module 5 planning of the english language teaching-learning process

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UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career • We may use some of the same methods for both formal and informal assessment (e.g. assessing learners' spoken language in an interview). In the case of productive skills, whether the assessment is formal or informal, we need to judge learners' performance against clear descriptions of different levels of skill. These may be general descriptions of speaking or writing, or they may give separate descriptions of different subskills. Here are two examples for speaking. They are designed to assess a wide range of ability. Example 1 5 Speaks very well-very few errors. 4 Speaks quite well - some errors, but message is always dear. 3 Has some difficulties in speaking - frequent errors and not always dear. 2 Has serious problems in speaking - only very limited ability to communicate. 1 Almost unable to communicate. Example 2 Accuracy Fluency Pronunciation 5 Grammatical and lexical accuracy extremely high. 4 Quite accurate; some errors, but meaning is always clear. 3 Frequent errors; meaning is not always clear. 2 Very frequent errors; difficulty in making meaning clear. Speaks fluently without hesitation or searching for words. Some hesitation and sometimes has to search for words. Quite hesitant; limited range of vocabulary and structures. Extremely hesitant; very limited range of language available. 1 Almost unable to communicate. Very clear; stress and intonation help to make meaning clear. Generally clear; reasonable control of stress and intonation. Frequent errors; not always clear enough to understand. Very frequent errors; often very difficult to understand. FOLLOW-UP ACTIVITY Read the following statements and decide whether they are true (T) or false (F). 1. We can use homework tasks for informal assessment. 2. Objective tests have many different possible answers, and this makes them difficult to mark. 3. In the best formal tests learners should only have to do a few different tasks. 4. It's important for learners to know when we are assessing them informally. 5. We can sometimes use games and quizzes for informal assessment. 6. The methods we use for formal assessment are always different from those we use for informal assessment. [Escribir texto] Página 72
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career REFLECTION Think about these comments from teachers. Which do you agree with and why? 1. I don't have time for informal assessment. I'm far too busy teaching. 2. Most of my assessment is informal. It's much better than formal testing as a way of finding out what my learners can do. 3. My learners have regular tests, so I don't need to do much informal assessment. PRACTICE TASK For questions 1-7, match the instructions for the assessment tasks with the assessment aims listed A-H. There is one extra option which you do not need to use. Assessment aims A. To assess oral fluency B. To assess accurate pronunciation C. To check knowledge of vocabulary D. To check grammatical knowledge E. To assess writing skills F. To check awareness of stress G. To check knowledge of functional exponents H. To assess gist reading skills. Instructions for assessment tasks 1. Use the notes to make complete sentences. Put the verbs into the correct form. 2. Choose the correct heading for each paragraph 3. Reply to the advertisement; explain why you are the best person for the job. 4. Find the words in the text which mach the following definition. 5. Discuss the problem with your partner and try to find the solution. 6. Choose the most appropriate response for each of the following situations. 7. Listen and underline the word that the speaker says most strongly. [Escribir texto] Página 73
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module 5 planning of the english language teaching-learning process

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