Language
Assessment
The New English Language Curriculum
can be found on the following website (both for primary and for
secondary education):
http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72
Taken from «İngilizce Dersi
Öğretim Programları»
• In designing the new English language teaching program, the principles
and descriptors of the Common European Framework of Reference for
Languages: Learning, Teaching, Assessment (CEFR) were closely
followed.
• The CEFR particularly stresses the need for students to put their learning
into real-life practice in order to support fluency, proficiency and
language retention (CoE, 2001); accordingly, the new curricular model
emphasizes language use in an authentic communicative environment.
As no single language teaching methodology was seen as flexible
enough to meet the needs of learners at various stages and to address a
wide range of learning styles, an eclectic mix of instructional techniques
has been adopted, drawing on an action-oriented approach in order to
allow learners to experience English as a means of communication,
rather than focusing on the language as a topic of study. Therefore, use
of English is emphasized in classroom interactions of all types,
supporting learners in becoming language users, rather than students of
the language, as they work toward communicative competence (CoE,
2001).
• As the CEFR considers language learning to be a lifelong
undertaking, developing a positive attitude toward English from the
earliest stages is essential; therefore, the new curriculum strives to
foster an enjoyable and motivating learning environment where
young learners/users of English feel comfortable and supported
throughout the learning process. Authentic materials, drama and
role play, and hands-on activities are implemented to stress the
communicative nature of English. At the 2nd and 3rd grade levels,
speaking and listening are emphasized; while reading and writing
are incorporated in higher grades as students become more
advanced.
• Throughout each stage, developmentally appropriate learning tasks
provide a continued focus on building the learner autonomy and
problem-solving skills that are the basis for communicative
competence.
Assessment in the new
curriculum
• As suggested by the CEFR, self-assessment is emphasized, as learners/users are
encouraged to monitor their own progress and achievement in the development
of communicative competence (CoE, 2001). Each unit will include a list of
achievements to be met by the students; this will be converted to selfassessment checklists which ask learners/users to assess their own learning from
an action-based perspective.
• In other words, children will be prompted to answer questions such as “What did
you learn?”, “How much do you think you learned?” and “What do you think you
can do in real life, based on what you learned in class?”
• Students will also keep a dossier of their language learning achievement which is
modeled on the European Language Portfolio (CoE, 2001; Mirici, 2008); in this
manner, they will be able to track their progress independently of quantitative
scoring and grades. In addition to self-assessment, formal evaluation will be
carried out through the application of written and oral exams, quizzes,
homework assignments and projects in order to provide an objective record of
students’ success.
Assessment Types for all stages
Project and
portfolio
evaluation
(Student-teacher
cooperation)
Self-and peer
evaluation
Teacher
observation and
evaluation
Pen and paper
tests
(Including
listening and
speaking skills)
Levels [CEFR*]
(Hours / Week)
Grades (Age)
Skill focus
2 (6-6.5)
Listening and Speaking
3 (7-7.5)
Listening and Speaking
(Very Limited Reading and Writing°)
4 (8-8.5)
Listening and Speaking
(Very Limited Reading and Writing)
2
[A1]
(4)
5 (9-9.5)
Listening and Speaking
(Very Limited Writing)
6 (10-10.5)
Listening and Speaking
(Very Limited Writing)
3
[A2]
(4)
7 (11-11.5)
Primary: Listening and Speaking
Secondary: Reading and Writing
8 (12-12.5)
Primary: Listening and Speaking
Secondary: Reading and Writing
1
[A1]
(2)
Main activities/
strategies
TPR/Arts and
crafts/Drama
Drama/Role-play
Theme-based
Using CEFR Descriptors for Testing and
Assessment
• The new English Curriculum requires that students are placed
according to their proficiency levels (CEFR) assessed by
teacher-made exams.
• E.g. Following item was written in the curriculum to place
students according to their levels:
• A1 ve A2 seviye kazanımları esas alınarak yapılacak sınavda
her seviyede 100 üzeriden 60 alanlar için bir üst seviyenin
programı esas alınarak gruplar oluşturulur. Sınava özürsüz
girmeyen öğrenciler A1 seviyesi programına devam ederler.
