Unit 2. Testing and Assessment in EFL

Unit 2
Testing and Assessment in EFL
Key concepts in formative

assessment
Index
Scheme 3
Key Ideas 4
2.1. Introduction and objectives 4
2.2 Formative assessment 5
2.3. Assessment for learning: guiding the learning
© Universidad Internacional de La Rioja (UNIR)
process 9
2.4. Assessment as learning: becoming autonomous
learners 18
2.5. Bibliographical references 24
In Depth 27
Test 32
Scheme

3
Unit 2. Scheme
Key Ideas
2.1. Introduction and objectives
For pupils, the term assessment often brings to mind exams and tests, nerves and
study. The field of student assessment, however, is much wider and can broadly be
defined by two very different categories, that of formative assessment and
summative assessment.
These categories can be further broken down into assessment for, as and of learning:
 Formative assessment:
• The assessment for learning
• The assessment as learning
 Summative assessment:
• The assessment of learning
In this unit, we will concentrate on formative assessment. Summative assessment will

be seen in the following unit.
At the end of this unit, students should be able to:
 Define formative learning.

 Classify the different types of formative assessment.
 Evaluate why using formative assessment is beneficial for our students’ learning
and development.
 Incorporate formative assessment effectively into the classroom.

4
Unit 2. Key ideas
2.2 Formative assessment
Formative assessment takes place during the learning process as opposed to

summative assessment, which takes place at the end. The main aim of formative
assessment is to guide learning whereas summative assessment is to measure learning.
Formative assessment can be a very powerful tool that optimises both the student’s
understanding of their own learning, and the teacher’s understanding of the student’s
learning. As it takes place during the learning process, the student can apply changes to
improve their performance and the teacher is able to adjust instruction to fit the
student’s needs.
In table 1 we can see a comparison between the characteristics of formative and

summative assessment:
Table 1. Comparison of formative and summative assessment (adapted from NEFR, n. d. b).

5
Unit 2. Key ideas
As can be seen in table 1, formative assessment is often ungraded, or the grade obtained
only forms a small percentage of the final grade. This way, types of evaluation such as
continuous assessment or coursework, while sharing many of the characteristics of
formative assessment, is more often than not classed as summative assessment since
the grade may form up to 100 % of the final mark.
Garrison & Ehringhaus (n.d., ¶6) explain formative assessment as follows:
“Formative Assessment is part of the instructional process. When

incorporated into classroom practice, it provides the information needed to
adjust teaching and learning while they are happening. In this sense,
formative assessment informs both teachers and students about student
understanding at a point when timely adjustments can be made. These
adjustments help to ensure students achieve, targeted standards-based
learning goals within a set time frame.”
Effects of formative learning
Stiggins (2004) claims that few innovations interventions have as great an impact
on student learning as the use of formative assessment techniques. This is especially
true for low achiever students, who make the most educational gains.
Stiggins (2004) recommends the following formative assessment practice to

maximise the benefits that can be achieved: accuracy, descriptive feedback and
student involvement.
Figure 1. Recomendad assessment practice. Adapted from Stiggins (2004, p.38).

6
Unit 2. Key ideas
Assessment for learning versus assessment as learning
Formative assessment can be further broken down into two subtypes: assessment
for learning and assessment as learning. These terms are sometimes used
interchangeably, although there are considerable differences between them.
Let us compare these two subtypes:
 Assessment for learning generally refers to the improving the teacher’s and
student’s knowledge of where they are in the learning process and how to improve
in the future through, for example, detailed teacher’s feedback.
 Assessment as learning refers to the metacognitive processes that increases the
students understanding of their learning through, for example, self-reflection, self-
monitoring, and self-adjustment.
In table 2, we can clearly see how assessment differs between both assessment for
learning and as learning, in both its motivation and application.

7
Unit 2. Key ideas
COMPARISON OF LEARNING FOR AND AS ASSESSMENT
LEARNING FOR ASSESSMENT LEARNING AS ASSESSMENT
To guide and provide opportunities for

To enable teachers to determine
each student to monitor and critically
Why assess? next steps in advancing student
reflect on their learning and identify next
learning.
steps.
Each student’s thinking about their

Each student’s progress and learning learning, what strategies he/she uses to
Assess what? needs in relation to the curricular support or challenge that learning, and
outcomes. the mechanisms he/she uses to adjust
and advance their learning.
A range of methods that make

What A range of methods that elicit students’
students’ skills and understanding
methods? learning and metacognitive processes.
visible.
 Accuracy and consistency of

observations and  Accuracy and consistency of student’s
interpretations of student self-reflection, self-monitoring and
learning. self-adjustment.
Ensuring
 Clear, detailed learning  Engagement of the student in
quality
expectations. considering and challenging their
 Accurate, detailed notes for thinking.
 Students record their own learning.
descriptive feedback to each

student.

