Evaluation, Assessment

and
Lesson Planning

Arlenne M. Fernández
 INDEX

E v a lu a t io n L e s s o n P la n

A u t h e n t ic t a s k s P r o c e d u r e s a n d in s t r u m e n t s R u b r ic s

T e s t in g s k ills

A ssessm e nt

C la s s r o o m a s s e s s m e n t C la s s r o o m a s s e s s m e n t t e c h n iq u e s

Arlenne M. Fernández
 CLASSROOM ASSESSMENT
 PURPOSE OF CLASSROOM ASSESSMENT:
To improve student learning.

 CHARACTERISTICS OF CLASSROOM ASSESSMENT:

A) Learner-Centered: it focuses the primary attention of teachers and students on
observing and improving learning, rather than on observing and improving
teaching.

B) Teacher-Directed: The individual teacher decides what to assess, how to assess,

and how to respond to the information gained through the assessment.

C) Formative: It is formative rather than summative. Summative assessments include

tests and other graded evaluations. Classroom Assessments, on the other hand,
are almost never graded and are almost always anonymous. Their aim is to provide
faculty with information on what, how much, and how well students are learning.

Arlenne M. Fernández
• Context-Specific: It needs to respond to the
particular needs and characteristics of the
teachers, students, and disciplines to which they
are applied. Being Context-Specific means: what
works in one class will not necessarily work in
another.

• Builds on Good Teaching Practices: Most college

teachers already collect some feedback on their
student’ learning and use that feedback to inform
their teaching. Classroom Assessment is an
attempt to build on existing good practice by
making it more systematic, more flexible, and more
effective.

Arlenne M. Fernández
 CLASSROOM ASSESSMENT TECHNIQUES (CATS):

• Climate Surveys – Feedback of teaching/learning methods

used, text, pace, format of class, etc.
• Muddiest Point - Discussion Board or individual student input
for what is still unclear .
• Minute Paper – What was the most useful thing you learned?
What questions still remain?
• Pre-Test and Post-Test – Questions to show overview of course
content; used for first day to show depth and breadth of
topics covered and last day to show what learning has
occurred.
• Reflection Paper – Student critical thought feedback over a
learning unit, a learning experience, a field experience, etc.

Arlenne M. Fernández
• Competency Checklists – Skills and competencies checklist of
ability.
• Self-Assessment Survey or Posting.
• Student Portfolio of Work – compilation of work, including
drafts, over time to show growth and development of skills
and knowledge
• Classroom Feedback – Takes many formats; analyzing papers,
tests for item analysis for research
• Analysis of Test items – Certain test questions are analyzed
afterwards for feedback purpose on concepts learned.

Arlenne M. Fernández
 EVALUATION

• PURPOSE:
Evaluation is a process to judge or measure the value of a
finished or ongoing program, plan, or even a policy (Gasper 1995).

• Examples of evaluation are:

A) Pop quizzes.
B) Exams.
C) Worksheets.
D) Papers.
E) Projects: Group and Individual.
F) Skills and Competencies/Practical Exam.
G) Graded Assignments of all format.
H) Tests.

Arlenne M. Fernández
 Criteria and Types of Evaluation

INTENTION FORM MOMENT

•Diagnostic •Initial.
• Internal.
• External. • Evolving.
• Formative
• Final.
• Sumative • Combined.
•Norm-referenced.

Criteria and types

of evaluation

AGENT REFERENT
EXTENSION
• Hetero-evaluation. • Criterion-referenced:
• Global.
• Self-evaluation. - Normative.
• Partial.
• Co-evaluation - Criterion.
• Ipsative

Arlenne M. Fernández
 Procedures and Instruments
AUTHENTIC PROCEDURES
TEST PROCEDURES • Making audio tapes to practice
• Essay question.
/check fluency.
• Multiple choice test.
• Book reports.
• Pop quiz.
• Drawings or diagrams.
• Favourite authors report.
• Field trip report.
OBSERVATION
PROCEDURES • Journals.
• Port-folio. • Reading / Learning logs.
• Rubric. • Open-ended problems.
• Evaluation scale. • Photographs and documentation.
• Problem-solving activities.
• Self-evaluation.
REPORT PROCEDURES
• Simulations.
• Questionnaire.
• Role-plays.
• Interview.
• Video tapes.
• Research project.