(Ortaöğretim Kurumları İngilizce Dersi Öğretim Programı,
2011, p. 12)
What is CEFR?
• The CEFR is a document which
• defines teaching and learning objectives and methods
and
• provides the necessary tools for assessment of
proficiency
(Council of Europe)
• The CEFR describes foreign language proficiency at
six levels: A1 and A2, B1 and B2, C1 and C2.
• Language activities are further divided under three
main titles to be used for self-assessment purposes:
• Understanding (Listening and Reading)
• Speaking (Spoken Interaction and Spoken
Production)
• Writing
Understanding CEFR Descriptors
• A sample Listening A1 descriptor in the self-assessment grid:
"I can recognize familiar words and very basic phrases
concerning myself, my family and immediate concrete
surroundings when people speak slowly and clearly."
• The content of these descriptors can be broken down into subelements to be used for summative assessment (exams, quizzes,
etc.) and/or for continuous assessment (self-assessment, portfolio,
projects, performance tasks, etc.).
• Let’s see how this descriptor can be broken down:
"I can recognize familiar words and very basic phrases concerning myself, my
family and immediate concrete surroundings when people speak slowly and
clearly."
• Listening A.1.2:
• I can understand when people speak about themselves or their families
slowly and in simple words.
• I can understand numbers, prices and times when I hear an
announcement in a shop or a railway station.
• In a shop, for example, I can understand how much something costs, if
the salesperson makes an effort to help me understand.
• I can understand a few words and phrases when they concern myself,
my family, school, leisure or my environment, for example, provided the
other person speaks slowly and clearly.
• I can understand simple calculations using «plus», «minus» and
«times».
Practicing on a CEFR
descriptor
• Following is how Reading A2 is defined in the CEFR (English
and Turkish versions).
I can find specific, predictable information in simple everyday
material such as advertisements, prospectuses, menus and
timetables and I can understand short simple personal letters.
İlanlar, kullanım kılavuzları, mönüler ve zaman çizelgeleri gibi
basit günlük metinlerdeki genel bilgileri kavrayabilir ve kısa
kişisel mektupları anlayabilirim.
• Break it down into sub-descriptors that would be adapted for
your learners.
• So how can we take these descriptors into consideration while
preparing our tests?
Let’s see an example for a
reading task
• These are some of the A2 level Reading learning objectives taken
from the New Curriculum, p.188)
1. Uluslararası ortak ifadeler /sözcükler ve sıklıkla tekrar eden
ifadeleri/sözcükleri içeren kısa ve basit metinleri anlamlandırır.
2. Şekil, sembol ve işaretlerin anlamlarını bilir.
3.Gerekli bilgiyi bulmak amacıyla göz gezdirerek okur.
4. Basit yazılı metinlerdeki gerekli bilgileri bulur.
5.Kısa, basit yönergeleri uygular.
6.Görsellerden yararlanarak okuduğunu anlamlandırır.
7. Kısa yazılı mesajların anlamını kavrar.
8. Okuduklarına ilişkin soruları cevaplar.
9. Okuduklarında belirtilen hobileri ayırt eder.
Reading Assessment Task
• The task requires the students match the notices with what
they mean.
• Instruction is as follows:
• Which notice (A-E) says this (1-3)?
(adapted from Cambridge ESOL exams, KET)
A)
1. You can eat here in the
morning!
SLOW! Dangerous
crossroads
B)
SWIMMING POOL OPEN
AFTERNOONS
Adults- €2.50
Children-€1
C)
BREAKFAST
SERVED
7.00-10.00
2. You should not swim here.
3. You must not drive fast here.
D)
E)
DANGER!
DO NOT GO INTO THE
WATER
POLICE CARS ONLY
• Which of these learning objectives does this task assess?
A)
1. You can eat here in the
morning!
B)
SWIMMING POOL OPEN
AFTERNOONS
Adults- €2.50
Children-€1
C)
BREAKFAST
SERVED
7.00-10.00
2. You should not swim here.
3. You must not drive fast here.
D)
7. Kısa yazılı
mesajların anlamını
kavrar.
