Assessment…
Assessment
“Assessment: The Latin root assidere means to sit
beside. In an educational context, the process of
observing
learning;
describing,
collecting,
recording, scoring and interpreting information about
a student’s or one’s own learning. At its most useful,
assessment is an episode in the learning process;
part of reflection and autobiographical understanding
of progress. Traditionally, student assessments are
used to determine placement, promotion, graduation,
or retention.”
www.newhorizons.org/strategies/assess/terminology.htm
Evaluation
“Evaluation: Both qualitative and
quantitative descriptions of pupil
behaviour plus value judgments
concerning the desirability of that
behaviour. Using collected information
(assessments) to make informed
decisions about continued instruction,
programs, activities.”
www.newhorizons.org/strategies/assess/terminology.htm
Assessment of the
Italian task
Linguistic objectives  criteria
Cultural objectives  criteria
Strategic objectives  criteria
Group process  criteria
 What evidence do we have to document
the achievement of the objectives
Example: shopping (1)
Linguistic challenges:
I can say most of the “text” without the paper, at the
end I can do without it
I can use at least some of / as much of possible the
sentences we prepared (it doesn’t have to be perfect)
I can make myself understood in Italian (evidence:
the answer meets the expectations)
I can be flexible in the order of the issues: I can use
the right sentence at the appropriate moment
I can speak by using words (without having to rely
too much on body language)
I can “sound” Italian
I can understand the “relevant parts” in the answers
I receive (“answers” and small words)
Example shopping (2)
Cultural challenges:
I can express myself in Italian without offending
people (indicators: smile & positive verbal feedback)
Strategic challenges:
I can compensate by means of
Asking to right down the price
Using the “plan B sentences” (Come si dice …)
I can interact without giving up too soon
Agreements within the group:
(together / turn taking)
I can rely on myself
I can help the others when they get blocked…
Example Giro di Viareggio
Monologal (1)
Linguistic challenges:
I can make myself understood
I can analyse the sentences I use, I can “use” the
words and the verbs (not just learning by heart)
I can use the appropriate words in the context
Pragmatical challenges (impact on the others):
I can establish contact with my audience
Evidence for the impact: they are going to visit what
I presented, they show their interest (by asking
questions…)
Example Giro di Viareggio
Monologal (2)
Strategic means:
Try-out with the waiters…
Group challenges:
Each member of the group can contribute
Each can provide a transition sentence to
introduce the next speaker (discourse)
Those who know more than the others help
Interviews
Topic: the way Italian people perceive
their cultural identity
Task: Inquiry (Sondage) – 4 questions
Inquiry on perception of
cultural identity (1)
Linguistic objectives / criteria
I can ask my questions
• without my paper
• without having to repeat while talking
• without having to ask to repeat while listening
• fluently
• I can understand the relevant information
Inquiry on perception of
cultural identity (2)
Cultural objectives / criteria
• I can find out how Italians perceive
themselves regarding to the 4 subjects we
selected
• I can find out if our perception matches with
theirs
• I can do a real life talk in Italian
• I can respect the Italian conventions
Inquiry on perception of
cultural identity (3)
Process objectives / criteria
• I can contribute to the group work and
• work towards our common goal
• I can plan the relevant steps towards the product
in an efficient way,
• within the time frame and
• with efficient use of the resources available
Typical TABASCO
features
Filter 1:
General criteria:
Choice, Responsibility, Amount of
Freedom how to involve the
learner actively?
Negotiation, Reflection,
Monitoring (ongoing)
Marks / other kinds of feedback
Product / Process (outcomes)
Filter 2:
National legislation
Curricular demands
Accountability towards ...
School Reporting System
Role of the Teacher
Facilitator of Learning
Assessor
Assessment of …
 Language (accuracy, complexity, fluency)
 Language use (discourse, conventions,
compensation)
 Cooperation (cooperative learning)
 Process (task process)
 Learning (more or better learning strategies)
Caroussel (15’ and go to
the next topic)
Discovering instruments that work…
TABASCO CD-Rom
Own practice
Feedback talk teacher / learner (Chantal)
Learning trajectories (Bert)
Portfolio assessment: an example (Karine)
Making group work more effective (Reading)
INSIDE THE BLACKBOX
Ghosts in the classroom
Prof Paul Black & Dylan Wiliam at KCL
Assessment of learning – external needs
Research with teachers and pupils over
5 years
Observation / interviews / grades
Results
 Effect of grades
 Qualitative comment
 Actual gains in scores
Whole school
assessment policy
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AFL
FB – FF
Time
Resources
Attitudinal shift
Make the ghosts visible…
Helmut says…