EffectiveClassroomAssessmentforEFLLearninginChinese.pptVIP

Effective Classroom Assessment for EFL Learning in Chinese Context Zhihong Huang Teaching Research Office, Education Department of Guangdong E-mail: helenhzh@163.com Purpose of the study To find out practical ways for EFL teachers to make classroom assessment more effective in learning process in Chinese context Parts of the talk Why classroom assessment is recommended What should be assessed Alternative techniques for effective classroom assessment Suggestions on feedback A case of classroom assessment Why classroom assessment CA is a simple method used to collect feedback for improving learning and teaching. Purpose: Help students check their strengthens, problems or difficulties in learning for improving learning as often as needed provide quick guidance and feedback to teachers for improving their teaching plans and strategies Features of CA Briggs, 2003 Embedded in the teaching and learning process Involves sharing learning objectives with students Involves students in self- group- assessment An effective way to support teaching and learning in ELT classroom What to assess Students comprehensive ability in using English which is in 5 major areas: language skills language knowledge affective and attitudes learning strategies and cultural awareness Basic principles for CA What we assess should meet with what we teach. An example: to show how to make the five targets go down to teaching objectives, and then to assessment criteria In fact, it is sometimes unable to cover all the aspects of the course targets in one lesson or a unit due to the limitation of the topic or the contents Alternative assessment techniques Non-verbal Responses Oral Interview Observation Effective questioning Role Play with peer assessment They are informal, non-tested, unconscious. Exemplar 2: Oral Interview Checklist on mini-talk Exemplar 3: Observation Observation Sheet Exemplar 4: Effective questioningQuestion sheet For the primary textbook: Friends