ASSESSMENT: GREENER SIDE OF THE FENCE
İlke Büyükduman, PhD. Istanbul Şehir University
•To determine whether the intended learning outcomes of the course have been achieved, •To provide feedback to students, teachers, administrators, curriculum designers and parents on students’ learning, •To enable and encourage students to analyze their performance according to the outcomes of the assessment, •To inform all stakeholders on student attainment, and to take necessary actions accordingly.
How do we assess?
Traditional assessment versus alternative assessment Traditional Assessment
Alternative Assessment
One-shot, standardized exams
Continuous long term assessment
Timed, multiple choice format
Untimed, free response format
Decontextualized test items
Contextualized communicative tasks
Scores suffice for feedback
Individualized feedback and washback
Norm referenced scores Focus on right answer
Criterion-referenced scores Open-ended, creative answers
Summative Oriented to product
Formative Oriented to process
Non-interactive performance Fosters extrinsic motivation
Interactive performance Fosters intrinsic motivation.
ALTERNATIVE ASSESSMENT • Video Project
• Oral Presentation • Group Discussion • Process Writing • Vocabulary Logs
THE STUDY The research questions of the study 1. To what extent are the alternative assessment tools used to evaluate the speaking skills of students perceived as useful? • Video projects • Oral presentations • Group discussions • 2. To what extent are the alternative assessment tools used to evaluate the writing skills of students perceived as useful? • Process writing • 3. To what extent are the alternative assessment tools used to evaluate the vocabulary building of students perceived as useful? • Vocabulary logs
PARTICIPANTS
ELE
PIN
INT
UPP
Total
N % N % N % N % N % 177 37.35 167 35.23 75 15.82 55 11.6 474 100
Perceived usefulness of video projects f Totally Useless 47 Useless 43 No idea 125 Useful 111 Very Useful 62 TOTAL
388
% 12.11 11.08 32.22 28.61 15.98 100
Perceived usefulness of oral presentations f % Totally Useless 48 10.21 Useless 44 9.36 No idea 44 9.36 Useful 203 43.19 Very Useful 131 27.87 TOTAL
470
100
Perceived usefulness of group discussions f % Totally Useless 33 6.98 Useless 48 10.15 No idea 53 11.21 Useful 231 48.84 Very Useful 108 22.83 TOTAL
473
100
Perceived usefulness of process writing f % Totally Useless 17 3.62 Useless 26 5.54 No idea 49 10.45 Useful 208 44.35 Very Useful 169 36.03 TOTAL
469
100
Perceived usefulness of vocabulary logs f % Totally Useless 100 21.19 Useless 83 17.58 No idea 60 12.71 Useful 142 30.08 Very Useful 87 18.43 TOTAL
472
100
140
250
120 200
100 80
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60
100
40 50
20 0 Totally Useless
Useless
No idea
Useful
Very Useful
0 Totally Useless
Useless
No idea
Useful
Very Useful
250 250
200 200
150
150
100 50
100
0
50 Totally Useless
Useless
No idea
Useful
Very Useful 0 Totally Useless
160 140 120 100 80 60 40 20 0 Totally Useless
Useless
No idea
Useful
Very Useful
Useless
No idea
Useful
Very Useful
THANK YOU!
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