Chelsea Wei, Jessie Chang, Kevin Chiang and Miranda Kuo
Chelsea Wei, Jessie Chang, Kevin Chiang and Miranda Kuo
Language Assessment—Project
Dr. Agnes Yuan
December 27, 2002
Introduction:
Our course title is “English Conversation,” and the time for this class will be 18:00pm ~ 20:00pm of every Tuesday and Thursday. Our class starts from November 2, 2002 until January 3, 2003; there are total eight weeks. In addition, this class is designed for 15 pupils, who are at the age of 10-12 years old (5th-6th grades of the elementary school). Those students are intermediate English learners. Since the intermediate learners have basic knowledge of English vocabularies and grammar, which are important elements of conversation, it will be easier for the teacher to teach. Moreover, many pupils of 5th-6th grades in Taiwan have learned English in cram schools for maybe three to five years, it is easy and usual for them to acquire the skills of conversation. Furthermore, the 5th-6th grades pupils are going to accept the secondary education, if they can contact English as frequent as possible, it will be easier for them to learn English successfully. The teaching materials of this course are some short stories (Conversation style) and songs for children. The reason why we use stories and songs to teach is to attract the learners’ attention, and meanwhile, arising their interests to learn the skills of Conversation.
In the part of the content of this course, we mainly divide it into two days. One is on Tuesday, while another is on Thursday. Each day has two periods. In the class of Tuesday, we will teach one story and one song. The first period lasts for sixty minutes and the second period lasts for forty minutes. We will provide the handouts with the lyrics of a song and the lines of a story in the very beginning of the class. In the first period, we spend forty minutes explaining the vocabularies in the story, or interpreting the context and the plots of the story. In the left twenty minutes, we will have the alternative assessment— “strip story (groups),” which is assessed with teacher’s observation. After the strip story, we have ten-minute break. In the second period, we spend ten minutes explaining the vocabularies and the context of the song. Then we play the cassette tape of that song once. After listening to that song, we start to teach them how to sing that song. We will ask them to sing that song for at least three to five times. In the left thirty minutes, we will have a diagnostic test( “paper-and-pencil test” on the lyrics of the song and the plots of the story. The class on Tuesday will cover listening and speaking in the meantime while the class on Thursday will focus more on speaking.
In the class of Thursday, we still have two periods and we provide the handouts for the lines of the stories. The first period lasts for sixty minutes and the second period lasts for forty minutes. In the first period, we spend fifty minutes to teach the story that is not finished on the class of Tuesday. Then we give students ten minutes to have role play on the story that we just finish. After that role-play, we have ten-minute break. In the second period, we continue to have students’ role-plays on that story we just finish for forty minutes.
The main purpose of this course is to help the learners to improve their listening and speaking abilities. Since language is the tool of communication, it is very important for the language learners to acquire enough knowledge of communicative skills. In this course, students are expected to pronounce accurately and acquire the useful vocabularies and sentence patterns through the interesting songs and stories. Moreover, we hope students can listen efficiently and precisely under time constraints. As a result, we will take fluency and pronunciation as important elements in our assessment.
After each class, we will have some paper-and-pencil testes (diagnostic test) on the lyrics or the plots of stories. The types of questions include T/F, multiple choice, fill-in, matching and dictation in our paper-and-pencil test to see if the students really understand the story and acquire the vocabularies in stories and songs or not. In other words, this paper-and-pencil test mainly tests students’ listening comprehension. Also, the role-play activities on Thursday are testing students’ speaking ability, which is related to the fluency and pronunciation of conversation very much. In addition, in the final (eighth) week of this course, we will have a final achievement test. This test is going to be tested at the same way with tests had on former classes. That is, the final Tuesday still has a paper-and pencil test and strip story, while the final Thursday still has role-plays of groups. Students are expected to perform with their improved listening comprehension abilities and better conversation skills, which refers to fluency and accurate pronunciation. All in all, our tests are mostly designed to assess both students’ listening comprehension ability and speaking skills.