8
Unit 2. Key ideas
 provide each student with  provide each student with accurate,
accurate descriptive feedback to descriptive feedback that will help him
further his or her learning or her develop independent learning
 differentiate instruction by habits
continually checking where each  have each student focus on the task
student is in relation to and their learning (not on getting the
Using the
 the curricular outcomes right answer)
information
 provide parents or guardians with  provide each student with ideas for
descriptive feedback about adjusting, rethinking, and articulating
student learning and ideas for their learning
support  provide the conditions for the teacher
and student to discuss alternatives
 students report about their learning
Table 2. Summary of planning for assessment (adapted from Earl & Katz, 2006, p.54).
We will discuss the characteristics of assessment for learning and as learning in the
following sections.
2.3. Assessment for learning: guiding the learning

process
The Assessment Reform Group (2002, ¶1) defined assessment for learning as “the
process of seeking and interpreting evidence for use by learners and their teachers
to decide where the learners are in their learning, where they need to go and how
best to get there”.
Assessment for learning needs to be interactive between the teacher and

student, with the student taking an active role in the learning process. It takes
place throughout the learning process, making the students’ progress visible
to the teacher.

9
Unit 2. Key ideas
For assessment for learning to be effective, both the teacher and student need to
interact and be implicated as an active participant of the learning process.
In assessment for learning, students should:
 Understand what their goal is.

 Understand what is expected of them.
The teacher should (Earl & Katz, 2006):
 Align instruction with learning objectives.

 Identify students’ learning needs.
 Select and adapt materials and resources.
 Help individual students move forward in their learning.
 Offer immediate direction during learning.
 Provide feedback on completed work
 Offer advice on how to improve for the future.

10
Unit 2. Key ideas
In the following figure 2 we can see a summary of the eight key features of
assessment for learning:
Figure 2 . Eight key features of assessment for learning (adapted from NEFR, n. d. a).
The role of teacher feedback
Within assessment for learning, feedback has a critical role to play. The Georgia Tech
Center identified the following characteristics of effective feedback (n. d.):
 Achievable. The student should feel able to reach the goal.

 Actionable. If the student has no control, it can create frustration.
 Manageable. Do not give too much feedback. Keep it focused.
 Focused on behaviour rather than personality. Behaviour can change and improve.
Personality implies that it cannot change.

 Based on observable behaviour, rather than intentions or motivations.
 Clearly communicated to avoid misunderstanding.
 Descriptive. Avoid using evaluative language which can make the student feel judged
and defensive. They are less likely to respond positively to feedback.

11
Unit 2. Key ideas
 Followed by discussion of next steps. The person who is giving feedback may be able
to improve more if they are aware of the effects of the feedback.
 Focused on helping the student. Feedback can be destructive when it serves only our
own needs and fails to consider the needs of the person on the receiving end.
 Presented as information. By sharing information, we leave people free to decide for
themselves, in accordance with their own goals and needs.
 Requested. Feedback is most effective if it has been asked for by the student.
 Specific. Avoid making general comments
 Timely. Give feedback as soon as possible after the work
Think about your own feedback.

Can you identify any of the previous characteristics in feedback you have given
recently?
Thus, we can see that a teacher should be very aware of the implications of the feedback
they offer. But while it is common for teachers to be very aware of what they say, it is
equally important how they say it. As Hattie & Timperley stated, “providing and receiving
feedback requires much skill by students and teachers” (2007, p.103).
Constructive versus destructive feedback
Let us look further into how we phrase feedback. Feedback is often classed into four
categories:
FEEDBACK CATEGORIES
Passive/Constructive Active/Constructive
Passive/Destructive Active/Destructive
Table 3. Feedback categories.

