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Summary English 3 Applied didactics (A Course in English Language Teaching, ISBN: 9781107684676 - Chapters 12, 15, 18, 19, 20) R121,73
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Summary English 3 Applied didactics (A Course in English Language Teaching, ISBN: 9781107684676 - Chapters 12, 15, 18, 19, 20)

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This is a summary for the course English 3: Applied Didactics, of the secondary English teacher training at AP Hogeschool. During this course, the following chapters of the book “A Course in English Language Teaching” (ISBN: 9781107684676) were covered: - CHAPTER 12: ASSESSMENT AND TESTING ...

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  • Chapters 12, 15, 18, 19, 20
  • June 19, 2022
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  • 2020/2021
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Engels 3: Toegepast Didactiek




EFL: English as a Foreign Language ESL: English as a Second Language

CLT: Communicative Language Teaching (communicative, getting the message across)

didactics: theory of teaching integrating the skills: speaking, listening, writing, reading

objectives: goals in your lesson plan PPP: Presentation, Practice, Production

1) ‘long-range’ objectives  never in the lesson plan
humanistic/attitudinal utilitarian linguistic
promotes social growth,
why learning a language is to become a competent
team-spirit, tolerance, open
useful language user, all the skills
mindedness and creativity
2) short-range objectives

cognitive skills psycho-motoric affective/attitudinal
contents of the use of the language speech organs pupil’s interest
lessons classroom
management
interaction
a) knowledge 4 skills: speaking, mobilizing our AFFECTIVE
b) insight reading, writing and speech organs try to rouse pupil’s
comprehension listening interest in a specific
c) application/usage item of language
d) use/production production/language learning
use
ATTITUDINAL: better
understanding &
group atmosphere

, CHAPTER 12: ASSESSMENT AND TESTING
1. Functions and types of assessment
Functions of assessment:
1) in order to evaluate students’ overall level
2) in order to evaluate students’ progress
3) in order to evaluate how well students have learnt specific material during a course
4) in order to evaluate students’ strengths and weaknesses (diagnostic assessment)
Summative and formative assessment:
Summative Formative
Provide only a grade (percentage) Most of the assessments
No specific feedback on aspects of performance May provide a grade (number)
Designed to summarize / conclude a period of Happens in the middle of a period of learning
learning
When? Provides clear feedback in the form of error
May be used as a basis for selection (= as a final correction and suggestions for improvement
school grade).
For acceptance into further education /
employment.
We need to know how to do it effectively Primary aim: enhancing future learning
1 and 2 functions of assessments Class teacher / ministry of education
Self-assessment / part of the teaching progress
(done by the class teacher)
Assessment tools:
a) tests

positive aspects negative aspects
marking off the ends of units not always valid
encourages students to review material may not be reliable
motivating, pupils want to do well might not give a fair representation of
overall ability
give sense of achievement and progress discriminate against students with test
anxiety
useful learning or review can be extremely stressful (crucial grades)
quiet, concentrated work
b) alternative assessment
c) teacher assessment
+ takes into account different aspects - subjective
d) continuous assessment
+ combination of the different grades - subjective
e) self-assessment
+ reflect on and take responsibility own evaluation - subjective
f) portfolio
+ avoid stress, much broader - focus on writing, a lot of work

, 2. Give a grade
criteria:
 criterion-referenced assessment: judge the student according to some fixed criterion
 norm-referenced assessment: evaluate the student’s performance relative to what
you would expect from the particular group
 individual-referenced assessment: relate the assessment of an individual student to
his/her own previous performance or to an estimate of his/her individual ability
Components of the grade:
 decide criterion
 decide what information you will use as basis for the grade
 if you have a choice, take into account;
o ongoing work + tests
o effort and progress
o homework assignments (consistently submitted)
o portfolio
 perhaps include behaviour
 decide weight of different components
How the grade can be expressed:
 percentages = most common
 letters, word, phrases
o less impersonal
o less definitive
 profiles: comprising a number of separate grades on different skills / sections of
knowledge
 in more detail, shows strengths and weaknesses
 evaluative comments
o avoids to give a grade
o better to give a grade + encouraging and constructive comments

Practical tips:
 tell students early on what your criteria are
 discuss the grade with individual students
 keep the grades private

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