Our reason to have a paper-and-pencil tests is to observe how much students learn, and what kind of difficulties they have. If someone gets higher grades, it means that he has better listening comprehension ability, which can understand more about the story. Also, testing vocabularies in the paper-and-pencil test can increase the spelling ability of students. Also, teacher can adjust his/her teaching method through observe the scores of the paper-and-pencil tests. If students commonly get lower grades, it means that perhaps the story and the song are too difficult for them to comprehend. Moreover, the strip story can make students to develop corporative spirits. They also can release their anxiety since it is a team work. Strip story can train students how to arrange a story correctly, which help them to develop correct logic. In addition, our purpose to have role-plays is hope that students can develop the fluency and accurate pronunciation of conversation through the frequent practices. We believe that the interesting and lively stories can help students to develop adequate imagination and creativity. Later on we will clearly explain the design of our course and assessment plan.
Design:
|ENGLISH CONVERSATION |
|（Winter 2002） |
Dr. John K. Michael Office Hours: Wed.＆Fri. 18:00-20:00 or by appointment
Office: Fun Jen Cram School Tel: 2903-1111 Email: yuan@mails.fju.edu.tw
Class Time＆Place: Tues.＆Thurs. 18:00-20:00（LA101）
Objectives: To pronounce well and put useful vocabulary and sentence patterns
into practice
To listen efficiently and precisely under time constraints
|1. 11/5. |Tues. |18:00-18:10 |Introduction |
| | |18:10-18:40 |Story: Little Red Riding Hood |
| | |18:40-19:00 |Group Activity: Storytelling－strip story |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:20 |Song: Are you Sleeping? |
| | |19:20-19:50 |Paper-and-pencil test |
|2. 11/7 | Thurs. | 18:00-18:50 | Story: Little Red Riding Hood (continued) |
| | |18:50-19:00 |Instructions＆Preparations for role-playing |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:50 |Group Presentation: role-playing |
|3. 11/12 | Tues. | 18:00-18:40 | Story: Beauty and the Beast |
| | |18:40-19:00 |Group Activity: Storytelling－strip story |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:20 |Song: Twinkle, Twinkle, Little Star |
| | |19:20-19:50 |Paper-and-pencil test |
|4. 11/14 | Thurs. | 18:00-18:50 | Story: Beauty and the Beast (continued) |
| | |18:50-19:00 |Instructions＆Preparations for role-playing |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:50 |Group Presentation: role-playing |
|5. 11/19 | Tues. | 18:00-18:40 | Story: Cinderella |
| | |18:40-19:00 |Group Activity: Storytelling－strip story |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:20 |Song: Head and Shoulders |
| | |19:20-19:50 |Paper-and-pencil test |
|6. 11/21 | Thurs. | 18:00-18:50 | Story: Cinderella (continued) |
| | |18:50-19:00 |Instructions＆Preparations for role-playing |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:50 |Group Presentation: role-playing |
|7. 11/26 | Tues. | 18:00-18:40 | Story: Snow White and the Seven Dwarfs |
| | |18:40-19:00 |Group Activity: Storytelling－strip story |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:20 |Song: Jingle Bells |
| | |19:20-19:50 |Paper-and-pencil test |
|8. 11/28 | Thurs. | 18:00-18:50 | Story: Snow White and the Seven Dwarfs (continued) |
| | | |Instructions＆Preparations for role-playing |
| | |18:50-19:00 |Break Time！( |
| | |19:00-19:10 |Group Presentation: role-playing |
| | |19:10-19:50 | |
|9. 12/3 | Tues. | 18:00-18:40 | Story: Rumpelstiltskin |
| | |18:40-19:00 |Group Activity: Storytelling－strip story |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:20 |Song: Silent Night |
| | |19:20-19:50 |Paper-and-pencil test |
|10.12/5 | Thurs. | 18:00-18:50 | Story: Rumpelstiltskin (continued) |