12
Unit 2. Key ideas
Consider for a moment the difference between the following feedback statements for a
student who you think should have done better:
FEEDBACK CATEGORIES
Passive Active
Well… I know you can do You’re a Smart girl! I know

Constructive
better. you can do it!
You need to make more
Destructive Come on! Try harder!
effort.
Table 4. Feedback categories.
Out of these four possibilities, the only type that is considered beneficial for our students’
learning is active/constructive, as it actively builds up confidence and a feeling of
achievement.
In the In Depth section, there is a short video with very clear examples of each type
of feedback in the classroom. See the resource 3 Constructive Responding 3min
(JFF, 2013). Highly recommended!
Two stars and a wish

Figure 3. Two stars and a wish. Sources:

https://upload.wikimedia.org/wikipedia/commons/thumb/f/f7/Magic_Wand_Icon_229981_Color_Flipp
ed.svg/993px-Magic_Wand_Icon_229981_Color_Flipped.svg.png
https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcSzW4XzYMXsy5a7LLB4TKdPPea4OpbMgFTnQ7yHnsSLb_y
qh48-PA&s

13
Unit 2. Key ideas
This feedback technique strikes a balance between recognising the effort a
student has put into their work with a suggestion for improvement.
The teacher/classmates begin with stating two things they liked about the
presentation/work/project etc., and continues with one suggestion for the future,
worded in a way that provides specific advice as to how to achieve the said
improvement.
Questions
Questions are frequently overused by teachers in the classroom. However, the careful
use of well-thought out questions can stimulate interest and improve understanding, as
is explained in by Garrison and Ehringhaus (n. d., ¶13):
“Questioning strategies should be embedded in lesson/unit planning. Asking

better questions allows an opportunity for deeper thinking and provides
teachers with significant insight into the degree and depth of understanding.
Questions of this nature engage students in classroom dialogue that both
uncovers and expands learning.”
Video. The importance of quality feedback.
Access the video through the virtual classroom

14
Unit 2. Key ideas
While it is very true that teachers should know how to give effective feedback
to their students, student also need to act upon that feedback for it to be
result in improvement.
According to Sadler (1998), students need to be trained on how to use feedback to

optimise its effectiveness. They need to make connections between the work they
produced, the feedback that was given on that work, and how to apply that feedback to
improve in future work.
Below we can see a model that breaks down the process of feedback for both the teacher
and student (Hattie & Timperley, 2007).
The model proposes that effective feedback focuses on three main questions, which
the authors refer to as feed up, feedback, and feed forward:
 Where am I going? → FEED UP

 How am I going? → FEEDBACK
 Where to next? → FEED FORWARD

15
Unit 2. Key ideas
Table 5. A model of feedback to enhance learning (adapted from Hattie & Timperley, 2007).
Pupil-teacher feedback: entry/exit slips

Feedback should not be limited to teacher→ pupil. The pupils themselves can provide
accurate and necessary feedback to the teacher, enabling the teacher to understand
where students are in the learning process, where their problems lie and what concerns
the pupils may have.

16
Unit 2. Key ideas
Entry and exit slips provide quick, easy and informal feedback for the teacher
and help the student reflect on what they have learnt.
They can be used in the following ways:
 Start of the class (entry slips).

 End of the class (exit slips).
Below we can see an example of an exit slip teacher can use to ask the students about
what they learnt in that lesson.
Figure 4. National Behaviour Support Service, (n.d.). Exit/Entry/Tweet Slips.
“An ‘exit slip’ at the end of a class period to determine students’

understanding of the day’s lesson or quick checks during instruction such as
‘thumbs up/down’ or ‘red/green’ (stop/go) cards are also examples of
questioning strategies that elicit immediate information about student
learning. Helping students ask better questions is another aspect of this
formative assessment strategy” (Garrison & Ehringhaus, n. d., ¶13).
Entry/exit slips can be used to:

 Enable teacher action. Exit slips help the teacher understand how well students feel
they have assimilated the material taught.
 Increase student involvement. Exit slips provide a proactive way for students to
understand their learning and be involved in the learning process

17
Unit 2. Key ideas
 Give the student a voice. Exit slips invite the student to voice their learning
experience.
2.4. Assessment as learning: becoming

autonomous learners
Assessment as learning focuses on developing the pupils’ metacognition. This refers to

developing their understanding and knowledge of their own learning process. In this
way, assessment as learning is fundamental to the learner becoming responsible for their
learning and autonomous. This is also critical to the one of the key skills of the LOMCE
(ECD/65/2015, 21st January) in 2015, aprender a aprender, “learning to learn”.
For related skills, see: http://www.educacionyfp.gob.es/dam/jcr:a9750451-3772-

45db-a739-280016368909/aprender-a-aprenderlog.png
Earl and Katz (2006, p. 43) identified the following ways in which a teacher can promote
the development of independent learners through assessment as learning:
 Model and teach the skills of self-assessment.

