1. Standards-Based Assessment Linking up with Authentic Assessment
Achara Wongsothorn
Chulalongkorn University Language Institute

2. Guidelines stipulated by the National Education Act of B.E. 2542(1999)
.are student-centered
.have resources: fiscal, facilities, manpower to fulfill their missions
.provide teaching and learning activities in congruence with their set goals
.demonstrate their capacity in actually carrying out student services and programs described in their documents

3. Context Standards Ethical and moral values Societal needs
Globalization and internationalization
Community responsiveness and awareness of the programs
Consideration for stakeholders’ needs and requirements
Transparency regarding financial and management aspects
Facilities and resources
School and classroom culture

4. Input Standards Students Student enrollment requirement to include:
their demonstrated background knowledge and skills
.their readiness
.their demonstrated English proficiency appropriate for learning
requirements
.demonstrable “Head, Heart and Hand” aspects
.competitiveness and manifested expectation of achievement goals
and attainment standards (contract )

5. Input Standards: Teachers
.proficiency in English and knowledge of subject matter (minimum requirement equivalent to TOEFL 550)
.background experience in classroom instruction and management
.demonstrable strategies to conduct a learner centered classroom
.psychology of learning

6. Courseware
.approved English textbooks and courseware in the subject matter
.approved English textbooks and courseware
.audio-visual equipment
.computer and the Internet
.other learning support such as dictionary, speed-reading aids, etc.

7. Process Standards
.teaching-learning methods and strategies appropriate for the subjects
.continuous formative assessment and evaluation
.self-assessment
.practice in effective learning strategies
.lectures
.pair work
.group work
.projects
.regular assignments through various media and channels
.Portfolio
.conferencing with teachers (and peers) for both subject matter and
English
.international students through student exchange programs (e.g. AFS)

8. Product: Output and Outcome
.logical thinking, problem solving, attainment of learning objectives in the content area, improvement of English ability and skills for effective communication, demonstrable learning gains in “head, heart and hand” aspects, competitiveness (World Olympics), ethics, cultural awareness, leadership, language proficiency,
.work oriented or work-based standards and job suitability fulfilling work requirements
.impact and long-termed attainment of standards proven by researched-based assessment and evaluation.

9. 4 Basic Principles of Standards-based Assessment
A(1) stronger accountability for results,
FGL(2) increased flexibility and interplay between globalization and localization,
SD(3) alignment of suppliers and demanders’ views, needs and requirement, and
TM(4) an emphasis on teaching methods that have been proven to work.

10. Scenario Education circle ELT circle Societal demand
BE 2544 (2001 AD), national English curriculum
standards-based reform--the 4 Cs

11. Standards-based Assessment Linking up with Authentic Assessment Standards-based assessment is concerned with learners’ achievement of the specific output-outcome of language learning at each level of education. To achieve this, the approaches to assessment are “authentic” and “performance based”.

12. Assessment Profile 0f English Curriculum BE 2544
Performance
Observation and Perceptions
Personal Communication
Paper-and-Pencil Tests

13. Types of Test Items
Selection-Type Items
Supply-Type Items

14. Authentic Assessment for Standards-based Assessment of English Language Learning and Teaching
Performance-based assessment is multiple-exercise problems, presented in real-life situations, that require students to apply previously learned skills. They are as follows:
Theme-based tasks
Project-based tasks
Open-ended reading using self-contained and contextualized passages
Realistic tests
Tasks requiring students to integrate the reading and writing processes through decision making and problem solving
Meaningful tasks to tap listening, speaking, reading and writing skills in both unitary and integrated modes

15. Research Using Standards-based Assessment and Authentic Assessment
One of the aims of the research was to study the appropriateness of using the Amplified Objective Model (AOM) for evaluating graduate students enrolled in CULI’s English course for graduates “Academic English for Graduate Studies”. Amplified objectives are based on holistic goals of education incorporating learners maximal ability and typical performance variables. This means that learners are considered as a “whole” being. Teachers also play a very important role in their learner-centered classroom.

16. Research Findings
Results of quantitative and qualitative analyses confirmed the appropriateness of the holistic Amplified Objectives model of classroom-based assessment and evaluation. In proving the model’s appropriateness. Criteria of test usefulness consisting of reliability, construct validity, authenticity, interactiveness, impact and practicality (Bachman and Palmer, 1996). Observation results reveal that students were emotionally and intellectually capable of participating in all activities.

17. Recommendations
.sequencing of assessment techniques for maximal benefits to students
.time allocation for various assessment techniques
.short-term vs. long-term impact of assessment
.relationships between assessment and evaluation studied on an individual basis Vs group basis
.application of a holistic Amplified Objectives model of assessment in the work place