Managing Assessment in the Classroom Assessment Research Group Managing Assessment in the Classroom Barry O’Sullivan British Council Plenary

Theme for Today A hungry feeling Came o'er me stealing And the mice were squealing In my prison cell And that auld triangle went jingle-jangle All along the banks of the Royal Canal Refer to Australia, Canada & Europe Assessment Research Group

why standards? My perspective

The Learning System Curriculum Delivery Assessment Assessment Research Group

Understanding the System Curriculum Delivery Assessment Know how engineers use language vocabulary, rhetorical structures; citation (type, language); agency … (see Hyland 2004) Written English for Engineers Assessment Research Group

why standards? A vision of assessment

Back to Basics The Learner Scoring The Task Assessment Research Group

The Assessment System – The Learner Assumptions Physical Age Gender Physical State Psychological Motivation Concentration Experiential Education Writing Defined Audience Voice Agency etc. Defined Writing Process Structure Language Usage Editing etc. Clearly and Explicitly related to the language of Writing for Engineering Assessment Research Group

The Assessment System – The Task Parameters Length Time Taken Planning Time Knowledge of Scoring Criteria Editing/Proofing Time Audience/Reader Defined Security Physical Layout Uniformity Operations Input Language Input Other Expected Output [language; structure etc.] Clearly and Explicitly related to the language of Writing for Engineering Assessment Research Group

The Assessment System – Scoring Parameters Criteria/Scale Score Meaning Clearly and Explicitly related to the language of Writing for Engineering Defined Marker Standardisation Grade Moderation - Accuracy - [moderation; second marking etc.] - Consistency - [statistical modelling; peer marking etc.] Reporting Format Comparisons Other Course Grades Same Course Grades Teacher Instinct Assessment Research Group

The Key Elements of Assessment Research Group

Context and Construct CONTEXT [KEY STAKEHOLDERS] YOU Students Parents Centre/Faculty Institution Engineering Community CONSTRUCT [DEFINITION] The skill ability or trait to be assessed Encapsulates the old idea of reliability, though broadening this to include all aspects of the psychometric functioning of a test. Assessment Research Group

So Much Theory …so sad! Assessment Research Group

Assessment in practice an objective view Assessment in practice Assessment Research Group

Back to Basics When How Why Assessment Research Group

Assessment in Language Programmes Baseline Proficiency Placement Achievement Quiz Progress Language Programme Lesson Countless observations, questions, evaluations (all informal assessments) Self Assessment Peer Assessment Diagnostic Assessment Research Group

Judgemental or Developmental Why Assessment? Judgemental or Developmental Assessment Research Group

And Feedback? Grade Advice Possibility of advice BUT Summative tests are NEVER a reflection of ability only Advice NEVER a grade BECAUSE Formative assessments can NEVER reflect ability only if graded Assessment Research Group

So Much Testing …so sad! Assessment Research Group

linking aptis and ielts to the cse (initial phases) Summary & conclusions

Assessment Research Group

The Socio-Cognitive Model So Sweet! Assessment Research Group

Concluding Thoughts Assessment & testing is complex but NOT rocket science If you teach you assess Testing & Assessment at HE is not ‘special’ Assessment Research Group

So, What is Validity? Just watch this: https://www.britishcouncil.org/exam/aptis/research/projects/assessment-literacy/validity Assessment Research Group

Thank You Assessment Research Group