| | |18:50-19:00 |Instructions＆Preparations for role-playing |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:50 |Group Presentation: role-playing |
|11.12/10 | Tues. | 18:00-18:40 | Story: Jack and the Magic Harp |
| | |18:40-19:00 |Group Activity: Storytelling－strip story |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:20 |Song: London Bridge |
| | |19:20-19:50 |Paper-and-pencil test |
|12.12/12 | Thurs. | 18:00-18:50 | Story: Jack and the Magic Harp (continued) |
| | |18:50-19:00 |Instructions＆Preparations for role-playing |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:50 |Group Presentation: role-playing |
|13.12/17 | Tues. | 18:00-18:40 | Story: The Strange Shoe |
| | |18:40-19:00 |Group Activity: Storytelling－strip story |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:20 |Song: Bingo |
| | |19:20-19:50 |Paper-and-pencil test |
|14.12/19 | Thurs. | 18:00-18:50 | Story: The Strange Shoe (continued) |
| | |18:50-19:00 |Instructions＆Preparations for role-playing |
| | |19:00-19:10 |Break Time！( |
| | |19:10-19:50 |Group Presentation: role-playing |
|15.12/24 | Tues. | 18:00-18:40 | Story: Androcles and the Lion |
|Final | |18:40-19:00 |Group Activity: Storytelling－strip story |
|Exam | |19:00-19:10 |Break Time！( |
|Date | |19:10-19:20 |Song: The Twelve Days of Christmas |
| | |19:20-19:50 |Paper-and-pencil test |
|16.12/26 | Thurs. | 18:00-18:50 | Story: Androcles and the Lion (continued) |
|Final | |18:50-19:00 |Instructions＆Preparations for role-playing |
|Exam | |19:00-19:10 |Break Time！( |
|Date | |19:10-19:50 |Final Presentation: role-playing |
Grading Policy
1. Paper-and-pencil test...………….…..24% (3%×8) (1st…+8th)×24%
2. Group Activity/ Presentation……….48%(3%×16) (1st…+16th)×48%
3. Final Quiz…………………………..14% final score×14%
4. Final presentation…………………..14% +final score×14%
=Total Score
Requirement
1. You are going to have a quiz on every Tuesday!
2. You are going to participate in at least 2 group works with other classmates on each Tuesday and Thursday!
3. You should participate actively!
After looking at the syllabus of the course, we are going to look at another important part of this project. There is a paper-and-pencil test on Tuesday. The questions on the test come from the text of Tuesday’s class. It is mentioned that there will be song-singing and story-telling on Tuesday. The resource of those songs and stories will come from the Internet. There is also the tape of each song. The tape may come from either purchase of some market products. However, in the example of this project, we ask Jessie and Miranda to sing the song as the substitute. Before designing a sample test, the pretest is administered. The test-takers of the pretest are the elementary-school students at the sixth grade (Kevin’s cousin and his four other classmates). Before the pretest, five students are asked to read the article of Little Red Riding Hood which contains the Chinese translation of some English words. Furthermore, they are informed the general content of the article. After fifty minutes, they are asked to take a multiple-choice test without consulting the text. The time of answering questions is about five minutes. The following part is the text given to five students and the sample of multiple-choice test.
• Text of the story:
The Little Red Cap
Once upon a time there lived a sweet little girl. Her grandmother loved her very much and gave her a red velvet cap one day. She liked it so much that she would never wear any other cap. So she was called Little Red Cap.
˙sweet 可愛的 ˙velvet 絲絨的 ˙cap (無沿)帽子
One day her grandmother was ill and weak. So her mother said to her, "Take this piece of cake and a bottle of wine to your grandmother. They will do good to her."
˙ill 患病的 ˙weak 虛弱的 ˙piece 一片 ˙cake 蛋糕
˙bottle 瓶 ˙wine 酒 ˙grandmother祖母
Then Little Red Cap went out with the food. The grandmother lived in the wood, half an hour's walk from her home. On the way she met a wolf. But she didn't know that wolf was a wicked animal.
