assessment and english

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NEPBE

Professional Development Workshop, November -

December 2012

“Strengthening AssessmentProcesses at State Level”

Facilitator:



• Form 2 concentric circles.

• Discuss with the person in front of you one of the followingquestions:

– When you were studying at secondary school, how did your

teachers assess your learning? – What aspects did your teachers take into account in their

assessment?

– What aspects weren’t taken into account?

– Do you think your secondary school teachers evaluated their

own teaching during the school year? Why or why not? – Do you, or any of the teachers under your supervision, use any

of the same assessment methods that your secondary schoolteachers used? If so, which ones and why?

Personal experiences of assessment



With the whole group, reflect on the answers to

the questions above by considering the

following aspects:

– Things in common

– Interesting experiences

– Assessment traditions we still keep in thestates

9:55- 10:05



• With the whole group, complete a Venn

diagram on assessment using the following

questions:o What are the characteristics of “traditional” assessment?

o What are the characteristics of the “new” way of assessing (learning-

centered and competency-based)?

o Which characteristics are common to both the “traditional” and the

“new” ways of assessing?

10:05- 10:30



Relevant elements of assesment

Old elementsor

characteristics

of assessment

New elements

or

characteristics

of assessment

Commonelements or

characteristics

of assessment

Focus on Results

Written tests

Memorize

Grammar

Notebook checking

Book based

Written homework

Pedagogy based on

assessment

Behavior

Used to control group

Summative

Mark

Research

Books

Focus on processGather information

Commitment between T and Ss

Actual development assessment and

diverse assessment

Competency based

Projects, rubrics portfoliosCommunication oriented

Formative, continous and global

English for life – transferable

competencies



• With your team, identify which elements

should be taken into account for the

assessment process.

• Write them on page 8 of the manualCurricular Elements in the Assessment

Process



• Each team explains one of the curricular

elements to the whole group.

• Decide which elements should be taken into account

for the assessment process.

• Which presents the curricular elements, eachteam identifies, using different symbols or colors,how assessment is related to the curricularelements, emphasizing those elements whichshould be prioritized.



Doing

with thelanguage

Knowing

about the

language

Being

throughthe

language

distributed in

Using as vehicle a Using as vehicle a Using as vehicle a

developed through linking developed through linking

integrates 4

COMMUNICATIVE

COMPETENCY

Social practices

of the language

3 Learning environments

Familiar and community Academic and educational Literary and ludic

Specific competencies /

Specific activity with the

language

Specific competencies /

Specific activity with the

language

Specific competencies /Specific activity with the

language

Doing

with the

language

Knowing

about the

language

Being

through

the

language

developed

through

integrates 3 integrates 3

developed through linking

PRODUCTPRODUCT PRODUCT

A c h i e v e m e n t s

o f e a c h u n i t


o f e a c h u n i t


o f e a c h u n i t

C o mm u n i c a t i v e s i t u a t i o n

C o m m

u n i c a t i v e

s i t u a t i

o n

Doing

with the

language

Knowing

about the

language

Being

through

the

language



Reach a consensus with the whole group

on

• which curricular elements should be

taken into account in assessment.



(Read the following list of key characteristics assessment criteria should have:

– Criteria should be:

• based on the achievements

• congruent with the social practice and the environment

• congruent with the product and its stage

• a reflection of what was taught

• clear

• specific

• achievable by the student – realistic

• observable

• known by the students – before, during and after the activities

• Clarify any doubts

• Write the ones you consider most important on page 18 of the manual

(10:00-10:10)



INTRUMENTS OF

ASSESSMENT



Instrument They know

about it

They use it

Rubrics

Check lists (control and observation)Teacher journals

Direct observations

Written and graphic products

Group projects involving research, identification of

problems and development of solutions

Schemes and concept maps

Records and student attitude tables (used for group

activities)

PortfoliosWritten and oral tests

assessment and english

Documents