MODULE 3 –

Language
Assessment and
Professional
Development

Session 3
 Speaking Prompt – Is testing a good or bad thing?

Why are we testing?

Session 3 - Alternatives to testing

Outline
Types of Assessment

Creating a test

Creating Rubrics
TESTING AND ASSESSMENT

1. What is “testing”?
2. Is testing a ‘good’ or a ‘bad’
thing?
3. Can we teach without testing?
4. Is assessment synonymous
with testing?
Testing

• Tool to check the level of students

• The act to give a test to measure one’s ability/knowledge
• Testing is a way to make sure that students understand
• Question
• At the end of the course/ Before we teach/ During the lesson/ Before
& When we move on to the next session/module/level
 Good Bad

• Ss can check/Review knowledge • Fear factor

• Ts can consider changes/adjustments that • Stress for students
you should make to the syllabus (reduce • Stress to teachers (making/setting up the
the content of the lessons) test and grading)
• Motivates students to study harder
• Parents can see the scores (keep them up-
to-date easily)
• Schools can arrange and sort students into
classes.
• Assess a larger population of students in a
relatively short time.
TESTING AND ASSESSMENT

Question 3: Probably yes because:

◼ learning can occur in spite of teaching
and/or testing, despite any kind of
formal evaluation.
◼ The outcomes of teaching can be
assessed without any form of testing.
◼ Testing may be used to measure what
people already know.
TESTING AND ASSESSMENT

Question 4: NO
◼ Assessment is a more encompassing term than
testing.
◼ It is the process of gathering, interpreting, and
sometimes recording and using information
about students' responses to an educational task
in order to provide the next learning step.
TESTING AND ASSESSMENT -
WHY TESTING DOESN'T WORK

• Some students become so nervous that

they can't perform and don't give a true
account of their knowledge or ability
• Other students can do well with last-
minute cramming despite not having
worked throughout the course
• Once the test has finished, students can
just forget all that they had learned
• Students become focused on passing
tests rather than learning to improve
their language skills.
REASONS FOR TESTING

◼ A test can give the teacher valuable

information
◼ Tests can give students a sense of
accomplishment
◼ Tests can also have a positive effect
in that they encourage students
◼ Tests are also a learning opportunity
after they have been taken
MAKING TESTING
MORE PRODUCTIVE

◼ Try to make the test a less

intimidating experience
◼ Give the students plenty of
notice
◼ Tell the students that you
will take into account their
work on the course
◼ Be sensitive when you hand
out the results
• Emphasize that an individual
should compare their results
with their own previous
scores not with others
 LEARNING FROM TESTS
Finally, it is very important to remember that tests
also give teachers valuable information on how to
improve the process of evaluation. Questions such
as:
• "Were the instructions clear?"
• "Are the test results consistent with the work that
the students have done on the course.
• Why/why not?"
• "Did I manage to create a non-threatening
atmosphere?"
• All of this will help the teacher to improve the
evaluative process for next time.
ALTERNATIVES How can we assess students’
TO TESTING progress without testing?
 How can we assess students’ progress
without testing?
• A game (before starting a new class)
• “What did we study last lesson” – ask someone to
summarize the past lesson to whole class.
ALTERNATIVES • Summarize the lesson learned at the end of a lesson
TO TESTING • Assess students throught classwork (worksheet, move
around to observe) and group work
• Assess students’ body language and expression.
• School projects (write a book or create poster)
• Exit-ticket
ALTERNATIVES TO TESTING
USING ONLY TESTS AS A BASIS FOR
ASSESSMENT HAS OBVIOUS DRAWBACKS.

• Continuous assessment
Teachers give grades for a number of
assignments over a period of time. A final
grade is decided on a combination of
assignments.
• Portfolio
A student collects a number of assignments
and projects and presents them in a file. The
file is then used as a basis for evaluation.
• Self-assessment
The students evaluate themselves. The
criteria must be carefully decided upon
beforehand.
• Teacher's assessment
The teacher gives an assessment of the
learner for work done throughout the course
including classroom contributions.
ARE THEY THE SAME?
ARE THEY
THE SAME?
ARE THEY THE SAME?
QUESTIONS YOU NEED TO
ASK ABOUT ASSESSMENT

◼ 1. What does the assessment claim to measure?