SLOW! Dangerous
crossroads
E)
DANGER!
DO NOT GO INTO THE
WATER
POLICE CARS ONLY
A)
1. You can eat here in the
morning!
B)
SWIMMING POOL OPEN
AFTERNOONS
Adults- €2.50
Children-€1
C)
BREAKFAST
SERVED
7.00-10.00
2. You should not swim here.
3. You must not drive fast here.
D)
3.Gerekli bilgiyi
bulmak amacıyla göz
gezdirerek okur.
SLOW! Dangerous
crossroads
E)
DANGER!
DO NOT GO INTO THE
WATER
POLICE CARS ONLY
Now, let’s see an example for a
writing task
• These are some of the A2 level Writing learning objectives
taken from the New Curriculum, p.188)
1. Yazılarında kendi yaşantısından ve günlük hayattan örnekler
verir.
2. Not alır.
3. Liste oluşturur.
4. Kısa diyaloglar yazar.
5. Kısa mesajlar yazar.
6. Formları yönergelerine uygun doldurur….
The writing assessment task
• You now live in a new house. Write a short email to a friend about your new house.
• Say:
• Where your house is
• Which room you like best and why
• Write in 50-70 words
• Which of these learning objectives does this task assess?
• You now live in a new house. Write a short email to a friend about your new house.
• Say:
• Where your house is
• Which room you like best and why
• Write in 50-70 words
5. Kısa mesajlar
yazar.
• How can we score this assessment task?
• Mainly two scoring rubrics can be used:
• Holistic
• Analytic
A sample Holistic Rubric
Mark
Criteria
5
4
3
2
1
0
--All three parts of message clearly communicated
--Only minor spelling errors or occasional grammatical errors
--All three parts of message communicated
--Some non-impeding errors in spelling and grammar or some awkwardness of expression
--All three parts of message attempted
--Expression requires interpretation by the reader and contains impeding errors in
spelling and grammar
--All three parts of the message are included but the context is incorrect
OR
--Two parts of message are clearly communicated
--Only minor spelling errors or occasional grammar errors
--Only two parts of message communicated
--Some errors in spelling and grammar
--The errors in expression may require patience and interpretation by the reader and
impede communication
Only one part of the message communicated
Some attempt to address the task but response is very unclear
Question unattempted, or totally incomprehensive response
A Sample Analytic Rubric
5
Task Achievement
Grammar
Vocabulary
*all content points
elaborated
*meets text type
requirements
*few inaccuracies that
do not hinder/disrupt
communication
*accurate vocabulary
communicating clear ideas
*relevant to content
*some content points
elaborated
*most content points
mentioned
*many inconsistencies in
text type requirements
*frequent inaccuracies
hinder/disrupt
communication
*limited range of vocabulary
*frequently inaccurate
vocabulary
*no content point
elaborated
*does not meet text type
requirements
*mostly inaccurate
*mostly inaccurate
vocabulary‚ communicating
few clear ideas
*mostly irrelevant to content
4
3
2
1
CLASSROOM-BASED ASSESSMENT
A short survey
•
Do you believe that every student in a class can improve?
•
Do you think teachers should share learning objectives with their students?
•
Do you think assessment can be used as a source of information?
•
Do you think students should be involved in self/peer assessment?
•
Do you think feedback to students is important?
Do you believe that every student in a
class can improve?
Culture of Success!!
Do you think teachers should share learning
objectives with their students?
• The key focus of classroom-based language assessment must
be to enable students to be continually aware of
• where they are now in their learning,
• where they can or need to get to, and
• how best to get there.
• One way to achieve this is to share our learning
objectives and assessment criteria with our students.
Our new curriculum also wants
this!
• This means we should give our students the scoring rubrics for
writing, portfolio, performance tasks, etc. together with the
task.
• Dereceli puanlama anahtarı ödevinizin hangi ölçütlere göre
değerlendirileceği konusunda sizlere bilgi vermek için
hazırlanmıştır. Bu puanlama anahtarınız öğretmeniniz
tarafından doldurulacağından üzerinde herhangi bir işaretleme
yapmayınız.