˙wood 森林 ˙wolf 狼 wicked 惡毒的
"Good morning, Little Red Cap," he said.
"Good morning, wolf," she answered.
"Where are you going?" he asked.
"I'm going to my grandmother," she replied.
"Where does she live?"
"A quarter of an hour's walk farther in the forest. There are oak-trees around the house. It's very easy to find."
˙forest 森林 ˙oak-tree 橡樹
The wolf thought, "I must be cunning enough to eat up both of them." So he said to Little Red Cap, "Look at these beautiful flowers! Why don't you take some to your grandmother?"
˙cunning 狡猾的
She thought, "Yes. If I take my grandmother a bunch of fresh flowers, she will be very happy. It's still early. I have plenty of time." So she ran into the forest and began to pick flowers. The wolf, however, ran straight to the house of the old grandmother, and knocked at the door.
˙bunch 束 ˙straight 直接的 ˙knock 敲
"Who's it?" asked the old woman.
"Little Red Cap, your granddaughter." replied the wolf.
"Open the door yourself. I am too weak to get up."
˙granddaughter 孫女
So the wolf came into the room and ate up the old lady. Then he put on her nightdress and cap and got into bed.
˙nightdress 睡衣
When Little Red Cap got to the house, she was very surprised to see the door wide open. So she went up to the bed and said, "Oh, grandmother, what great ears you have!"
"So I can hear you clearly." was the reply.
˙surprised 驚訝的 ˙ear 耳朵 ˙hear 聽
"And what great eyes you have, grandmother!"
"So I can see you clearly."
˙eye 眼睛 ˙see 看
"What great hands you have!"
"So I can touch you better."
˙hand 手 ˙touch 觸摸
"But, grandmother, what great teeth you have!"
"So I can eat you up, my dear." With these words, the wolf swallowed up poor Little Red Cap.
˙teeth 牙齒 ˙eat 吃 ˙swallow 吞
When he had satisfied himself, he got back into bed and began to snore very loudly. A huntsman heard it and said, "How loudly the old woman is snoring! I must go and see if she's all right."
˙snore 打鼾 ˙huntsman 獵人
So he went into the room and found the wolf lying, "So there you are. I have been looking for you so long!" The huntsman shot the wolf dead and got Little Red Cap and her grandmother out of the wolf's stomach.
˙stomach 肚子
• The sample of multiple-choice test
Multiple-choice (20% each item): try to complete the following sentence by selecting the correct answer to fill in the blank.
( ) 1. The Little Red Cap takes to her grandmother.
1) wine and cake
2) cake and flower
3) wine, cake, and flower
( ) 2. Little Red Cap walks from her home to her grandmother.
1) fifteen minutes
2) half an hour
3) an hour
( ) 3. The wolf eats up .
1) Little Red Cap and grandmother
2) grandmother and huntsman
3) Little Red Cap and huntsman
( ) 4. The wolf uses ear to clearly.
1) see
2) touch
3) hear
( ) 5. kills the wolf.
1) Little Red Cap
2) Grandmother
3) Huntsman
According to the results of the pretest, there is a form on Item Discriminability
|Item Discriminability (n = 5) |
|Item |High scorers (top two) with |Law scorers (bottom two) with |I.D. |
| |correct answer |correct answer | |
|1 |1 |0 |0.50 |
|2 |2 |0 |1.00 |
|3 |2 |2 |0.00 |
|4 |2 |1 |0.50 |
|5 |2 |1 |0.50 |
In terms of validity, it is easy to see that the pretest has face validity. Furthermore, based on the Item Discriminability, it turns out that item 2 has a good discrimination between high and low scorers. However, since the test is a criterion-referenced test, it may means that item 2 is too difficult for student to answer, or there are some problems in the method of teaching. On the other hand, it shows that item 3 has no discrimination, which means that it is too easy for students, but it may also means that students have learned what they should learn in the course. However, the content of each item is generally appropriate for all students. As a result, it may also have content validity.
