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Unit 21 Choosing assessment activities

?How do we choose assessment activities?

Assessment means collecting information about learners’ performance in order to make judgements about their learning. We may choose to assess formally (through tests and examinations) or informally. We can carry out informal assessment during a lesson by monitoring (i.e. listening carefully) and observing learners while they are doing ordinary classroom activities. Informal assessment is an important way of checking how our learners are getting on, but of course we can’t assess all our learners all the time during lessons. To get more information about the progress of individual learners, we also need to carry out formal assessment (e.g. a class test).

When planning assessment, we need to think first about our reasons for assessing learners. Then we can decide when and how often to assess them, and choose what methods of assessment we are going to use.

?Key concepts

What are the differences between formal and informal assessment?

We can summarise the differences between formal and informal assessment under the headings of assessment tasks, marking and purpose:

?Key concepts and the language teaching classroom

Formal assessment

●Formal assessment can consist of tasks with single answers (e.g.

multiple-choice questions, matching task, true/false question) that are easy

to mark. Objective test tasks like these will give us information about learners’knowledge of particular language items and specific areas of language skills. Some formal assessment makes use of more real-life tasks, such as oral interviews, letters and essays, to get information about learners’general ability to use spoken and written language.

●When we prepare a class test, it is important to include a number of different

tasks, so that we get a good picture of our learners’ strengths and weaknesses, and to test the main things we have taught.

●We need to choose assessment tasks very carefully for young learners, making

sure that the tasks are familiar and not too difficult or too abstract.

Informal assessment

●The amount of informal assessment we do depends on a number of things:

-the size of the class

-the age of the learners (informal assessment is especially useful for young learners for whom formal test tasks are often too abstract)

-the language knowledge or skills we want to assess

-the frequency of formal tests or examinations

●It is important for learners to know that we are assessing them, and to know

how and when we are doing it.

●To carry out informal assessment of productive skills in larger classes, we

probably need to assess small numbers of learners in different lessons. We can record our opinions on a record sheet or fill in a check list.

●We can carry out informal assessment of receptive skills by checking

learners’answers to reading or listening tasks, and taking notes on their performance.

●We can make separate assessments of learners’grammatical and lexical

knowledge by using language games or quizzes, or by monitoring practice activities and making a note of frequent errors. We can then give feedback to individuals or to the whole class, or return to the problems later in a revision lesson.

●We may also wish to assess other thing such as motivation and effort. We can

do this by observation and also by talking to learners about their learning.

●It is important to keep records of informal assessment, especially in larger

classes, so that we have the information we need to report or five feedback on our learners’progress. These records can be general progress against each learner’s name.

●We need to plan informal assessment in the same way as we plan our

teaching.

Formal and informal assessment

●We may use some of the same methods for both formal and informal

assessment (e.g. assessing learners’ spoken language in an interview). In the case of productive skills, whether the assessment is formal or informal, we need to judge learners’performance against clear descriptions of different levels of skill. These may be general descriptions of speaking or writing, or they may give separate descriptions of different subskills. Here are two examples for speaking. They are designed to assess a wide range of ability.

See Units 17 for assessment type and tasks.

FOLLOW-UP ACTIVITIES (See page 174 for answers)

Read the following statements and decide whether they are true (T) or false (F).

1.We can use homework tasks for informal assessment.

2.Objective tests have many different possible answers, and this make them

difficult to mark.

3.In the best formal tests learners should only have to do a few different tasks.

4.It’s important for learners to know when we are assessing them informally.

5.We can sometimes use games and quizzes for informal assessment.

6.The methods we use for formal assessment are always different from those we

use for informal assessment.

REFLECTION

Think about these comments from teachers. Which do you agree with and why?

1.I don’t have time for in formal assessment. I’m far too busy teaching.

2.Most of my assessment is informal. It’s much better than formal testing as a

way of finding out what my learners can do.

3.My learners have regular tests, so I don’t need to do much informal

assessment.

DISCOVERY ACTIVITIES

1.Look at the next three units in your coursebook. What opportunities are there

for informal assessment? In your TKT portfolio, keep a record of the assessment tasks you use.

2.For detailed information on ways of carrying out informal assessment, have a

look at. Chapters 1 and 2 of Assessment by Michael Harris and Paul McCann, Macmillan 1994 and ‘Classroom Assessment’by Pauline Rea-Dickins, Chapter 11 in Teaching and Learning in the Language Classroom by Tricia Hedge, Oxford University Press 2000.

3. A language portfolio is a very good way of learners keeping a record of their

own progress. An example is downloadable free, together with a Teacher’s Guide, from:

https://www.wendangku.net/doc/b713219343.html,/resources/put_cilt/portfolio.html

TKT practice task (See page 176 for answers)

For questions 1-7, match the instructions for the assessment tasks with the assessment aims listed A-H.

There is one extra option with you do not need to use.

Instructions for assessment tasks

https://www.wendangku.net/doc/b713219343.html,e the notes to make complete sentences. Put the verbs into the correct from.

2.Choose the correct heading for each paragraph.

3.Reply to the advertisement, explaining why you are the best person for the job

4.Find the words in the text which match the following definitions.

5.Discuss the problem with your partner and try to find the solution.

6.Choose the most appropriate response for each of the following situations.

7.Listen and underline the word that the speaker says most strongly.

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