One way of sharing learning goals
Do you think assessment can be used as a
source of information?
• A mistaken belief:
• Assessment must be kept secret
• Possible result of this belief:
• Ss only wonder what their score is in the exam
and
• They don’t know their strengths and
weaknesses
• What can be done?
• Use assessment formatively
• Use assessment results as sources of information
• Provide students with essential feedback
• Thus,
• Students will identify their problems and recognize
their success
• Teachers will identify what was taught well and what
areas needed modification
Do you think students should be involved in
self/peer assessment?
• Self/Peer assessment can be done in various
ways:
• in the form of scale in which peers give marks
to each other or students assess themselves
• reflection in which peers give written/oral
feedback to each other or students reflect on
their own work
An example self-assessment checklist
Do you think feedback to students
is important?
• Feedback after exams?
• Feedback after tasks (portfolio, performance, project, etc)?
• Individual feedback?
• Group feedback?
Scenario
• Imagine you gave the following writing assessment task to
your students:
• You have just returned from a week’s holiday staying at the
home of your British friend, Sam.
• Write a card to your friend, Sam. In your card, you should:
• tell Sam about your journey back to your home
• say what you enjoyed most about your stay
• ask Sam to visit you
• Write 35-45 words
Response of Student 1
Hi Sam,
The journey back home was so boring. I didn’t want to come
back to my house. I really love the time with you, but my
favourite time was when we went to the lake. The next
holidays you have to come to my house.
Love,
Fernanda
Response of Student 2
Dear Sam,
I wanted to say that I’m well. I had very nice holidays. This
holidays were super. I want to go to you again. I want to see
places of interest again. I want to see you too!
Please write me how are you. What is the wather in London.
I’m waiting to your answer
Valeria
• Now please give feedback to the sample student responses
(Student 1 and Student 2)
Effective Feedback
Tunstall and Gipps classify feedback as either:
evaluative – involving a value judgment
or
descriptive – describing what the student said or did.
Evaluative feedback
• involves a judgment by the teacher based on implicit or
explicit norms.
Examples of evaluative feedback:
“That’s a good essay.”
“You’ve done well.”
Descriptive feedback
• is task- and outcome-oriented.
• focuses on identified learning outcomes and makes specific
reference to the student’s achievement.
An example of descriptive feedback:
“That’s a good writing sample because you have covered the
main points of the story. Now … which points do you think
you could expand on?”
Typology of Teacher Feedback (Tunstall & Gipps, 1996)
1
Positive
feedback
2
Negative
feedback
Type A
Rewarding
Type B
Approving
Type C
Specifying
attainment
Type D
Constructing achievement
-T. judgment
-reward for
effort/social
skills/attitudes
-overall positive
personal judgment
-general praise
-beyond expectations
-specific praise of
work
-representation of
success against
criteria, not T feeling
e.g. Smiley face;
announcing to
large audience
e.g. Use of ticks;
general praise like well
done, very good,
brilliant..
-more ‘T with the Ss’ than ‘T to
the Ss’
-dialogue with Ss
-allows Ss to explain/
demonstrate the work using
their own words
Punishing
Disapproving
Specifying
improvement
Constructing the way
forward
-T. judgment
-complete
disapproval
-overall negative
judgment for
attitude/behavior/work
-giving Ss greater responsibility
-suggest (not tell) what to do to
improve
e.g. Removal
from a group;
destruction of
work
e.g. Negative words
like “I am
disappointed, you
could do better..”
-shows what needed
improving in Ss work
-focuses on mistakes
relating to Ss
achievement
Evaluative
e.g. “This is very well
done because you
have …..”
e.g. “go to the
underlined words and
correct them….”
Descriptive
1
Achievement
feedback
e.g. “a very good explanation
of the terminology: how did you
manage this?”
e.g. “Are you happy with your
essay? Why?” “This is a good
idea: are there any other ways
of explaining it?”
2
Improvement
feedback
• Now have a look at the feedback you gave to the students in
our scenario.
• Are they evaluative or descriptive?