◼ 2. Does your assessment measure everything
within the subject, or are there gaps?
◼ 3. How well do the assessment scores correlate
with other measures of the same thing?
◼ 4. If you carry out the assessment more than
once, do you get similar results?
◼ 5. Could anything about the test takers affect
the results?
◼ 6. For what ranges is the assessment
appropriate?
◼ 7. Does taking the assessment or the results it
generates have direct value to teachers and
learners?
 Reflect on Your Own Experience

• When you were a high school student, when did you usually have tests?
• When you were a university student, when did you usually have tests?
• If you have studied at an English center before, when did you usually
have tests?
High School
• Oral tests for classes/lessons
• Written tests for mid-term and end-of-term tests/exams
• Overwhelmed by tests (once every 2 weeks)
• More help from teachers
Universities
• Presentations and group projects
• No more oral tests
• Fewer tests compared to HS (More difficult as well)
• Less help from teachers
• Open-book tests
 Tests at English centers

• Entrance test
• Final test at the end of each course
• Test during the course (1x)
• Difficulty: not as hard
1. Formative assessment: This is an ongoing
assessment that helps to monitor learning and
provide feedback to improve performance
2. Summative assessment: This type of
assessment evaluates a student's mastery of a
subject or skill and is often used to assign grades
or determine eligibility for advancement.
3. Diagnostic assessment: This assessment is
used to identify specific areas of strength and
weakness.
4. Performance assessment: This type of
assessment measures a student's ability to apply
knowledge and skills to real-world situations.
simulations.
5. Norm-referenced assessment: This type of
assessment compares a student's performance to
that of a norm group, such as students of the
same age or grade level.
6. Criterion-referenced assessment: This type of
assessment measures a student's performance
against a set of predetermined criteria or
standards.
7. Portfolio assessment: This assessment involves
collecting and evaluating a student's work over
time to demonstrate growth and development.
TYPES OF TEST
1. Placement tests: These tests are used to determine a learner's level of proficiency in a language and to place them
in an appropriate level or course.

2. Diagnostic tests: These tests are used to identify specific areas of strength and weakness in a learner's language
skills, such as grammar, vocabulary, or pronunciation.

3. Progress tests: These tests are used to measure a learner's progress over time, typically at regular intervals
throughout a course or program.

4. Achievement tests: These tests are used to measure a learner's overall level of proficiency in a language at a
specific point in time.

5. Proficiency tests: These tests are used to measure a learner's level of proficiency in a language at a specific level,
such as A1, B2, or C1 on the Common European Framework of Reference for Languages (CEFR).

6. Standardized tests: These tests are designed to measure language proficiency in a standardized way across
multiple learners, schools, or regions.

7. Authentic assessment: These types of assessments include tasks or projects that simulate real-world language
use, such as writing an email or participating in a conversation.
TEST WRITING

◼ There are many steps you

can take to ensure that your
test is more effective and that
test writing becomes a
learning experience.
• Validity of a test
• Reliability of a test
VALIDITY OF A TEST
A good test also needs to be valid. It
must test what it is meant to test.
• A listening test that has very
complicated questions afterwards can
be as much of a test of reading as
listening.
• Also, a test that relies on cultural
knowledge cannot measure a
student's ability to read and
comprehend a passage.
 What can compromise the “Validity” of a test?

Length of the test

Unclear direction/Ambiguity
Inappropriate level of difficulty of the test items
Poorly constructed test items
Test items are inappropriate for the outcomes being measured
Improper arrangements of test items
Identifiable pattern of answers/ cheating
 ◼ A test should also be reliable. This means that it should
RELIABILITY produce consistent results at different times.
◼ If the test conditions stay the same, different groups of
OF A TEST students at a particular level of ability should get the
same result each time.
THE IMPACT OF TESTS

◼ We must also bear in mind

the impact of our tests. Has
the test caused too much
anxiety in the students?
◼ Are the students familiar
with the test types in the
exam?
Reducing Negative Impacts of Tests

How can you How can you

reduce negative reduce negative
impacts of tests on impacts of tests on
students? teachers?
ASSESSING DIFFICULTY
◼ In order to do this mark all of the tests and divide them
into three equal groups, high, middle and low.
◼ Make a note for each item of how many candidates got
the answer correct from the high and the low group
(leave aside the middle group). To find the level of
difficulty you need to do a quick calculation.
◼ Take one question and add the number of students from
the high group who have the correct answer to the
number from the low group
◼ Then divide this by the total number of people from both
groups (high and low). It is thought that if over 90% of
candidates get the answer right it is too easy. If fewer
than 30% get it right it is too difficult.
◼ The final step is to reject the items that are too easy or
difficult.
 CONCLUSION

Below is a suggested procedure for writing a test.

