Thursday, December 4, 2014

Language Assessment: Topic 5: Designing Classroom Language Test (continued)









13 comments :

  1. Online Task 5 (continued):
    Select a simple test or assessment task. Dissect the test or assessment task using Bloom's Taxonomy.

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    Replies

    1. Sequence and write.
      ( ) Soon, Goldilocks came and walked into the bears’ house.
      ( ) One morning, Mama Bear made porridge.
      ( ) She sits on Baby Bear chair.
      ( ) She feels sleepy and went upstairs.
      ( ) The porridge is hot so the bears went for a walk.
      ( ) She ate Baby Bear porridge.
      ( ) She sleeps on Baby Bear chair.
      ( ) The bears came home and find Goldilocks upstairs.
      ( ) Goldilocks wake up and feel scared. She runs and never came back to the forest again.

      Now, write the story according to the correct sequence.
      The first step in creating the assessment is to be clear on what the students should have actually learned from the lesson being taught. Then pick a singular topic and ask questions based on each of the levels. Bloom's Taxonomy is a method created by Benjamin Bloom to categorize the levels of reasoning skills that students should use for effective learning. There are six levels to Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation.
      Completing this task require the pupils to listen, read and comprehend the story shared by teacher from the beginning set of lessons that infuses all the language skills and subskills. This task should be given to assess pupils’ capability in processing information gathered and completing it individually without any guidance so its shows the criteria of knowledge. The application of familiar sentence pattern used in task above instill self-confident among the pupils while completing the task. The pupils may rearrange the sentences a few times before finally satisfied with the arrangement of the storyline and this calls for experimenting process. Pupils may identify the flow of the storyline and numbered the sentences accordingly by recalling the story itself. Last but not least pupils that managed to complete the task given without exceeding the time allocated shows that the evaluation criteria is achieved.

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  2. The ppt slides are obtained from http://communicative.weebly.com/tsl3112-language-assessment-module.html

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  3. There are six levels to Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation.

    Knowledge Items:

    Outcome: Identifies the meaning of a term.
    Reliability is the same as:
    A. consistency.
    B. relevancy.
    C. representativeness.
    D. usefulness.

    Comprehension Items:

    Outcome: Identifies an example of a term.
    Which one of the following statements contains a specific determiner?
    A. America is a continent.
    B. America was discovered in 1492.
    C. America has some big industries.
    D. America’s population is increasing.

    Application Items

    Outcome: Distinguishes between properly and improperly stated outcomes.
    Which one of the following learning outcomes is properly stated in terms of student
    performance?
    A. Develops an appreciation of the importance of testing.
    B. Explains the purpose of test specifications.
    C. Learns how to write good test items.
    D. Realizes the importance of validity.

    Analysis Items

    Directions: Read the following comments a teacher made about testing. Then answer the
    questions that follow by circling the letter of the best answer.
    “Pupils go to school to learn, not to take tests. In addition, tests cannot be used to indicate a
    student’s absolute level of learning. All tests can do is rank pupils in order of achievement,
    and this relative ranking is influenced by guessing, bluffing, and the subjective opinions of the
    teacher doing the scoring. The teacher-learning process would benefit if we did away with tests
    and depended on student self-evaluation.”
    Outcome: Recognizes unstated assumptions.

    1. Which one of the following unstated assumptions is this teacher making?
    A. Pupils go to school to learn.
    B. Teachers use essay tests primarily.
    C. Tests make no contribution to learning.
    D. Tests do not indicate a student’s absolute level of learning.

    Synthesis Item

    Outcome: Identifies relationships.
    3. Which one of the following propositions is most essential to the final conclusion?
    A. Effective self-evaluation does not require the use of tests.
    B. Tests place pupils in rank order only.
    C. Test scores are influenced by factors other than achievement.
    D. Pupils do not go to school to take tests.

    Ganesan Veerappan
    PPG Tesl
    Sem 6

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  4. Able to respond to literarry texts: THE KING OF KITES (year 4)
    Write a sentence about Anil and his mother using the words given.
    1. Helpful =
    2. Patient =
    3. Hardworking =
    4. Obedient =
    5. Diligent =
    • to complete this assessment pupils have to read and understand the short story first then only they can construct the sentences using the words given.

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  5. As soon as wolf began to __________,
    That he would like a decent _________,
    He went and knocked on Grandma’s __________,
    When Grandma opened it, she saw.

    The sharp white teeth, the evil ________,
    And Wolf said, “May I come in?”
    Poor Grandma almost died,
    “He’s going to eat me up!” she _________.

    Complete the poem by filling the blanks with the correct words. For this test, pupils will have to read the poem from their textbook to fill the correct answer. The test given is based on what they have learned but they have to revise the poem for answers.