Arlenne M. Fernández
 Planning the Test

• Suggested steps to prepare a test:

Set the goals

Decide the conditions of the

Prepare a Table of Specification testing procedure. (time, type of
test, administration)

Creation of the questions, situations, indicators, etc

according to the lesson plans used in the teaching process

Arlenne M. Fernández
 Set the goals

• Examples:

1) The student will be able to differentiate between plans and predictions

by using will and be going to correctly.

2) The student will be able to read comprehensively using strategies such as

scanning, skimming and summarizing.

3) The student will be able to listen to a native speakers conversation

comprehensively by drawing inferences, identifying the role of speakers
and deducing causes and effects.

Arlenne M. Fernández
 Deciding the conditions of the Test

1) TIME NEEDED
Per exercise Per item
• True-False questions (7) 15-30 seconds (3,5 minutes)
• Multiple choice (15) 30-60 seconds (15 minutes)
• Short answer (one word) (5) 30-60 seconds (5 minutes)
• Short answer (longer) (7) 1-4 minutes (28 minutes)
• Matching (6) 2-4 minutes (24 minutes)
40 exercises
75,5 min

Arlenne M. Fernández
 Deciding the conditions of the test
• TYPE OF TEST

A) Close and semi-open questions.

B) Criterion-referenced.

• ADMINISTRATION
A) Including an example with each type of question, showing how to mark answers -
(Lower intermediate levels)
B) Using large print or clear recording material. (check classroom accoustic)
C) Set instructions clearly in written form, include penalized behaviours.
D) Set instructions in terms of abilities.
E) Provide the points for each item explicitly.
F) When asking descriptions, be careful with pictures.
G) Proofread the test to ckeck spelling mistakes.
H) Tell the students what they are to do when they are finished.
I) Clarify doubts only for the first 10 minutes, after you read the instructions first.
J) Include main objectives of the test explicitly.

Arlenne M. Fernández
 Preparing a table of specifications

Objectives/ Knowledge Comprehension Application # items/

Content % of test
area/Topics
The student will be 12,5% 12,5% 25%
able to read 5Qx1 5Q x 1 10Q x 1
comprehensively
using strategies
such as scanning,
skimming and
summarizing.
The student will be 12,5% 12,5%
12,5% 25%
able to listen to a 5Q x 1 5Q x 1 10Q x 1
native speakers
conversation
comprehensively by
drawing inferences,
identifying the role
of speakers and
deducing causes
and effects.
The student will be 12,5% 37,5% 50%
able to differentiate 5Q x 1 15Q x 1 20Q x 1
between plans and
predictions by using
will and be going to
correctly.

TOTAL 5Q 15 Q 20 Q 40 Q
40 pts
Arlenne M. Fernández
 Ebel’ s Table

Reagent Reliability
5 0,2%
10 0,33%
20 0,5
40 0,66%
80 0,8%
160 0,89%
320 0,94%
640 0,97%

The table shows the reliability curve of Ebel. Here, it is clearly visible
why there isn’t any author recommending an exam which has less than
40 multiple choice questions.

Arlenne M. Fernández
 Objectives

Lorin Anderson and David R. Krathwohl,2000,

Arlenne M. Fernández
 Test Skills

• Each time you write the instructions for a test, write

them in terms of aims and NOT in terms of the activity
to be done.
• You are testing skills and not the ability to take tests.

Arlenne M. Fernández
Example

* Identify the correct word from the box and write it to

complete the idea. There is an extra one which you do not
need to use.

Example

• Choose the correct word from the box.

