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TSLB3033 Principles and Practice in English Language Teaching - Assessment of Learning

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Bachelor of Teaching Programme (PISMP)
Teaching of English as a Second Language (TESL)
TSLB3033 Principles and Practice in English Language Teaching
Topic 8 : Purpose Of Assessment In English Language Teaching
Assessment of Learning

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TSLB3033 Principles and Practice in English Language Teaching - Assessment of Learning

  2. 2. Assessment? What is an assessment?  Assess (v.) refers to evaluate or estimate the nature, ability, or quality of something (Oxford Advanced Learner’s Dictionary, 2015).  The systematic collection, review, and use of information about educational programs undertaken for the purpose of improving learning and development (Palomba & Banta, 1999). CHUN @ 2016
  3. 3. Why assessment? (Higher Learning Commission, n.d.)  To provide data/information a teacher needs on your students’ learning  To engage the teacher and others in analysing and using this data/information to confirm and improve teaching and learning  To produce evidence that students are learning the outcomes the teacher intended to enable them to achieve  To guide the teacher in making educational and institutional improvements  To evaluate whether changes made improve/impact student learning, and documents the learning and the teacher’s efforts. CHUN @ 2016
  5. 5.  Predominant kind of assessment in schools  Its purpose is summative, intended to certify learning and report to parents and students about their progress in schools, usually by signalling students’ relative position compared to other students.  Typically done at the end of something (eg. a unit, course, a grade, a key stage, a program) and takes the form of tests or exams that include questions drawn from the material studied during that time.  The results are expressed symbolically, generally as marks across several content areas to report to parents. CHUN @ 2016
  6. 6.  Purpose: to assess the quantity and accuracy of student work, and the bulk of teacher effort in assessment is taken up in marking and grading.  A strong emphasis is placed on comparing students, and feedback to students comes in the form of marks or grades with little direction or advice for improvement.  These kinds of testing events indicate which students are doing well and which ones are doing poorly. Typically, they don’t give much indication of mastery of particular ideas or concepts because the test content is generally too limited and the scoring is too simplistic to represent the broad range of skills and knowledge that has been covered. CHUN @ 2016
  7. 7.  This lack of specificity hasn’t presented a problem because the teachers’ perceived purpose of the assessment is to produce a rank order of the students and assign a symbol to designate the students’ position within the group.  Teachers maintain voluminous records of student achievement that are used only for justifying the grades that are assigned.  Although the public has been largely supportive of grading in schools, scepticism is increasing about its fairness and even its accuracy.  Teachers consider many factors other than academic achievement when they assign grades; teachers weight assessments differently, and they misinterpret single scores on assessments to represent performances on a wide range of skills and abilities (Marzano, 2000). CHUN @ 2016
  8. 8. Primary School Evaluation Test (UPSR)  A national examination taken by all Malaysian students at the end of their sixth year in primary school.  It is prepared and examined by the Malaysian Examinations Syndicate (Lembaga Peperiksaan Malaysia), an agency that constitutes the Ministry of Education. CHUN @ 2016
  9. 9. CHUN @ 2016
  10. 10. Advantages  It provides motivation and helps create an appropriate learning environment.  Positive results can increase confidence and encourage positive, subsequent behaviour.  Weaker are identified and alternative methods of learning can be considered for the future.  The results provide a measurable and directly comparable way of determining the success of learning. CHUN @ 2016
  11. 11. Disadvantages  Controversial, and has been suggested to be too rigid  Many schools or governing bodies choose to implement standardised testing to ensure that pupil’s achievements can be monitored in a clear way that is comparable across a wider area  It causes the pupils forget the real purpose of learning. CHUN @ 2016
  12. 12. THANK YOU. CHUN @ 2016