    Mohd Nizam Mohamed
    PPG TESL SEM6 2015

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  6. Rewrite the sentences using ‘and’, ‘or’, ‘but’, ‘so’ and ‘because’.

    1. Aini likes to draw.
    Aini likes to paint.
    _____________________________________________________

    2. This shirt is clean.
    That shirt is dirty.
    _____________________________________________________

    3. Do you want to have coffee?
    Do you want to have tea?
    _____________________________________________________

    4. She felt hot.
    She switched on the fan.
    _____________________________________________________

    5. Do you like to play chess?
    Do you like to play Scrabble?
    _____________________________________________________

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  7. Bloom's Taxonomy is a method created by Benjamin Bloom to categorize the levels of reasoning skills that students should use for effective learning. There are six levels to Bloom's Taxonomy which are knowledge, comprehension, application, analysis, synthesis and evaluation. Many teachers write their assessments in the lowest two levels of the taxonomy. However, this will often not show whether the students have truly integrated the new knowledge. One interesting method that can be used to make sure that all six levels are used is to create an assessment based completely on the levels of Bloom's Taxonomy. However, before doing this, it is important that students are given background information and knowledge about the levels of the taxonomy.

    Assessment based on Bloom’s Taxonomy:
    1) Classify the characters as human, animal, or thing.
    2) Transfer a main character to a new setting.
    3) Make finger puppets and act out a part of the story.
    4) Select a meal that one of the main characters would enjoy eating: plan a menu, and a method of serving it.
    5) Think of a situation that occurred to a character in the story and write about how he or she would have handled the situation differently.
    6) Give examples of people the student knows who have the same problems as the characters in the story.

    Uma Mageswari D/O Balakrishnan
    PPG TESL
    Sem 6
    2015

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  8. Circle the best word to fill in the blanks.

    1 He likes ______________ during his free time.
    A playing badminton
    B playing football
    C playing chess
    2 Ahmad brushes his teeth in the ______________.
    A bedroom
    B bathroom
    C living room
    3 A _____________ sails across the sea.
    A ship
    B bus
    C bicycle
    4 She is the ___________ in 100 metres race .
    A first
    B sixth
    C fourth

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  9. Pupils should be able to read and understand to the literary text - The King of Kites.
    Fill in the blanks with the correct words.
    1. Anil was a good of making ________________ .
    2. His mother was _____________________ because she was very good in sewing the villagers clothes.
    3. Anil promised to make ____________ kites at the wedding ceremony.
    4. Anil's ________________ helped him to make his dream came true.
    5. At last the kites were _____________ in the sky during the wedding.

    To complete this assessment, the pupils have to read and understand the short story. They also have to read the whole story to get the answers.

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  10. Pupils should be able to read and understand to the literary text - The King of Kites.
    Fill in the blanks with the correct words.
    1. Anil was a good of making ________________ .
    2. His mother was _____________________ because she was very good in sewing the villagers clothes.
    3. Anil promised to make ____________ kites at the wedding ceremony.
    4. Anil's ________________ helped him to make his dream came true.
    5. At last the kites were _____________ in the sky during the wedding.

    To complete this assessment, the pupils have to read and understand the short story. They also have to read the whole story to get the answers.

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  11. Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.
    Remembering: Recall or retrieve previous learned information.
    Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states
    YEAR 1
    Recognise letter, sound and words.
    Match the objects with their starting sounds.
    F (picture of girl)
    G (picture of fish)
    J (picture of lorry)
    L (picture of jacket)

    Maria binti Zainal
    PPG Tesl
    Semester 6

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  12. Fill in the blanks with appropriate words.

    The Meal
    ______________(name) had ___________(vegetable) and ________(drink),
    The ________________(vegetable) were tiny,
    ___________(He/She) ate at least three,
    And then, for dessert,
    ___________(He/She) had ___________(vegetable) and ________(drink),
    ,
    ___________(He/She) liked them so much,
    That ___________(he/she) ordered twice,
    ___________(He/She)had two cups of _____________(sauce),
    A ________________(fruit), and a _____________(vegetable),
    ‘Delicious’, said __________________(name).
    ‘Well worth a nickel’
    ___________(He/She) folded (his/her) napkin
    And hastened to add,
    ‘It’s one of the loveliest breakfasts I’ve had.

    Steps :
    1. Brainstorm about food people usually have for breakfast, lunch and dinner using
    a Tree Map. (Appendix 5)
    2. Show pupils some examples of the menu. (Appendix 6)
    3. Pupils create and design their own menu for breakfast, lunch and dinner.
    4. Pupils justify their choice of food and they list down the nutritional value of the
    menu.
    5. Present the food menu in the class.

    Using i-Think Map
    Tree Map : Classifying
    Tree maps help people organize information into different groups so
    you can understand the big picture in a comprehensive way.
    For example, if you want to organize a list of different food list, you
    would group similar items together and label them.

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