Arlenne M. Fernández
Example

• Apply the rules about possessive pronouns and adjectives to complete the ideas.

Example

• Complete the sentences using the correct possessive.

• Fill in the blanks with the correct possessive.

Arlenne M. Fernández
Example

• Read comprehensively this magazine article about...and make the

following: scan it for main ideas, identify true/false/unknown
information and deduce meanings.

Example

• Read the text...

A) Answer the questions...
B) Answer true or False.

Arlenne M. Fernández
 Test Reagents

This table shows the Bloom’s cognitive levels and their actions in terms of skills.

Cognitive domain Functions/Skills

Knowledge Arrange, define, duplicate, label, list, memorize, name,
order, identify, relate, recall, repeat, reproduce state
Comprehension Classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review,
select, (translate).
Application Apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule,
sketch, solve, use, write.
Analysis Analyze, appraise, calculate, categorize, compare,
contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.
Synthesis Re-arrange, assemble, collect, compose, construct,
create, design, develop, formulate, manage, organize,
plan, prepare, propose, set up, write.
Evaluation Appraise, argue, assess, attach, choose compare,
defend estimate, judge, predict, rate, core, select,
support, value, evaluate.

Arlenne M. Fernández
 Test Reagents

• ABILITY : Knowledge
(Familiarity or awareness which can be recalled and has
been gained through experience or study)

1) Define the meanings of each word and write them.

A) Store: ________________________________________.
B) Library: ______________________________________.

2) * Identify the correct word from the box and write it to complete the idea.
There is an extra one which you do not need to use. (CLOZE TYPE)

Thumb-drive - wireless mouse....

A) I lost my ______________________ so I will save it up in the hard disk of your computer.

Arlenne M. Fernández
 Test Reagents

• ABILITY : Comprehension
(The act of grasping the meaning, nature, or importance
of sth)

1) Which are the correct stages for writing process?

I. Pre-writing, Drafting, Revising,

II. Proofreading, Publishing.
III. Writing, Proofreading, Publishing.

A) Only I B) I and II C) II and III.

Arlenne M. Fernández
• ABILITY : Application
(The capacity of being practically used as a rule of
general application)

1) Apply the rules for suffixes or prefixes for the word given in capitals to form a
new word that makes sense in the sentence.

• On hearing that my favourite (0) ________________ was going to visit.

NOVEL
• A man I met in a local bookshop showed me a book from his ______________
AUTHOR

Arlenne M. Fernández
• ABILITY : Analysis
(Process of separating a whole into its component parts)

Arlenne M. Fernández
• ABILITY : Synthesis
(The combining of separate elements or substances to form
a coherent whole; logical deduction)

Arlenne M. Fernández
• ABILITY : Evaluation
(To examine and judge carefully; appraise someone’s
performance or task appropriacy)

1) Read this passage and decide if the sentences are correct. Make a  or write the
incorrect word on the line.

I LOVE LANGUAGES

a) My family and I moved to England from Poland last _____  ______

b) month ago because of my mother's job. I want to go to ___ago______
c) university to study also languages but I know my English ___also______
d) is not good enough.

Arlenne M. Fernández
 Above All...

• Emphasize the strength of the students rather than weaknesses.

• Use green or other color pen instead of red ... that way you persuade
them to focus on their achievements rather than in their failures.

Arlenne M. Fernández
 LESSON PLANNING

• IMPORTANT WORDS IN A LESSON PLAN:

• Indicator (student’s response)

• Overall expectation
• Procedural content (learning activity).
• Conceptual content (Language form / Language function).
• Behavioural content (Attitude)
• General objective.
• Specific objective.
• Assessment.
• Evaluation (summative, formative, rubrics)

TAKE A LOOK AT YOUR WORKSHEETS !

Arlenne M. Fernández
 REFERENCES

• Ruz, A (2009). La Evaluación como proceso y los procedimientos de prueba.

Pontificia Universidad Católica.

Arlenne M. Fernández