中小学生的学习评价-2015-7-23-272014.ppt

Course Plan D1：Shift, Types + Portfolio D2: Questioning + Mediation D3: Test types + Qualities D4: Test development + abilities tests D 5: Tests Assessment Attendance Learning logs, Action plan Tests: a cover letter + 6 questions/problem-solving (200wds Chinese/120wds English) Direct tests Writing test involving ss to write Speaking test involving ss to speak … Indirect tests Writing tests involving ss to do proofreading Speaking tests involving ss to identify difference in pronunciation of words, e.g. A. look B. stood C. took D. loop Subjective objective tests The difference lies in the rating of ss’ responses, i.e. whether they involve the personal judgment of the raters Norm criterion-referenced tests The difference lies in the interpretation of test results Norm-referenced Tests Norm refers to the test performance of a target group of ss Norm-referenced tests report performance according to the position of a test taker within a group. Criterion-referenced tests Criteria refers to the targeted standards of language proficiency Criterion-referenced tests report test performance based on the extent of how a test taker accomplishes the requirements stated in the standards e.g. Dialang developed in U of Lancaster Criteria Bloom’s Taxonomy of Educational Objectives in the US Common European Framework of Reference for Languages ACTFL Proficiency guidelines Bloom’s Taxonomy (Revised 2005) One of the earliest taxonomies developed to model cognitive development Useful when creating assessments to diagnose the complexity of students’ learning CEFR Levels Basic users: A1, A2 Independent users: B1, B2 Proficient users: C1, C2 ACTFL Levels NL/NM/NH — Novice Low/Mid/High IL/IM/IH — Intermediate Low/Mid/High AL/AM/AH — Advanced Low/Mid/High S — Superior D — Distinguished Order of the levels NL___NM__A1___NH___A2/IL_____IM__B1____IH____B2 _AL____ AM__C1___AH___C2__S_ (Baztán, 2008 ) Merits o