ASSESSMENT:
GREENER SIDE OF THE
FENCE
İlke Büyükduman, PhD.
Istanbul Şehir University
•To determine whether the intended learning
outcomes of the course have been achieved,
•To provide feedback to students, teachers,
administrators, curriculum designers and
parents on students’ learning,
•To enable and encourage students to analyze
their performance according to the outcomes
of the assessment,
•To inform all stakeholders on student
attainment, and to take necessary actions
accordingly.
How do we assess?
Traditional assessment versus alternative assessment
Traditional Assessment
Alternative Assessment
One-shot, standardized exams
Continuous long term assessment
Timed, multiple choice format
Untimed, free response format
Decontextualized test items
Contextualized communicative tasks
Scores suffice for feedback
Individualized feedback and washback
Norm referenced scores
Focus on right answer
Criterion-referenced scores
Open-ended, creative answers
Summative
Oriented to product
Formative
Oriented to process
Non-interactive performance
Fosters extrinsic motivation
Interactive performance
Fosters intrinsic motivation.
ALTERNATIVE ASSESSMENT
• Video Project
• Oral Presentation
• Group Discussion
• Process Writing
• Vocabulary Logs
THE STUDY
The research questions of the study
1. To what extent are the alternative assessment tools used to
evaluate the speaking skills of students perceived as useful?
• Video projects
• Oral presentations
• Group discussions
• 2. To what extent are the alternative assessment tools used to
evaluate the writing skills of students perceived as useful?
• Process writing
• 3. To what extent are the alternative assessment tools used to
evaluate the vocabulary building of students perceived as useful?
• Vocabulary logs
PARTICIPANTS
ELE
PIN
INT
UPP
Total
N % N % N % N % N %
177 37.35 167 35.23 75 15.82 55 11.6 474 100
Perceived usefulness of video projects
f
Totally Useless
47
Useless
43
No idea
125
Useful
111
Very Useful
62
TOTAL
388
%
12.11
11.08
32.22
28.61
15.98
100
Perceived usefulness of oral presentations
f
%
Totally Useless
48
10.21
Useless
44
9.36
No idea
44
9.36
Useful
203
43.19
Very Useful
131
27.87
TOTAL
470
100
Perceived usefulness of group discussions
f
%
Totally Useless
33
6.98
Useless
48
10.15
No idea
53
11.21
Useful
231
48.84
Very Useful
108
22.83
TOTAL
473
100
Perceived usefulness of process writing
f
%
Totally Useless
17
3.62
Useless
26
5.54
No idea
49
10.45
Useful
208
44.35
Very Useful
169
36.03
TOTAL
469
100
Perceived usefulness of vocabulary logs
f
%
Totally Useless
100
21.19
Useless
83
17.58
No idea
60
12.71
Useful
142
30.08
Very Useful
87
18.43
TOTAL
472
100
140
250
120
200
100
80
150
60
100
40
50
20
0
Totally
Useless
Useless
No idea
Useful
Very Useful
0
Totally
Useless
Useless
No idea
Useful
Very
Useful
250
250
200
200
150
150
100
50
100
0
50
Totally
Useless
Useless
No idea
Useful
Very Useful
0
Totally
Useless
160
140
120
100
80
60
40
20
0
Totally
Useless
Useless
No idea
Useful
Very Useful
Useless
No idea
Useful
Very Useful
THANK YOU!
ilkebuyukduman@sehir.edu.tr