 Guide students in setting goals and monitoring their progress toward them. Provide
examples and models of good practice and quality work that reflect curriculum
outcomes.
 Work with students to develop clear criteria of good practice.
 Guide students in developing internal feedback or self-monitoring.
 Mechanisms to validate and question their own thinking, and to become

comfortable with the ambiguity and uncertainty that is inevitable in learning anything
new.
 Provide regular and challenging opportunities to practise, so that students can
become confident, competent self-assessors

18
Unit 2. Key ideas
 Monitor students’ metacognitive processes as well as their learning, and provide
descriptive feedback.
 Create an environment where it is safe for students to take chances and where
support is readily available.
Alongside the development of metacognition are also the skills of self-regulation and
self-regulated learning. These three skills often considered inseparable from student
engagement in the task (Kaplan, 2008). Therefore, if a student is not engaged, it is
unlikely they will develop metacognitive awareness related to that task. That is to say,
they will probably not understand how to improve their own learning. Therefore, their
ability to improve in that task is limited.
“Theoreticians seem unanimous-the most effective learners are self-

regulating” (Butler & Winnie, 1995, p. 245).
How do I achieve self-regulated learning (SRL) with my students?
Self-regulated learning (SRL) aims at making students take responsibility for their
own learning. It requires self-reflection that can allow students to discover their
strengths and weaknesses.
In their article “The use of e-portfolio-based assessment to develop students’ self-

regulated learning in English language teaching”, Yastibas and Yastibas (2015) discuss
how e-portfolios were a useful strategy for students to develop SRL within the
context of English language learning.
You can read Yastibas and Yastibas (2015) here:

https://www.sciencedirect.com/science/article/pii/S1877042815004747
You can find more information in the In Depth section at the end of the unit

19
Unit 2. Key ideas
Self-assessment
On the path to becoming an autonomous learner, self-regulated learning and self-

assessment are critical.
Like other skills, the student needs to learn the skills of how to self-assess fairly, avoiding
the dangers of being overly hard or generous on themselves. The balance of two stars
and a wish, applied in feedback in assessment for learning, is also valid here.
While self-assessment is typically associated with evaluating one’s learning at

the end of a learning module, it can take place at any time during any learning
activity or any class.
Ways to incorporate self-assessment
Here are some ideas to foster the development of self-assessment skills in students:
 At the beginning of a class, ask students how well they remember the last class.
Brainstorm main points to review briefly with students. Then ask again.
 Goal setting: encourage students to set themselves learning goals. Goals should be
achievable, and success orientated.
 At the end of each class: ask students for a thumbs up or thumbs down on how the
feel about their understanding of the topic.
 At the end of a learning module, complete the rubric together with the student in
question, asking for their input. This process aids the student to understand the grade
they are awarded, their awareness of grading criteria, ask any questions, and
stimulates increased metacognition and the growth.

20
Unit 2. Key ideas
Figure 5. Ideas for including self-assessment. Source: https://cambridge-
community.org.uk/professional-development/gswafl/index.html
Objectives management
Rubin (2002) suggested the acronym SMART to make sure your goals are clear and
realistic:
 Specific.
 Measurable.
 Achievable.
 Relevant.
 Time oriented.
Peer assessment: pupil-pupil
Peer assessment occurs when classmates/teammates are encouraged to offer

feedback to the other members of their class or group.
Like self-assessment, peer assessment can be used at any time during the learning
process. It can be a powerful component of teamwork, collaborative learning and oral
presentations. The use of rubrics that have been previously agreed with the learners
means that all students are fully aware of objectives, expectations, and marking criteria
at all times. At the end of an activity, encourage group members to share their feedback
with the other members of the group.

21
Unit 2. Key ideas
In a study of “Peer assessment in an EFL context: attitudes and friendship bias”, the
author Azarnoosh (2013, p. 8), concluded that peer assessment can also address the
typical problem of the teacher centred class in EFL settings:
“Making peer assessment an integral part of evaluation procedures not only

encourages learners and teachers to regard assessment as a shared
responsibility, it can also be applied to alter the traditional one-way teacher-
centered classes to a more learner-centered one. It is obvious that peer
involvement creates opportunities for interaction and increases objectivity
in assessment”.
Like self-assessment, peer assessment involves the teacher and student learning how
to apply it most effectively. Students may need guidance and time to adapt. They should
be encouraged to think about the following guidelines for offering a helpful and honest
evaluation to their peers:
 Constructive: peers should be encouraged to use constructive feedback.