· Decide what kind of · Weight the sections

test it is going to be · Write a list of what the · Think about the length, according to
· Find appropriate texts
(achievement, test is going to cover layout and the format importance/time spent
proficiency) etc.

· Write a marking
· Write the instructions
· Write the questions · Decide on the marks · Make a key scheme for less objective
and examples
questions

· After the test has been

· Review and revise the taken, analyse the results
· Pilot the test
test and key and decide what can be
kept / rejected.
Assessment Techniques
 Sample Rubric - Writing
Rubric for Literacy Narrative

Vague relationship to thesis, Vague relationship to thesis, gets to the

Absent Sets up thesis well, gets to the point Grabs attention & sets up thesis well Exceptional
Introduction repetitive point
0 points 8points 9points 10 points
6points 7points

Absent Very vague reflection Pretty vague, unclear reflection Some specific detail in the reflection Very detailed, specific reflection Exceptional
Thesis
0 points 6points 7points 8points 9points 10 points

Some good detail & specific Ample, vivid detail & insightful
Non-existent Very little detail and/or reflections Not enough detail and/or reflections Exceptional
Development reflections reflections
0 points 12points 14points 20 points
16points 18point

Non-existent Very confusing, no "flow" Confusing, difficult to follow Mostly clear & logical Clear, logical, smooth "flow" Exceptional
Organization
0 points 12points 14points 16points 18points 20 points

Restates thesis & sums up paper

Absent Inconsistent with paper or intro Vague or confusing Memorable impact Exceptional
Conclusion well
0 points 6points 7points 9points 10 points
8points

Error-filled Many major errors Some major errors Mostly correct & clear Strong "voice" Exceptional
Style
0 points 6points 7points 8points 9points 10 points

Fulfills few expectations & Fulfills most expectations & Fulfills all expectations &
Fulfills Not at all Fulfills some expectations & requirements Exceptional
requirements requirements requirements
Expectations 0 points 14points 20 points
12points 16points 18points
 Sample Rubric – Speaking (Presentation)
Features Excellent – 8 Good – 6 Competent – 4 Limited –2 Poor – 0

Exceeds expectations Proficient Not proficient

Good hook; relevant connecting / background information

linking parts to present information and establish topic and Interesting hook; connecting/ background information links part and
Organization: Hook present, but may be slightly unrelated; connecting / background Introduction missing key elements; no hook and/or no connecting information;
organization presents information to establish topic; may not be done 100%
Introduction information marginally links; information to establish topic is limited, lacking lacking as to be ineffective; no establishment of topic or organization
smoothly; organization present

Good development of topic; expansion and support of thesis and

main ideas at some length with secondary with relevant Adequate, mostly clear development; thesis and main ideas expanded
Organization: Body and Overall, support is limited: not all points of development are clear; limited Main points not developed; unsupported expansion of main points; not relevant or
supporting details and examples on and supported with mostly relevant details and examples, although
support expansion of ideas; thesis may not be appropriate or in other ways be deficient inadequate or ineffective; no thesis
not comprehensive

Conclusion clearly signaled and appropriately ends

Organization: Conclusion is present and mostly correct; may not be done completely Marginal attempt at concluding presentation; not complete; contains new No conclusion, or incomplete attempt to conclude presentation; missing several key
presentation; includes summary; no new ideas
Conclusion smoothly; includes summary; good finish idea(s); lacking signal word; summary not be clear elements, or lacking too significantly
presented; strong finish

