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

2. 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

3. why standards?
My perspective

4. The Learning System Curriculum Delivery Assessment Assessment
Research Group

5. 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

6. why standards?
A vision of assessment

7. Back to Basics
The Learner
Scoring
The Task
Assessment
Research Group

8. 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

9. 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

10. 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

11. The Key Elements of Assessment
Research Group

12. 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

13. So Much Theory
…so sad!
Assessment
Research Group

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

15. Back to Basics When How Why
Assessment
Research Group

16. 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

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

18. 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

19. So Much Testing
…so sad!
Assessment
Research Group

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

21. Assessment
Research Group

22. The Socio-Cognitive Model
So Sweet!
Assessment
Research Group

23. 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

24. So, What is Validity? Just watch this:
Assessment
Research Group

25. Thank You
Assessment
Research Group