12 - Assessment and Evaluation

• judgement of quality, worth, importance or value of st/so

• process of finding out who the students are, their abilities, what they need to know

• diagnosis (bureaucratic functions)

• information (suggesting as well as supporting development)

• differentiation and selection (certificates)

• education (preparation for a competitive society)

• norm referencing or criterion referencing (are they reliable/okay?)

• group referencing (performance in comparison to class)

• individual referencing or self-referencing (showing your own development)

• Validity (the test measures what it’s supposed to measure)

• Reliabilty (the test is consistent (no change is result when trying over and over again))

• Objectivity (the test is unbiased)

-> Reflecting

-> Feddback from other teachers

-> Sandwich method

(Children’s feelings hurt easily, no child is hopeless)

• discrete point testing (e.g. multiple choice)

• integrative / pragmatic testing (e.g. text composition)

• Communicative testing (e.g. real world tasks)

-> setting, correcting and marking are simple

-> Validity and reliabilty

-> effective and objective information

-> exact instruction

-> own ideas

-> hardest to test (subjective factors, how do we know wether communication worked or not?)

• closed tasks

• semi-open tasks

• open tasks

• little room for individual solutions or reactions

• multiple choice, matching/sequencing, true/false-statements, fill-in

• tasks with some or more room for individual solutions or reactions

• gap-filling, guided dialogue, summing up texts, mediation, writing according to certain formats

• tasks with much room for individual solutions or reactions, simulation of real communication

• comment, essay, statement, explanation, response to text, creative writing, oral presentation, role play etc…