Finally, according to the experience of the pretest, the next step is to come up with a paper-and-pencil test. The categories of the test will include Fill-in, True/False, Multiple-choice, Matching, and Vocabulary. Because the type of the test is diagnostic test, the purpose then is to know how well the students have learned from the class. If it is found that students have a general bad performance in the test, teacher may change the difficulties of the following class, such as the content of article and the types of questions. In this way, teacher may have a great chance to get the positive washback from the students. The next page is the sample test of “Ten Little Indians” and “Little Red Cap.”
• The sample test of “The Little Indians” and “Little Red Cap”
I. Fill-in (4% each): listen to the tape of the song “Ten Little Indians”, and fill in the five blanks of the lyrics.
little, two little, little Indians.
little, little, little Indians.
Seven little, little, nine little Indians.
II. True/False (4% each): identify the declaration of each item. If the declaration fit the content of “Little Red Cap,” write down “T”; if not, write down “F.”
1. The wolf is good in the story.
2. Little Red Cap sent food to her father.
3. The wolf ate both Little Red Cap and huntsman.
4. Little Red Cap knows wolf is a good animal.
5. Little Red Cap has to walk an hour from her home to her grandmother.
III. Multiple-choice (4% each): complete the sentence by selecting the correct answer to fill in the blank.
( ) 1. The Little Red Cap takes to her grandmother.
1) wine and cake
2) cake and flower
3) wine, cake, and flower
( ) 2. Little Red Cap walks from her home to her grandmother.
1) fifteen minutes
2) half an hour
3) an hour
( ) 3. The wolf eats up .
(1) Little Red Cap and grandmother
(2) grandmother and huntsman
(3) Little Red Cap and huntsman
( ) 4. The wolf uses ear to clearly.
(1) see
(2) touch
(3) hear
( ) 5. kills the wolf.
(1) Little Red Cap
(2) Grandmother
4) huntsman
IV. Matching (4% each): draw a line to connect each picture with the proper term.
[pic] [pic] [pic]
wolf grandmother Little Red Cap a bottle of wine huntsman
[pic] [pic]
V. Vocabulary (4% each): write down an English word to translate the Chinese expression
1. 惡毒的
2. 橡樹
3. 吞
4. 打鼾
5. 睡衣
In order not to design the tricky question, the test-writer has tried to pay attention to some aspects. For example, the negative question is never used in the test. However, it seems hard to avoid paying attention to some details of the content, because that is the only way to realize how well the students have learned from the class. Take vocabulary for example, it seems meaningless to ask students to write some repeated words in the questions, such as “huntsman” and “grandmother.” As a result, the test-writer has to test other details in the story. Test-writer has to test students some detailed vocabularies, such as “oak-tree” and “wicked.”
Finally, the teacher has to pay attention to the reliability and practicality. In terms of the reliability, the teacher should notice students’ condition. If students feel tired when taking a test, the results of the test may not be reliable. Furthermore, the condition of the classroom should be consistent. For example, the classroom should be full lighted all the time. On the other hand, the practicality of a test is also important. It is true that designing a paper-and-pencil test will require more time and strength. However, it is very fast and easy to score. Furthermore, the purpose of the test is not to make students feel frustrated, there is no need to take a lot of time to think of tricky questions. In this way, teacher can have more freedom in designing the test, and the practicality will be enhanced, too.
• The alternative assessment
On the other hand, the alternative assessment such as partial dictation, strip story and role-playing will also be applied in assessing listening and speaking abilities of the students in our project. Partial dictation in this program is used in the way of listening cloze to assess test-takers’ listening ability in every quiz , which comes in the version of paper＆pencil test. That is, the students are “presented with a sheet of paper on which some parts of the text have already been reproduced. The task posed to the learner is to understand the text of the song that’s read or played aloud. The test-taker’s response is to copy into the blanks on the page those parts of the text that have omitted from the printed version” (Bailey 15). It makes the test less intimidating, particularly to our learners whose proficiency is not quite high.
