Samenvatting Engels 3 Toegepaste didactiek (A Course in English Language Teaching, ISBN: 9781107684676 - Chapters 12, 15, 18, 19, 20)
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Vak
Engels 3 Toegepaste Didactiek
Instelling
Artesis Plantijn Hogeschool Antwerpen (Artesis)
Boek
A Course in English Language Teaching
Dit is een samenvatting voor het vak Engels 3: Toegepaste Didactiek, van de lerarenopleiding secundair onderwijs Engels aan AP Hogeschool.
Tijdens dit vak werden volgende hoofdstukken van het boek "A Course in English Language Teaching" (ISBN: 4676) behandeld:
- CHAPTER 12: ASSESSMENT AND TESTI...
Samenvatting Engels 4 Toegepaste Didactiek (AP Hogeschool) - A Course in English Language Teaching (materials, teaching content, classroom interaction, classroom discipline, teacher development)
Methodology 4: Test (Oefenvragen)
Methodology4; Testing, to help you get an idea
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Artesis Plantijn Hogeschool Antwerpen (Artesis)
Lerarenopleiding
Engels 3 Toegepaste Didactiek
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Voorbeeld van de inhoud
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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