Assessment
One of the defining features of the approach used in Encounters
is the explicit nature of the assessment section. By making clear
the required outcomes of the class, the whole process of oral
assessment is demystified in the eyes of students. They know
the criteria upon which they are being evaluated, and can study
and learn accordingly. Visit the assessment section of the Teacher
Zone for assessment sheets and supplementary assessment materials.
Assessment Tips
| Assess using the same criteria that students
have used to guide their study. |
When assessing a criterion referenced task, it
is a good idea to use some kind of checklist to avoid "marking
by feeling." Some teachers may wish to use the assessment
sheets on this site. Other teachers may simply use a photocopy
of the student checklist at the end of the unit. Either way,
the criteria used to assess students should be the same criteria
that students have prepared for. Doing so reduces the likelihood
of mismatches between teacher intentions and learner expectations
of what will be tested and how it will be tested. |
| Assess each student one on one. |
While pair work is essential during student practice,
it can be less than fair if used as an assessment tool. Even
if students are paired randomly, partners may unwittingly hinder
or help each other's performance during formal assessment. On
the other hand, when the teacher assesses each student individually,
they can "standardize" conditions, helping students
perform at their best, while at the same time controlling the
conversation to put the onus on the student to initiate, maintain
and end conversations. |
| Do some formal assessment of written work. |
Students who pay attention to written homework
and exercises tend to be more successful at oral production compared
to students who only practice speaking in class. One of the best
ways to motivate students to take this written work seriously
is to raise the stakes through formal assessment. |
| Emphasize oral assessment. |
Regardless of exam logistics, the oral component
of the course should be at least as important as the written
component. And the importance of passing the oral component should
be made clear to students throughout the course. Otherwise, many
students will infer that regardless of the conversational nature
of the class, all they need to do is to pass written exams. This,
of course, should not be the case. Students should be learning
how to speak, and they should be rewarded with a good grade if
they learn how to do this well. Use the power of oral assessment
to promote student performance in the oral mode. |
| Allow retesting of speaking tests. Encourage
every student to get the "A" that they all should be
able to earn if they study and practice. |
One of the advantages of criterion referenced
testing is that students know what they must do to pass. There
is no secret about "what will be on the test." If they
learn the content and practice, any student can get an "A."
For some students, however, oral assessment can be a challenge,
and they may need more than one chance to do well. Given this
chance, you can expect students to improve, and hopefully gain
motivation as they see evidence of their own success. |
|