 Positive: keep the balance between positive feedback and suggestions for
improvement. The two stars and a wish technique can provide this balance.
Incorporating peer assessment in class with oral presentations
Rubrics, in the form of peer evaluation checklists and feedback forms, are helpful to
make the learning criteria visible. Peng (2010) identified two ways to use peer
assessment with oral presentations: to evaluate members within each group, or other
groups of students as they present their work orally.
 Within group where each member assesses the contributions of their peers within
that group.
 Group to group, where each group a) forms a consensus through discussion and b)
offers their feedback to the other groups.

22
Unit 2. Key ideas
This process can be seen in figure 6:
Figure 6. Types of peer assessment (adapted from Peng, 2010, p. 93).
One of the common problems with the use of oral and group presentations in class is the
belief that the time is wasted by students who are listening to many presentations one
after the other. Students start fidgeting and it becomes clear they are no longer paying
attention, and boredom has set in. Falchikov (2005) suggests that using peer evaluation
in these circumstances increases the possibility of students listening actively, as they are
given the responsibility to assess their peers which will then be shared with the rest of
the class.
Used in this way in oral presentations, peer assessment may improve:
 Peer concentration.
 Student accountability.
 Active listening.

23
Unit 2. Key ideas
 Analytical skills.
 Application of criteria.
 Tact.
“Involving students in the assessment of presentations is extremely

beneficial. At its most basic, having to provide feedback to a peer requires
concentration, which, in itself, makes for more active engagement than
simply listening. This is as true for teachers as for students. Other skills may
be developed, not least of all the skills of analysis and application of criteria.
Tact, too, may be encouraged when having to critique a peer’s
presentation.” (Falchikov, 2005, p.16).
Video. Self, group and peer assessment with pupils.
Access the video through the virtual campus
2.5. Bibliographical references
Azarnoosh, M. (2013). Peer assessment in an EFL context: attitudes and friendship

bias. Language Testing in Asia 3, 11.
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003). Assessment for
Learning: Putting it into practice. Open University Press

24
Unit 2. Key ideas
Butler, D. L. & Winnie, P. H. (1995). Feedback and self-regulated learning: a
theoretical synthesis. Review of Educational Research, 65 (3), 245-281.
Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind.
Western Northern Canadian Protocol.
Falchikov, N. (2005). Improving Assessment through student involvement: Practical

solution for aiding learning in higher and further education. Routledge Falmer.
Fulcher, G. (2013). Practical language testing. Routledge.
Garrison, C. & Ehringhaus, M. (n. d). Formative and Summative Assessments in the
Classroom. AMLE.
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/
ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx
Georgia Tech Center (n.d.). Characteristics of effective feedback.

https://ctl.gatech.edu/sites/default/files/documents/PD-fundamentals/week_4_-
_microteaching_1_effective_feedback.pdf
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of educational

research, 77(1), 81-112
Kaplan, A. (2008). Clarifying metacognition, self-regulation, and self-regulated

learning: What's the purpose? Educational Psychology Review, 20(4), 477-484.
NEFR (n. d. a). Assessment for learning.

https://www.nfer.ac.uk/media/3094/assessment_for_learning.pdf
NEFR (n. d. b). Starting out in assessment.

https://www.nfer.ac.uk/media/3056/starting_out_in_assessment.pdf

25
Unit 2. Key ideas
Peng, J. C. (2010). Peer assessment in an EFL context: Attitudes and correlations. In
Matthew T. Prior, Yukiko Watanabe & Sang-Ki Lee (eds.) Selected Proceedings of the
2008 Second Language Research Forum (pp. 89-107). Cascadilla Proceedings Project.
Rubin, R. S. (2002). Will the real SMART goals please stand up. The Industrial-
Organizational Psychologist, 39(4), 26-27
Sadler, D. R. (1998). Formative assessment: revisiting the territory. Assessment in