Expresses themselves mostly with relative ease with stretches of

language; some hesitations as they search for patterns and
Expresses themselves with relative ease with expression that may interfere with comprehension; sometimes not
stretches of language; some hesitations as they search able to continue coherently; some pausing for grammatical and Stretches of language with significantly uneven tempo; significantly Marginally even tempo; marginally confident as they search for patterns and
Obvious lack of ease; cannot keep going intelligibly; pausing and reformulation
Fluency for patterns and expression; able to continue lexical planning and repair, marginally affecting intelligibility hesitant as they search for patterns and expression, there are frequent expression, there are frequent noticeable long pauses that seriously affect
interferes too significantly with comprehension
coherently; some pausing for grammatical and lexical noticeable long pauses intelligibility
planning and repair, does not affect intelligibility

Pronunciation is mostly intelligible with some appropriate

Pronunciation is generally intelligible with intonation; often approximates intonation and stress at both
utterance and word levels; accent is usually influenced by other Frequently inappropriate intonation; often places stress incorrectly;
appropriate intonation; can approximate intonation Marginally appropriate intonation; marginally places stress correctly; mostly
often does not articulate individual sounds clearly; accents tend to be Speech pitch is too even; lack of intonation leads to confusion in intelligibility and
Pronunciation and stress at both utterance and word levels; accent is languages they speak and sometimes may affect intelligibility does not articulate individual sounds clearly; accents heavily influenced by
influence by other languages they speak, and has significant effect on lack of emphasis on key words
usually influenced by other languages they speak, other languages they speak and has damaging effect on intelligibility
intelligibility
only marginally affect intelligibility

Good topic for presentation task; clearly explains elements

required for presentation task; mostly avoids common pitfalls Topic is appropriate for presentation task; explains elements required Topic is only marginally appropriate; elements required for presentation task
related to presentation task; transitions are used to show clear Topic is not appropriate for presentation task; some essential part is absent;
Presentation elements for presentation task; mostly avoids common pitfalls related to may be present but not fully explained or developed; significant common
relationships presentation is riddled with common pitfalls; lack of transitions
presentation task; transitions used to show relationships pitfalls; some correct use of transitions to show relationships between ideas

Faces audience some of the time; manner is somewhat formal; movement

Front of body facing audience; formal manner; regular movement Demeanor is clearly informal in some way; turns back on audience; distracting
Posture, gestures, non- (hands, body, etc.) may be slightly distracting; fidgeting is minimal; notes may
(hands, body, etc.); no fidgeting; notes held in appropriate place; hand/body gestures or fidgeting; notes in front of the face, or too much movement of
verbal communication be held in inappropriate place, or movement of notes is distracting; maintains
maintains appropriate eye contact with audience notes to be distracting; eye contact with audience is minimal
mostly appropriate eye contact

Features Good – 6 Competent – 4 Limited –2 Poor – 0

Proficient Not proficient

Variety of relevant pictures and charts/graphs/etc.; minimal writing on Pictures maybe not be relevant and / or too much writing on slides; speech is
Not enough pictures with too much writing; pictures not relevant; exact speech on
Visual aid slides; exact speech not on slides; text is easy to see and read; only a very similar to text on slides; text somewhat difficult to read; accumulation of
slides; text is difficult to read; major accumulation of errors
few errors errors

Clearly practiced; no reading from notes or slides; no un-due Some practice evident, although some reading from notes or slides; some Obvious lack of practice; much reading from notes and/or slides; hesitations related to
Polished product
hesitations related to preparedness distracting hesitations related to preparedness preparedness are prolonged and interfere with intelligibility

Time 5-6 minutes (or slightly more) 4:59-3:30 minutes 3:29-0 minutes
Over 9 minutes
Over 8 minutes
 • In pairs, choose an activity that you have participated
in or carried out in an English classroom. (You can
choose an activity from your Demo Lesson in Module
2)
AWYK 4 - • Create a Rubric describing how you are going to
assess students through that activity. You can choose
Creating a the following grading systems:
rubric • Grade (Letters A, B, C, D, Or F)
• Percentage
• Scores (1 to 10, 1 to 5, or 1 to 100)
• Briefly describe the activity to your class elaborate on
your Rubric
What are some common errors for Vietnamese
students?

• In Grammar
• In Vocabulary
• In Pronunciation
• In Speaking
• In Reading
• In Listening
• In Writing