FRANCIS SAM L.

SANTAÑEZ
Earning Units in English Major
Subject: Teaching and Assessment of Literature Studies

MODULE 4
Assessment and Techniques in Language Teaching

ELICIT

1. Assessment: Why We Assess?

2. We need to assess primarily to know if the students learn what we teach.

ENGAGE

1. If I am unsure of my knowledge, I am anxious and skeptical of my

answers. But if my ideas are correct, I am confident.

2. Essay type of assessment of oral explanation.

EXPLAIN

1. Assessment is an essential part of the learning process. It is inextricably

linked to curriculum and instruction. Assessment plays a constant role
in informing teaching, directing students' next moves, and checking
success and achievement as teachers and students work toward
achieving curriculum outcomes. For classroom evaluation, teachers use
a variety of processes and techniques, adapting them to the assessment
intent and needs of individual students.

2. How students learn, their ability to learn, and how teachers teach are all
influenced by assessment. Assessment aids teachers in gaining insight
into what students understand so that they can prepare and direct
teaching as well as provide constructive input to students. Students gain
an understanding of how they learn and use that understanding to adapt
and advance their learning, assuming greater responsibility for their
education. Assessment informs students, teachers, parents, and the
wider educational community of accomplishment at a specific point in
time so that success can be celebrated, initiatives can be planned, and
sustained progress can be supported.
EVALUATE

1. Classroom Assessment Techniques (CATs) are in-class tasks that are

usually simple, non-graded, and anonymous, and are structured to
provide you and your students with valuable input on the teaching-
learning process as it occurs.

The Background Knowledge Probe is a short, simple questionnaire

given to students at the start of a course or before a new unit, lecture, or
subject is added. Its aim is to expose students' preconceived notions.

The Minute Paper assesses whether or not students are acquiring

information. The teacher asks students to write a short answer to the
following questions at the end of class: “What was the most valuable
thing you learned in this class?” and “What crucial question has yet to be
answered?”

The Muddiest Point is one of the most basic CATs for determining where
students are struggling. Students are asked to write down a short
answer to a single question: “What was the muddiest point in [the
lecture, discussion, homework assignment, video, etc.]?” The word
"muddiest" means "most ambiguous" or "most perplexing."

The What’s the Principle? CAT is helpful in problem-solving classes.

Students must also determine what principle(s) to follow in order to solve
the problem after deciding what sort of problem they are dealing with.
This CAT gives students a few problems to solve and asks them to state
the theory that best applies to each one.

Matrix of Defining Features: Prepare a handout with a three-column,

multiple-row matrix. List two distinct definitions with potentially
confusing parallels at the top of the first two columns (e.g. hurricanes vs.
tornados, Picasso vs. Matisse). List the essential characteristics of both
definitions in the third column, in no specific order. Give your students
the handout and ask them to use the matrix to figure out which
characteristics belong to which concept. Collect their responses, and
you'll quickly discover which characteristics are causing the most
problems for your students.

2. The most effective is the Minute Paper because it develops the HOTS of
learners by discovering what they’ve learned and how could they apply it
in their respective daily lives
EXTEND

1. Assessment is identifying or evaluating the current condition or current

progress of something. It is a kind of snapshot on the ability or condition
of a language learner. Can be formative or summative.

2. COMPARE AND CONTRAST

a. Formative assessment is a tentative evaluation of students learning to

provide a snapshot of current learning and distance to determine the
goals. Summative assessment is conducted on the end of the
course/nit measurement to determine whether learners have
accomplished the course objectives.

b. Quantitative data typically found on tests, rubrics and checklists.

Qualitative data includes description of observed performance.

c. Organizational Competence is about grammatical competence and

textual competence. Pragmatic Competence is about illocutionary
competence and sociolinguistic competence.

3. Achievement Tests measures KSA of material directly taught in the

course.

Diagnostic Tests measures KSA to identify

strengths/weaknesses/language level

Placement Tests entrance test that measures proficiency for placement

in the program

Proficiency Tests measures KSA compared to other SLA and native

speakers

Aptitude Tests measures the likelihood of language learning success

4. Behavioral and psychological language related studies focused on

specific segments of language (the four skills, the two databases).
Assessment centered on valid, reliable, objective proficiency type tests.

Integrative approaches focused on whole language in context types of

measurement. Integrative approaches are thought to be a better measure
of overall language KSA.
5. Language assessment is imperative and a teacher must take this
seriously. It needs to adopt tools that is suited to all learners and
address issues in most possible he she can.