Education, 5(1), 77-84.
Spain. Order ECD/65/2015, 21st January, by which relations between competences,

contents and assessment criteria in primary education, secondary mandatory
education and baccalaureate are explained. Boletín Oficial del Estado [online], num.
25, 29th January 2015, pp. 6986-7003. https://www.boe.es/buscar/doc.php?id=BOE-
A-2015-738
Stiggins, R. J., Arter, J. A., Chappuis, J. & Chappuis, S. (2004). Classroom assessment
for student learning: Doing it right, using it well. Assessment Training Institute.
Yastibas, A. E. & Yastibas, G. C. (2015). The use of e-portfolio-based assessment to

develop students’ self-regulated learning in English language teaching. Procedia-
social and behavioral sciences, 176, 3-13.
https://www.sciencedirect.com/science/article/pii/S1877042815004747

26
Unit 2. Key ideas
In Depth
What is assessment for learning?
Cambridge Schools. (2015). What is assessment for learning? [video file].

https://vimeo.com/154723067
In this video, teacher trainer James Woodworth discusses the relationship between
assessment for learning and assessment of learning.
Assessment for learning
UCLES, D. (2019). Assessment for Learning. Cambridge Assessment International

Education. https://www.cambridgeinternational.org/Images/271179-assessment-for-
learning.pdf
The leaflet gives further information about Assessment for learning and how it can
be applied.

27
Unit 2. Key ideas
Using exit slips in the classroom
National Behaviour Support Service, (n.d.). Exit/Entry/Tweet Slips.

https://www.nbss.ie/sites/default/files/publications/exit-entry_slip_-
_comprehension_strategy_handout_copy_2_0.pdf
This resource provides brief but clear instructions on how to use exit slips and many
examples of templates that can be adapted to use the exit slips for multiple purposes.
Advice for teachers planning to introduce AFL
Cambridge Schools. (2015). Advice for teachers planning to introduce AFL. [video file].
https://vimeo.com/154723070
This video is aimed at helping teachers to successfully incorporate assessment for

learning (AFL) in their classes.

28
Unit 2. In Depth
3 Constructive Responding 3min
JFF (2013). 3 Constructive Responding 3min [video file].

https://www.youtube.com/watch?v=0znGWeZlPHU
This three-minute video shows very clear examples of constructive and destructive
feedback in the classroom. Recommended!
Peer Assessment: Reflections from Students and Teachers
JFF (2013). Peer Assessment: Reflections from Students and Teachers [video file].
https://www.youtube.com/watch?time_continue=16&v=DqWCJZH8ziQ&feature=emb
_logo
This video shows the reflections of how peer assessment has helped them learn

29
Unit 2. In Depth
Dr. Heidi Andrade, Ed.D. Reflects on Self- and Peer Assessment
JFF (2nd August 2013). Dr. Heidi Andrade, Ed.D. Reflects on Self- and Peer Assessment
[video file]. https://www.youtube.com/watch?v=8OkPW_mX7Vw
Expert Dr. Heidi Andrade, Ed.D explains the key components of self- and peer
assessment and reflects on her experience observing students and engaging in
student-centred self- and peer assessment.
The European Language Portfolio (ELP)
The European Language Portfolio (ELP). Council of Europe Official Website.

https://www.coe.int/en/web/language-policy/european-language-portfolio
This is the official website for information on European Language Portfolios.


30
Unit 2. In Depth
Pupil voice and assessment for learning: Masters research teacher video
TF Video. (2010). Pupil voice and assessment for learning [video file].
http://archive.teachfind.com/ttv/www.teachers.tv/videos/pupil-voice-and-
assessment-for-learning.html
A series of videos taken in the classroom aimed at helping teachers understand how
to put certain ideas into practice in the classroom. In this video we can see a master’s
student researching assessment in the classroom.

31
Unit 2. In Depth
Test
1. Which three skills are considered inseparable to a student’s engagement in the
task?
A. Peer assessment, self-assessment, motivation.
B. Motivation, effort, quality feedback.
C. Assessment for learning and assessment as learning.
D. Metacognition, self-regulated learning, self-regulation.
2. Assessment for learning is mainly used to:

A. Grade a student.
B. Hold student’s accountable for their work.
C. Improve the ability to self-evaluate.
D. Monitor learning.
3. Assessment as learning is mainly used to:

A. Grade a student.
B. Hold student’s accountable for their work.
C. Improve the ability to self-evaluate.
D. Monitor learning.
4. Match the following concepts.
Formative assessment 1 A Should offer specific advice to help students’ growth
Summative assessment 2 B Involves students taking an active role in their learning
Teacher feedback 3 C Offers immediate student feedback