With regard to the listening/ speaking activity of strip story, as Baily suggests, “every student is given a strip of paper with one sentence from a story written on it” (156). Our assessing method plans to be used interactively within small group of 5 students each time with the other group assigned beforehand to take charge of the order of strips of paper. Each student of the group has five minutes to memorize his or her own sentence paraphrased in simple words by the instructor. When the first group is done, the assigned (second) group then reads their sentences aloud to the third group after memorization. As a result, the first group turns out to be the one sorting out the correct order to assemble the part memorized by third group members.
Each pair of round (Group1 vs. Group2; Group2 vs. Group3; Group3 vs. Group1) all has five minutes to work on both reading the lines out and assembling the order. Counting the number one to five randomly each time for the activity forms the group of three. Questioning the instructor about the vocabulary or the pronunciation of the words is available before each round goes. According to Baily, the instructor’s “role in the process is to keep quiet, monitor their progress carefully and sometimes to provide some coaching if a student forgets his or her sentence or repeats it incorrectly. Also, the instructor may need to repeat a student’s sentence loudly and correctly or have him or her repeat it if his or her classmates have not understood it properly” (156). There is no suspicion of copying the answer made by the other group during the activity since different parts of strips paper are distributed to different groups.
The scoring is on a scale of pronunciation (35%), correct order (30%), fluency (20%) and time used (15%)
As for another assessing method about role-playing, our students are expected to act out the scenes/ plots of the story lectured in the first period. Similarly, counting the number one to five randomly for the presentation forms the group of three each time. It is acceptable for the students to take a strip of paper with lines on it with them while they are acting the scenarios out to make the presentation goes smoothly. The whole presentation is video taped each time for the instructor as well as the other colleague to award the points on different occasions. Both two raters are of various experiences and have received related training in scoring the videotape of this kind. Their coefficient alpha is above average for most of the time. Their highest value of coefficient alpha goes up to about 0.89 once. Therefore, the inter-rater reliability is quite high and reliable.
The score is given on a scale of pronunciation (30%), fluency (20%), accuracy of the story plot (20%), creativity (15%) and time control (15%).
The assessment plan of our project all properly meets the following golden principals. That is, the reliability, validity, practicality and positive wash backs. According to Agnes’ lecture, the criterion of content validity carries the idea that the test must include important things that have been discussed beforehand. Hence, either role-playing or storytelling in our program has content validity since the context is highly related to the story lectured in last period, which is the same with the fill-in part in the paper＆pencil test because the text is right about the content of the song assigned. In the viewpoint of reliability by Bailey, “the closer the coefficient alpha is to the whole number 1.00, the greater the inter-rater reliability”(182). That is to say, the scores awarded independently by our raters were, are and will be reliable. “They are systematic enough that we can have confidence in their ratings” (Bailey 182). From the perspective of economic concern, the materials applied come from hangouts and cassette tape recorder, which belong to the property of the classroom. In relation to the time usage, the part of strip story spends about 10 minutes for each group and 13 minutes on the part of role-playing. In summary, it is a quite practical assessment. The positive washbacks of the students come from their practice and usage of putting the vocabulary in reality that leads to help internalizing the words and sentence patterns into themselves. The instructor, on the other hand, can also manipulate the materials for the next meeting according to students’ performance and feedbacks. As a result, the assessing method tries to obtain the goal of reliability, validity, practicality and positive wash backs to ensure a convincing assessment plan!
Conclusion:
There were several difficulties we encountered while making this project. The first one is about the pretest. We chose one of our group members’ cousins (aged ten to twelve) as test-takers of our pretest. In our belief, it would be more precise if we give the pretest to people aged the same as the students of our designed course. However, finding children aged ten to twelve was not easy for us. As a matter of fact, the number of the pretest takers we could get was merely five. The ideal number of pretest takers ought to be much more than five. For this reason, since there were not many pretest takers, the result of the pretest would not be very typical and precise.
