- Language Teaching Evaluation

GROUP 3:

Dona SurizalKrispa Elan Pramudita

Rika Ferina

Approaches to teaching and learning

• Transmision model constructivism model

Implication for assessment Assessment should provide the students with

opportunities to construct response to apply their learning to problems that mirror their classroom activities in authentic ways.

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Awareness of Authentic Assessments

The authentic assessment inventory for goal setting. Will assist in engaging others teachers in a dialogue about authentic assessment and in setting personal goals for staff development

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Designing Authentic Assessments

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Reliability Validity

The consistency of the assessment in producing the same score on different testing occasions or with different raters.

Content validity

Consequential validity

Rater training

Staff Development activities:

1.Orientation to the assessment task2.Clarification of the scoring rubric3.Practice scoring

4.Record the score

5.Check reliability

6.Follow-up

There are at least six staff development activities that can help teachers reach agreement in scoring any authentic assessment (adapted from Herman, Ascbacher, and Winters 1992)

1. Orientation to the

assessment task

2. Clarification of the

scoring rubric

3. Practice scoring

4. Record the score

5. Check reliability

6. Follow-up

Two basic types of standards:

1.

2.

Content standar

d

Compliment the content standard by specific activities in which declarative and procedural knowledge can be demonstrated

IIdentify the level of performance on a specific assessment tasks and scoring rubric that students must attain in order to function at basic, proficient of advance level

Specify the curriculum objective, the knowledge the students must have in each content area.

Performance standard

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Issues in Designing Authentic Assessment

issues in designing authentic assessment involve the purpose of the assessment, the fairnes and

grading

PURPOSE

identification

placement reclassifi

cation

monitoring students progress

Fairness : All students taking performance assessment should have reasonable opportunities to demonstrate their expertise without confronting barriers

Grading: •For basic purposes in the classroom to reflect the students’ accomplishment and to motivate the students.•Graders are extrinsics motivators and are often contractive with intrinsic motivation derive from self determine criteria

Issues in Designing Authentic Material

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Portfolio Assessment

Portfolio assessment is a systematic collection of work focused on providing evidence that the candidate has gained a progression of skills related to instructional objectives

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WHAT a PORTFOLIO is and isn’t

ESSENTIAL ELEMENTS

OF PORTFOLI

O

SAMPLE OF STUDENT’S WORK

STUDENT SELF-ASSESSMENT

CLEARLY STATED CRITERIA

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Characteristics of Portfolio Assessment

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The Types of Portfolios

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Assessment Portfolios:

Assessment portfolios are focused reflections of specific learning goals that contains systematic collections of student work, students self assessment, and teacher assessment.

SELF-ASSESSMENT

IMPORTANCE OF SELF-ASSESSMENT

LEARNING ABOUT SELF ASSESS

SELF-ASSESSMENT : THE KEY TO PORTFOLIOS

IMPORTANCE OF SELF-ASSESSMENT

LEARNING ABOUT SELF-ASSESSMENT