When thinking about how to implement the VOICES model in our practicum course, we agreed that first, in order to be aware of our students’ level of english proficiency, it would be crucial to have students take a short diagnostic test of each language skill, as well as their learning preferences, levels of confidence, weaknesses & strengths, etc. This way, we would be able to have some knowledge on the activities students prefer, for example, or know when they feel more confident regarding English learning. The planning of each lesson  would also take into account the students’ input about their learning process so as to ensure collaboration. Collaborative work is definitely not common in our context, therefore it should be reinforced and used as a tool for developing critical thinking, besides learning how to give advice, constructive criticism, and compliment others on their work. 

Also, we thought it could be useful to gather all in-class homework, closing activities (exit ticket), and formative assessments in a sort of portfolio, so as to keep record of students’ performance, engagement, and commitment to the class.  This would not only help with keeping evidence of each assessment (not only tests), but to mix things up a bit, as well as to offer a variety of instances in which students can prove they can apply what they have learned, and don’t get bored during activities. 

When evaluating our students’ achievement, it is crucial to evaluate what they have already practiced in class, as a way of integrating the knowledge. It won’t be possible to assess their improvement in listening if they haven’t listened  to a conversation. In order to be integrated, we must practice what is going to be evaluated as summative assessment, which is what students tend to be focused on. Results of evaluations and student’s development could be in the form of personalized feedback, so students will know where to concentrate on. Focusing on positive aspects of each student will boost their motivation towards the course as well as their self-confidence.

Finally, a good, organized, and detailed planification of what will be done in the semester, including all the assessments, must be created in order to be as systematic as possible and not only achieve our aims but also help guide learners language acquisition adequately. It is important to mention that, in order to be an ongoing practice, all these activities will be implemented throughout the entire semester. 

Ivana & Javiera

First of all, one should understand the definition of being fair as being “honest, impartial, and free from discrimination.” Hence, the fairest thing to do is to measure students knowledge through different types of tests such as written tests, listening tests,multiple choice tests, etc. Of course, always bearing in mind to first practice what is going to be evaluated, making quizzes beforehand, and also letting the students know how the different evaluations are going to be in order to decrease the levels of anxiety. It is very important to make the students feel capable and motivated to work hard in order to achieve whatever they want to. What’s more, as teachers we need to not only keep in mind the real situations in which students will make use of the language -and by doing so the students background and interests become a key factor when planning- but also think of tests as much more than the common sheet of paper where students spill out what they learned/remember, but rather dinamic instances where students can prove their knowledge about the language.

2. How can I use test results to inform my teaching?

       If you get negative results in a test it can be a sign that your approach may not be the best, and you are not reaching the learning goals. It is good to stop and think, What am I doing wrong? How can I improve my teaching? Because, more often than not, bad results are not because students “can’t” learn, but rather that the activities/assessments are not aligned to what students need. On the bright side, if you get good results you may be on the right track, and with enough scaffolding you can start raising the bar a bit on what students are expected to achieve.

3. How can I prepare my students for the required tests?

       We believe that Mock tests are a great for practising, because students are aware of what is expected of them when they are going to be evaluated. By doing this, a teacher can also see what needs to be reinforced so that students can meet the test objectives.
 
4. How can I use tests positively with my students?

       It is a way of getting to know better your students. You can correct common mistakes as a group, provide individual feedback, and reinforce what is done right. What’s more, if done correctly it can really lower students anxiety towards evaluations, you can teach them strategies (like skimming) so they can feel more confident for future tests. According to Bailey 1996,in order for tests to be a positive experience they must be ’known and understood by students and teachers’, and results provided in a timely, detailed fashion. 

Tsagari mentions that “materials are shaped by the perception of writers and publishers of the exam needs of teachers and students.” This statement stood out because it is a reminder to adapt the materials we use in our day-to-day classes so that they can appropriately prepare students for the actual exam needs. It is crucial to keep in mind the learning goals of that particular group of students when planning lessons and evaluations, so that our teaching follows that line of progress.

2. To what extent does your own experience agree with the points made in this extract?

We agree that school’s books which are prepared by different authors influence a lot in the type of evaluation that teachers should apply. Also, it is true that teachers act as a mediator between the information and the students, because teachers modify and adapt the tasks and activities according to the context and background of the classroom. However, we believe that in the Chilean context parents are not involved in the processes of evaluation. Most of the time they are only worried about their behavior and (“good”) results, rather than in the form that their children are being evaluated. 

3. What is the impact of SIMCE, PSU or CAE exam?

We believe that standardized tests have a huge impact not only in the students’ learning process, but also their confidence. As stated in Bailey 1996, most standardized tests go against our teaching principles in the sense that while we expect our students to be able to communicate in the target language. These tests usually measure our memory, or worse the chances we had in life to access good education. In the case of PSU, instead of measuring learning, it only expands the already existing gap between the "lower" and "upper" classes, some private universities only require that you take the test to enroll in any program you want, but for some of us a good PSU score is our only way of receiving higher education. On another note, these tests can increase students anxiety to a maximum. Sometimes there is such a hard pressure to do good (and it is so expensive to re-take some tests) that students tend to doubt themselves and what they know, which we believe defeats completely the purpose of teaching.