An exit slip 4 D Grades student’s work

32
Unit 2. Test
5. For group to group peer assessment in oral presentations, the recommended
order of activities would be:
Students assign grades to the

1st A presenting group.
Each group listens to the group

2nd B presenting.
3rd C Students make a note of observations.
Students discuss observations with

th
4 D peers in group.
6. Developing pupils’ metacognition in the classroom refers to:

A. Developing their awareness of how they learn.
B. Increasing the possibility of getting higher grades.
C. Highlighting the importance of student participation.
D. Improving the student’s confidence in learning.
7. Stiggins (2004) stated the following formula for maximum achievement gains:
A. Self-assessment, feedback on student’s motivation and behaviour.
B. Student involvement, accuracy and descriptive feedback.
C. Evaluative feedback, accuracy and student involvement.
D. Setting objectives, self-assessment and measuring objectives.
8. Match the definitions of four levels each feedback question works at, according to
Hattie and Timperley (2007).
Personal evaluations and effect

Task level 1 A (usually positive) about the learner.
The main processes needed to

Process level 2 B understand/perform tasks.
How well tasks are understood/

Self-regulation level 3 C performed.
Self-monitoring, directing, regulating of

Self-level 4 D actions.

33
Unit 2. Test
9. What is the meaning of the acronym SMART when used in education?
A. Simple, motivating, achievable, realistic, trackable.
B. Specific, available, motivating, results based, time bound.
C. Significant, meaningful, attainable, realistic, target.
D. Specific, measurable, achievable, relevant, time oriented.
10. Which of these feedback techniques would be the most damaging to a student?
A. Passive/constructive.
B. Passive/destructive.
C. Active/constructive.
D. Active/destructive.

34
Unit 2. Test

Unit 2. Testing and Assessment in EFL

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 2. Testing and Assessment in EFL

Uploaded by

Copyright:

Available Formats

Unit 2

Testing and Assessment in EFL

Key concepts in formative

Testing and Assessment in EFL

2.1. Introduction and objectives

In this unit, we will concentrate on formative assessment. Summative assessment will

At the end of this unit, students should be able to:

 Define formative learning.

Testing and Assessment in EFL

Formative assessment takes place during the learning process as opposed to

In table 1 we can see a comparison between the characteristics of formative and

Testing and Assessment in EFL

Garrison & Ehringhaus (n.d., ¶6) explain formative assessment as follows:

“Formative Assessment is part of the instructional process. When

Effects of formative learning

Stiggins (2004) recommends the following formative assessment practice to

Figure 1. Recomendad assessment practice. Adapted from Stiggins (2004, p.38).

Testing and Assessment in EFL

Let us compare these two subtypes:

Testing and Assessment in EFL

LEARNING FOR ASSESSMENT LEARNING AS ASSESSMENT

To guide and provide opportunities for

Each student’s thinking about their

A range of methods that make

 Accuracy and consistency of

descriptive feedback to each

Testing and Assessment in EFL

2.3. Assessment for learning: guiding the learning

Assessment for learning needs to be interactive between the teacher and

Testing and Assessment in EFL

In assessment for learning, students should:

 Understand what their goal is.

The teacher should (Earl & Katz, 2006):

 Align instruction with learning objectives.

Testing and Assessment in EFL

The role of teacher feedback

 Achievable. The student should feel able to reach the goal.

Personality implies that it cannot change.

Testing and Assessment in EFL

Think about your own feedback.

Constructive versus destructive feedback

Table 3. Feedback categories.

Testing and Assessment in EFL

Well… I know you can do You’re a Smart girl! I know

Table 4. Feedback categories.

Two stars and a wish

Figure 3. Two stars and a wish. Sources:

Testing and Assessment in EFL

“Questioning strategies should be embedded in lesson/unit planning. Asking

Video. The importance of quality feedback.

Access the video through the virtual classroom

Testing and Assessment in EFL

According to Sadler (1998), students need to be trained on how to use feedback to

 Where am I going? → FEED UP

Testing and Assessment in EFL

Pupil-teacher feedback: entry/exit slips

Testing and Assessment in EFL

They can be used in the following ways:

 Start of the class (entry slips).

Figure 4. National Behaviour Support Service, (n.d.). Exit/Entry/Tweet Slips.

“An ‘exit slip’ at the end of a class period to determine students’

Entry/exit slips can be used to:

Testing and Assessment in EFL

2.4. Assessment as learning: becoming