1. Unit 7 Teaching Assessment & Classroom Management

2. Main Contents  Teaching Assessment  Classroom ManagementClassroom Management  Composition CorrectionComposition Correction  Afterclass Work

3.  Aims: We are going to discuss how to conduct assessment in language teaching. We will mainly talk about the following: 1. difference between assessment, examination and test 2. kinds of tests according to purposes 3.kinds of tests according to methods 4. how to design a good test Part 1 Teaching Assessment

4.  Procedures: Step1 The students present their ideas on "assessment ", "examination " and "test". Step2 The rest of the class will evaluate the presentation. Step3 the teacher will give a summary on the distinction of "assessment ", "examination " and "test". Part 1 Teaching Assessment

5. Key Information  (1) Differences between assessment, examination and test Assessment: includes any means of checking what students can do and can't do with the language. It can be carried out before, during or after a course. It could be intended to fix a learner ’ s position undertaken by teachers or administrators without necessarily being understood by learners. It gives due weight to the positive side of learners' achievement. Part 1 Teaching Assessment

6. Key Information  (1) Differences between assessment, examination and test Examination: is most often used for a formal, extended measuring instrument covering a wide rang of material with typically one or more three- hour papers. They are isolated from one another and usually have no access to textbooks, notes or dictionaries. may be set by teachers or head of department or by some central examine body like the Ministry of Education Part 1 Teaching Assessment

7. Key Information  (1) Differences between assessment, examination and test Test: is a method of measuring a person ’ s ability or knowledge in a given area like CET4. it is a method with a set of techniques, procedures and test items. A test has the purpose of measuring. Competence is also measured in a test. A test samples performance but infers certain competence like a driving test. Part 1 Teaching Assessment

8. Key Information  (2) kinds of tests according to purposes placement test: It is to place a student on a suitable course. Diagnosis test: It tries to specify the student ’ s particular strengths and weaknesses. Selection test: It is to select as fairly as possible the best candidates for a limited number of places or jobs ， e.g. postgraduate exams or college entrance exams. Part 1 Teaching Assessment

9. Key Information  (2) kinds of tests according to purposes Proficiency test: A proficiency test is to tap global competence in a language, not intended to be limited to any one course, curriculum or single skill in the language. Progress/achievement test: It is to assess what students have learned of specific syllabus and what progress they have made since you last tested them. Aptitude test: It is designed to measure a person ’ s capability or general ability to learn a foreign language and to be successful in that undertaking, predicting success in the acquisition of any language. Part 1 Teaching Assessment

10. Key Information  (3) kinds of tests according to methods Discrete-point tests versus Integrative testing A discrete-point test focuses its attention on one point of grammar at a time. Each test item is aimed at one and only one element of a particular component of grammar, such as phonology, syntax or vacabulary. Moreover, a discrete-point test assesses only one skill at a time （ listening ， speaking ， reading ， writing ）. Integrative or global tests make more comprehensive demands on the learner. They attempt to measure several language skills simultaneously. Part 1 Teaching Assessment

11. Key Information  (3) kinds of tests according to methods Subjective versus Objective An objective test is capable of being marked with 100% reliability. Anything which does not approach it is called “Subjective”. Part 1 Teaching Assessment

12. Key Information  (3) kinds of tests according to methods Summative versus Formative The most common example of a summative test is a final exam. Formative tests are designed to help form or shape learners’ ongoing understanding or skills. Example of such a test includes quiz, class interaction activities such as paired interviews, chapter or unit tests. Part 1 Teaching Assessment

13. Key Information  (4) how to design a good test ( practicality, reliability, validity ) Practicality: A test ought to be practical---within the means of financial limitation, time constraints, ease of administration, and scoring and interpretation. Reliability: It refers to the degree to which a test will produce consistent results. A test should give the same result when used twice on the same subject. Part 1 Teaching Assessment

14. Key Information  (4) how to design a good test Validity: the degree to which the test actually measures what it is intended to measure. three commonly recognized kinds of validity: pragmatic validity: if a test correlates highly with the chosen criterion, then the test has immediate or first order validity. content validity: It is demonstrated by showing how well the content of the test samples the class of situations, the universe of subject matter, about which conclusions are to be drawn. construct validity: is the degree to which certain explanatory or theoretical constructs account for performance on a test. Part 1 Teaching Assessment

15. Part 2 Classroom Management  Aims: We are going to discuss classroom management. We will mainly talk about the following: 1. different aspects of classroom management. 2. think and act in a learner-centered way.

16. 3. How to deal with problems of mixed ability in a classroom. 4. Different roles as a teacher. 5. Give clear instructions for different stages of a classroom activity. 6. correct mistakes in a constructive way. Part 2 Classroom Management

17. Procedure: Step1 The students present their ideas on “classroom management”. Step2 The rest of the class will evaluate the presentation. Step3 The teacher will give a summary on “classroom management”. Part 2 Classroom Management

18. Part 3 Composition Correction  Procedures: Step1 Students will show their correction. 参： (3 篇作文修改稿.doc) Step2 The teacher will make comments on the students' work. 参： ( 四级作文评分原则与标准.doc) Step3 Model CET4 compositions 参： ( 范文欣赏.doc)

19. Key Information  Scoring principles and standards of CET4 essays Principles: 1. 总体评分 (Global Scoring) 方法。 2. 从内容和语言两个方面对作文进行综合评判。 Standards: 阅卷标准分为五等分： 2 分、 5 分、 8 分、 11 分及 14 分。 Part 3 Composition Correction

20. Part 4 Afterclass work 1. Your group are going to choose excellent English teaching video in listening & speaking class and make evaluation on it. 2. Your classroom observation reporting.