PRACTICE II, DIDACTICS OF ELT.

Adjunto a/c Prof. Estela N. Braun (2019). Ayudante Prof.

Vanesa Cabral.

Practical 17: Assessment, Testing and Evaluation.

Students: Bretón Lucila and Diego Francisco.
Date: October, 7th.

Bibliography:
 Chapter 7, Assessment by Crandall & Shin (2014).

 Mistakes and Correction, Edge (1993)

 Harmer (2012) . Unit 90: Marking and grading tests. Unit

101: Assessing YLE. Unit 110: Assessing CLIL.
 Guidelines: follow instructions 101. Use your own
testing materials during the Practicum for analysis.

a. When do we use summative assessment? Have you

used it at school? Why/not?
Summative assessment is usually used after a long
period, when finishing a unit, term or year. It is used to check
whether the students have acquired the knowledge and the
contents that were taught, and also to analyze if a teaching
approach, a system or program is effectively working.
Yes, we have used summative assessment with our
students because our teacher asked us to do so in order to
determine if students have acquired the knowledge and to
give them a grade for the second term.
b. What instances of formative/continuous assessment are
you using?
In most of our lessons we use formative assessment,
for example, when we retrieve knowledge or topics that we
taught many lessons ago (wh- questions, colours, actions,
etc.). As students answer to these topics and make
reference to content previously learned we check that they
are learning. Also, we are using checklists for their work and
homework so as to have a follow up of students’ progress.
c. What would you include in alternative assessment such
as portfolios?
For alternative assessment we could include different
activities. One of them could be performing a role play of a
dialogue or from a short scene of a movie, another important
alternative assessment could be working on a project, oral
presentations, singing songs, etc.
d. What are the reasons for assessment?
Assessment has different reasons according to its
type:
Formative: to increase motivation by making
evaluation a part of the continuous learning process.
Summative: to give pupils feedback on their progress
at a particular point in time.
Informative: to give pupils and parents feedback on
progress or achievement.
Diagnostic: to monitor pupils’ individual needs and
help identify pupils who need special support.
Evaluative: to identify pupils’ level of achievement.
e. What kind of information is obtained?
 The information gathered through assessment
demonstrates whether students are learning or not; the
progress they have made; topics which need to be
reinforced; students who need more support and also
assessment is a reflection of the teacher work and it shows
if further changes have to be made.
f. How can this info be used?
This information can be used for changing the
methodology in our lessons so as to be suitable for our
students learning.
g. Why is it important to consider pupil’s views on
assessment?

h. What kind of test items did you use in your tests? Which
were easy/ difficult to solve? Why?
For our test we used:
Match the words from the box into the parts of the
house.
Answer personal questions.
Match the name of a character with their respective
colour.
The matching exercises were easier for the majority of
students because we have been working intensively through
our lessons with those topics. But the writing exercise was a
little difficult for some of them. All the students could
understand and answer the questions but fewer students
could give a full answer.
i. What did you decide to assess following BAXTER’S grid?
We decided to assess: colours (connected with Toy
Story characters), parts of the house and personal wh-
questions.
j. Observe the videos for oral assessment? How are
children assessed? Why?
k. How would you grade this production?

We haven’t done the last two questions because we don’t

have the videos.