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Tolu, this is your column for week 4. Which way should the arrows go and why?

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Tolu, this is your column for week 4. Which way should the arrows go and why?

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Hit the PLUS sign under this picture to respond.

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Hit the PLUS sign under this picture to respond.

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Hit the PLUS sign under this picture to respond.

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After you read through everyone's responses, make a few comments about what you're noticing. This is a broad question and you cannot get it wrong.  You can be noticing things about Padlet, the content of responses, how the information is beginning to connect...whatever you would like! You can respond to this column multiple times throughout weeks 3 and 4.

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assessment: an ongoing process of collecting information about a given performance according to systematic and substantively grounded procedures
Test: a method or procedure for measuring a person's ability, knowledge, or performance in a given domain.

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                                           Learning Activity 2.1

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                                           Learning Activity 2.1

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This is the visually focused side of me speaking, I found it hard to format in Padlet. I really like how the other responses/columns are formatted and I'm just wondering how???? Maybe I can do better next time. In general, I see these principles hitting home for us. There's so much value from them that we can use and refer back to when the time comes for that.

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Measurement: the process of quantifying a test taker's performance according to explicit procedures or rules
Evaluation: making decisions about students' performance (and possibel competence) based on the results of tests, other assessments and/or teacher reports

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Formative assessment: evaluating students in the process of forming their compentencies
Summative assessment: an assessment that aims to measure or summarize what a student has grasped and typically occurs at the end of a course or unit of instruction.

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Which two seem the most crucial to you as an ESL instructor?

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Which two seem the most crucial to you as an ESL instructor?

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I feel that formative assessment and and evaluation are the most crucial for TESOL educators. TESOL teachers should be either having individual time with students to assess, or be moving through groups listening to students. Through assisgnments a teacher should have a general grasp on students' fluency or struggles. Similarly, students should have evaluations so that they can see where they are suceedding or struggling.

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This week was about how to assess students and ourselves. If we can look at outrselves an larn to grow, we can do the same for out students.
Like Sharon, I found Padlet a little hard to use at first. I think I will get the hang of it.

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1.     Practicality: the extent to which resources and time available to design, develop, and administer a test are manageable and feasible

Is the test too long? Does it cost too much to create? How easy or difficult are the directions?

2.     Reliability: the extent to which a test yields consistent and dependable results

a.     Inter-rater: condition when two or more scorers yield consistent scores for the same result

b.     Intra-rater: condition in which the same scorer yields consistent scores across all tests

c.     Student related: a learner related issue such as fatigue that makes the “observed” score deviates from the “true” score

d.     Test: consistency of different facets of a test during test administration

How dependable is the test? Can you give it and get the same results?

3.   Validity: the extent to which inferences made from assessment results are appropriate, meaningful, and useful, in terms of the purpose of the assessment

a.     Concurrent: the extent to which results of a test are supported by the other relatively recent performance beyond the test itself

b.     Consequential: a test’s impact, including its effect on preparation by test-takers, and the (intended and unintended)  social consequences of the test’s interpretation and use

c.     Content-related: the extent to which a test actually samples the subject matter about which conclusions are to be drawn

d.     Criterion-related: the extent to which the linguistic criteria of the test are measured and implied predetermined levels of performance are actually reached

e.     Face: the extent to which a test-taker views the assessment as fair, relevant, and useful for improving learning

f.      Precipice: the extent to which results of a test are used to gauge future performance

Does the test measure what is meant to measure? Is it objective? Does the test provide meaningful or useful information about the test taker’s ability?

4.     Authenticity: the degree of  correspondence of the characteristics of a given language test task to the features of a target language task

Are the tasks on the test things that would happen in the real world? Is the content natural? Does it provide replica of real-world tasks?

5.     Washback: the effect of assessments on classroom teaching and learning

Does the test influence how the teacher teaches? Does the test give the leaners enough time to prepare for the test? Is there an opportunity or time for feedback to students?

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2 most crucial of the 5 assessment principles

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2 most crucial of the 5 assessment principles

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In my opinion the two most crucial assessment principles are Washback and Validity. Washback effects the environment of the classroom. A good teacher will learn from assessments and ensure that if there is a part of the test most or many students did not pass, then the teacher should take that as an opportunity to reteach. Similarly, if students feel that they can’t pass exams they may start to faulter emotionally.

Validity is important because a valid test will measure the right things. A valid test will also be objective and fairly assess skills and knowledge. If a test is not valid it is a waste of the students and the teacher’s time. Assessments should assess. A valid test will do just that.

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It is important to fully understand all of the aspects of a ther creation, application and execution of a good assessment. It is a waste of proctors, students, and educators if an assessment is faulty. A faulty assessment can also create undue stress in students.

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Brown – Methods Chapter 4: Cognitive Principles and Task Based Learning

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Brown – Methods Chapter 4: Cognitive Principles and Task Based Learning

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It was interesting to take a deeper look into the process of learning. While pointing arrows from one principle to another, I was remembering how I felt living in another country and how students might feel living in the U.S. I don't know if there's a correct answer to this question but it's something to think about as you teach.  Overall, our work was pointing out how much these assessments and principles affect how our students learn and pointing out what a teacher should be looking for to best prepare for their classroom.