Once we got the result of the pretest, we needed to calculate the Item Analysis. Our test format includes true and false, fill-in, multiple-choice, and matching. Yet we noticed that item analysis is merely suitable for multiple-choice test. In order to follow the principle of item analysis, the format of our pretest is entirely multiple-choice. Nevertheless, when it comes to the test used in the class, questions as true and false, fill-in, and matching will still be included. It may lead to inconsistency and imprecision between the pretest and test used in class afterwards though. Thus, we wonder how to calculate the item analysis of test consisting of question types that are not multiple-choice.
In order to ensure the reliability of the role-playing, there will be two teachers evaluating the role-playing of students. Role-playing needs to be recorded for second evaluation. It would helpfully increase the reliability of such evaluation, yet assigning two teachers to evaluate students’ performance on role-playing might be interfering with practicality. Although second evaluation could be done at home, it takes the extracurricular time of the teachers. Besides being time-consuming, recording each role-playing concerns the matter of money. These two reasons may decrease the practicality of such kind of evaluation.
Stories and songs we selected for this class were mainly well-known ones, such as Little Red Riding Hood and Ten Little Indians. These songs and stories are closely related to the fantastic and childlike thoughts of the students. In addition, these songs and stories are bright and interesting that fill the learning environment with joyful atmosphere. Our inquiry is whether these materials are authentic enough. Some of them contain words only belonging to fairly tale. However, if we adopt some highly authentic stories and songs, they may be hard to understand for the students. Therefore, through careful selection, these songs and stories are suitable in length and provide plenty of basic daily vocabulary that students need to learn.
List of work distribution:
The distribution of the work is quite fair. At first, when we are still in the stage of preparation, we arrange time to the group discussion together. Later on, we are assigned to be responsible for different parts. Jessie is responsible to write Introduction. Chelsea and Kevin work together in Design. Miranda is responsible to search the information and write Conclusion. We are glad that we finally complete this project. It is wonderful to work together.
28.7/35
Works Cited
Bailey, Kathleen M. Learning About Language Assessment: Dilemmas, Decisions, and Directions. United States of America: Heinle & Heinle, 1998.
“Little Red Cap.” . 15 Dec. 2002 .
-----------------------
Why such arrangement?
Explain the purpose of doing it and how it will be done.
Why diagnostic test?
The results of the test will serve as the starting point for your teaching in the following class? You should explain it.
?
Can’t these be done using other ways (e.g. alternative assessment)?
On which day?
Not shown in the syllabus
These parts along with the sample pilot test can be put at the end of the paper in Appendixes.
You can also make it a progress test. The results of the test can still be the bases for any change (an adjustment in your teaching) later on.
Note: the total score is 104% (instead of 100%).
24%
20%
20%
Why didn’t you use this complete version for pilot testing?
20%
20%
Yes
Confusing!
Is it alternative assessment or a traditional paper-and-pencil test?
I don’t quite follow your procedures here.
?
reading aloud
sorting order
reading aloud
sorting order
?
You can also have the groups compete to each other to make students more interested & involved.
It might not be practical to do it this way. It’s easier to just have the teacher alone grade the role play.
These two categories seem to have some conflict
(strip story)?
Actually, you can still do item difficulty & item discrimination with those test formats. Only distractor analysis has to be done with multiple-choice items.
Good intent, (but in reality, it might be difficult to find another teacher to score it for you).
Yes.
It’s always the problem for all subjective testing.
• Good efforts.
• Only some parts are not explained clearly.
• The material of your pretest should be put at the end of your paper in Appendixes.
Yes
But it’s ok for your project; you could just get some experience by doing it.
It really depends on what kind a test it is. If it’s a subjective test, like essay questions, it won’t be fast & easy to score.
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