10. To reinforce or improve it.

11. Before the process begins.

13. Purposesof Evaluation Accountability: Summative. Determines whether there has been value for money; whether something has been effective or not. It informs to decide is to continue or to be drastically removed. How? Analysis of statistical data. Who? Policy makers and resource providers. Curriculum Development: Formative. Involves information to be used as the basis of future planning and action. Improvement and renewal of curriculum. How? Responses to questionnaires, interviews, diaries. Who? Teachers and curriculum developers.

14. Teacher self-development: Formative. To raise consciousness on teachers and other practitioners about what actually happens in the classroom. How? Self-assessment, awareness-raising activities. Who? Teachers. Student’s outcome: Formative/Summative. To check on students’ behavior (non-linguistic factors) and performance (linguistic factors). How? Teacher, Self, and peer-assessment; formal and informal assessment. Who? Teachers and Students.

15. Assessment vs. Evaluation Assessment is the collection of data to describe or better understand an issue. In other words, it is the "systematic collection, review and use of information about education programs undertaken for the purpose of improving learning and development" (Student Outcome Learning Assessment, 2004). In conclusion, assessment refers to the measurement of performance to determine if the ends of teaching have been achieved, whereas evaluation refers to the judgments based on that information.

17. Diaries

18. Surveys

19. Desciptions

20. Etc.

21. Workshops

22. Projects

23. Presentations

24. Homework

25. Etc.

26. Tests:

27. Exams

29. 2.- Test Characteristics .- Validity A test isvalid“ifitmeasuresaccuratelywhatitisintendedtomeasure” (Hughes, A., 1989). .- Reliability A test is reliable if it measures consistently. Results must be stable. .- Practicality Aspectsaffecting time, money, effort, resources. .- Washback Influence of testson teaching and learning.

30. 3.- Principles of test design – tests formats - Guidelines for item design - Formats - Sample items

31. 4.- Communicative Testing Relevance Contextualization Meaningfulness Authenticity

32. 5.- Test analysis and design Analysis of authentic tests from different contexts prior to test/item design 6.- Informal assessment 7.- Self-assessment

33. THANKS