a course on testing for blended learning
DESCRIPTION
A Course on Testing for Blended Learning. Svetla Tashevska, NBU, Sofia. The aim – to present:. an overview of my course on testing in FLT for undergraduates in the New Bulgarian University virtual learning environment (VLE), Moodle; the rationale behind the construction of the course; - PowerPoint PPT PresentationTRANSCRIPT
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The aim – to present:
an overview of my course on testing in FLT for undergraduates in the New Bulgarian University virtual learning environment (VLE), Moodle;
the rationale behind the construction of the course;
the ways in which I have started adapting some of its aspects to respond to the dynamically changing reality, and accommodate the changing needs of the students, combining their studies with employment responsibilities – something which presupposes blended or entirely online learning.
S. Tashevska (NBU), BETA 2012
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The course
is a compulsory part of the teaching strand of the Foreign Languages and Literatures studies (English, German, Spanish, French, Russian, Greek)
lasts one term (15 weeks)
is delivered in 90-minute sessions once a week
is delivered in Bulgarian - but uses illustrative material mainly in English
caters for students:
who attend lectures at the University
who cannot come and attend lectures at the University
who can only attend part of the lectures and combine that with work in the Moodle VLE
S. Tashevska (NBU), BETA 2012
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Course design
Based on:
A framework of course development processes – Chapter 2
in Graves, K. (1996), Teachers as Course Developersb, Cambridge: CUP
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Framework components
Needs assessment
Determining goals and objectives
Conceptualising content
Selecting and developing materials and activities
Organization of content and activities
Evaluation
Consideration of resources and constraints
(Graves, 1996:13)
S. Tashevska (NBU), BETA 2012
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Course objectives
Competences (knowledge, skills, attitudes as a result of the course)
1. Students will know:
some basic principles of testing and assessment in FLT
methods/ techniques/ formats for testing language knowledge and skills
2. Students will be able to:
apply the assessment principles to their practical work in the classroom
analyse ready/ published FL tests
construct their own FL tests according to the principles
S. Tashevska (NBU), BETA 2012
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Course objectives (continued)
3. Students:
will be better aware of the role of testing and assessment in FLT;
will develop a positive attitude to testing and assessment in FLT.
S. Tashevska (NBU), BETA 2012
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Three types of topics
Basic (1 – 6 )
- > teaching and testing, types of test, validity, reliability, test construction –stages, framework, some testing methods/techniques
Specific skills and systems (7 – 13)
- > testing receptive skills, testing productive skills, testing grammar and vocabulary
Continuous and portfolio assessment (13 -15)
- > analysing and evaluating the test, continuous assessment, self-assessment, portfolio assessment, the Common European Framework of Reference on testing and assessment
S. Tashevska (NBU), BETA 2012
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Moodle
Gives opportunities to all course participants to:
familiarise themselves with the outline of the course - with its aims, topics, ways of assessment, etc. - in their own time;
re/visit the topics presented in class;
find relevant lecture plans, presentations and materials & download/ print out their own copy, if needed;
follow links to material on Internet & make their own search;
take part in course-related tasks from the place & at the time most convenient for them;
discuss issues of concern with lecturer &/ or their peers, etc.
S. Tashevska (NBU), BETA 2012
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What students can find in Moodle:
Resources
Activities:
forums
wikis
tasks/ assignments
S. Tashevska (NBU), BETA 2012
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Resources
Files:
in Word
selected scanned book pages, articles, etc. in different formats (*pdf, *jpeg, etc.)
Links to material on the net
S. Tashevska (NBU), BETA 2012
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Activities
online text
uploading a single file/ a number of files (agreed or limited by the lecturer)
off-line activities
Tasks/ assignments (individual)
news forum – more general
topic specific – on each topic from the syllabus
Wikis
Forums
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Two types of forums
News forum – more general, with admin info, announcements, updates, clarification discussions
Topic-specific forums – discussions, in which learning can take place:
on different topics from the syllabus
Everybody is expected to contribute - sharing opinions or presenting the findings after individually investigating a question
-> an example of a topic-specific forum discussion - on differences between classroom exercises and test items
S. Tashevska (NBU), BETA 2012
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Wiki
a collaborative document in response to a given topic or task
Everybody has the right to write and edit the document
-> an example of a wiki – on advantages and disadvantages of some testing techniques (Multiple choice, cloze, dictation)
S. Tashevska (NBU), BETA 2012
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Assesment on the course
Tasks (for development) - in Moodle
Tests (assessed) – in class/ in Moodle
Course assignment (assessed) – in Moodle
Feedback & pass/fail indication
15-minute tests x 3 - with a grade (2-6)
Test specification – in 3 stages (after the 1st type of topics, after the 2nd type of topics, after topic 13) - with feedback (pass/fail) & a final version with a grade (2-6)
Your LogoS. Tashevska (NBU), BETA 2012
Main sources:
Graves, K. (ed.), (1996), Teachers as Course Developers, Cambridge: CUP
Hughes, A. (1989, 2003), Testing for Language Teachers, Cambridge: CUP