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This Blog is for students at UDB enrolled in the course "Testing and Evaluation in Foreign Language Teaching"
I have always wondered if we can evaluate without having to test. Is the process of evaluation more humane than testing?
ReplyDeletemilton
And something else...do you guys feel that testing is a synonym of evaluation? is there a difference between both? which one is more related to control mechanisms and power in the class?
ReplyDeletemilton
In my humble opinion I think we can evaluate without testing, However, we know that paper and performance testing it's necessary to promote and to see a person's learning evolution on any field. by testing we gather information to see how a students is doing. Evaluation is not less humane that testing, for me they just complement each other. evaluation cannot exist withoug testing either paper or perform testing.
ReplyDeletejulio
evaluate sometimes can be hard. why? in my opinion you can not mesaure all the knowledge others have. problably we know something but at the moment because we are worrried or nervous our mind blocked. there are man ways to measure what we know, not only can be in paper, but also it can be oraly.
ReplyDeletesilvia
testing has to be with method and performance. even though we are capable in writting smth we are not in presentations, but there are people who can handle with both things writting and speaking testing. a test gives an idea about students knowlegde. what they know, don't know, and if they have learned during the teaching process.
ReplyDeletesilvia
I think that Silvia point of view is valid some students are good in writing others in speaking, others in reading others in listening, each student is different. So we as teacher need to apply integrative tests. I know that for a teacher is difficult to evaluate the students using integratives tests because of the time factor and score process but they are necessary if we want to give our the students that chance to demostrate thier proficiency level in the 4 macro skills.
ReplyDeleteFátima Crespín.
I think that testing our students knowledge is important because we do not have any other way to prove that are proficiency in the target language. Academic testing is as any other social life evalution for example a car driving test. Yes, I bet that the driver is nervous but he or she needs to reach some level of expertise in order to drive on the street. The same happens with our studetns they have to show that they are competent in the target language.
ReplyDeleteFátima Crespín
Continuing with the topic of evaluation we have to have clear that there are two kinds of evaluation: qualitative and quantitative. Testing is more used for quantitative purpuse. however, it can be tricky because it is less humane, answering to a question above, in the sense that they take too much time to finish and outstanding students can fail and it does not mean they are not good when in the classroom they have an excellent performance which is more related to qualitative evaluation. Evaluation that give us a better an clear idea of how well the objectives have been reached.
ReplyDeleteJULIO
Evaluation is systematic determination of merit, worth, and significance of something or someone using criteria against a set of standards.
ReplyDeleteIn general, testing is finding out how well something works. In terms of human beings, testing tells what level of knowledge or skill has been acquired.
I have found this definitions in the internet and for me the two definitions are very similar both of them represent the idea of measure somethig or someone.
What do you think classmates and teachers?
I forget to write my name at the end of the comment.
ReplyDeleteFátima Crespín
Yes, Julio I think you are right when you say that testing is used for quantitative purposes but the thing is that quantitative evalution has more importance in our evelation system. For example at UDB it doesn't matter if you have an excellent participation in the class, what really matters is the score that you get in mid term exams or at the end of the course. I know, it is unfair but our evaluation works like that.
ReplyDeleteFátima Crespín
and can't this be subjective?
ReplyDeleteAll assessment has bias, because some humans decide what to assess, how to assess it, and well you have to do it to pass. I have students who are absolutely paralyzed when they know they are being tested, and don't even do well when they must demonstrate their understanding in homework - but they show great understanding in other ways. Shouldn't we use all possible ways to measure knowledge, especially when tests don't reflect students' best? There is also the matter of what is meant by "knowldege." Are you familiar with Bloom's Taxonomy?
ReplyDeleteBev Rainforth (Nelson's colleague in New York)
Here is an interesting link for Bloom's Taxonomy mentioned by Bev. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
ReplyDeleteI like when Bev says that it would be a great idea to evaluate in any way possible. It is more fair and students could not even imagine they are being tested and in that way their results on any subject at the end of a period would increase.
ReplyDeleteJulio.
Bev et al.:
ReplyDeleteI have used multiple strategies to evaluate students... including this blog. One technique that fascinates me is the use of portfolios. For me, the portfolio is a learning instrument in which a student files all quizzes, class work, activities, etc. and presents it at the end of the course. Many of the 'lazy' students, who wait until the end of the class to begin putting together the work of a semester, see it as their enemy. Thus, their weak portfolio does not show me that they have learned...
I guess, Bev has a good point here that needs reflection. The goal of any educational program is to provide the means for a student to construct his or her own learning, to help students learn and acquire certain knowledge and skills. But how do we know it has been achieved? It will us, as teachers, who will decide whether our students have achieved the objectives of the class. Now, how do we do it? To me, this is where we face problems. We want to evaluate the way we have been doing for many years or the way "we were evaluated" , and many times not the way our students are able to demonstrate what they actually know or can do (in addition to Fatima's comment, which I think are valid). I agree that using several strategies and techniques to evaluate are valuable and positive for our studnts.
ReplyDeletemilton
Sometimes we forget that in the classrooms there are differences among students, they do not learn in the same way. that's why at the moment of teaching and testing we must use different strategies and techniques.
ReplyDeleteMagdalena
ReplyDeleteAccording to what Milton asked... I think that we as teachers decide if our students achieve the objectives or not,and the way the accquire the knowledge by applying different techniques and strategies in the classroom. What do you think classmates?
ReplyDeleteMagdalena
I want to refer to Nelson's question. I think that we as teachers need to assess student's learning. The way students are in class, participate, hand in homework - assignments, etc. In other words, teachers have to consider everything that happens in class. Not only what students do in a test but also the way they acquire and improve the knowledge. It would be hard for teachers but it would be fair to students.
ReplyDeleteAna Maria
Hello! I am Raquel.
ReplyDeleteConsidering that individuals differ in their profiles of intelillences or abilities, intellectual assessment should not limited to a paper- pencil test, but should include more human methods such us selfassessment. I think the importance of more human testing, is to help learners to learn more effectively and to help teachers to make everything possible for this, keeping in mind their students of course.
Raquel
See, I always ask my students at the end of a course "what grade do you think you deserve?" Students never say "please give me a zero," even when they do poorly, they will always aspire for the best... human nature?
ReplyDeleteSomething that calls my attention in the reading is how language tests are designed and what they are for. According to the reading there are two types of test "Test Method" and "Test Purpose". It is more useful and interesting Test Purpose than Test Method. Test Purpose is focused on achievement and proficiency tests.
ReplyDeleteAna Maria
I agree with you Mr.López in Don Bosco School the 10% of the final score is the students self evaluation and it is very interesting because as you said, they all write grades from 8 to 10 even though their performance is not so good in the class or in the test. I think that the problem is that they do not have understood that the purpose of self evalution is determined by thier own how much they had learned during a period of academic formation.This inability of ricognize the development of their own abilities is what makes self evalution controversial.
ReplyDeleteFátima Crespín
In the programs where you teach, are students required to pass a state test to graduate? Can students set their own goals? A student who has great conversational skills in social situations might do poorly on tests because of test anxiety, because of poor understanding of grammar and vocabulary, or some combination. If the student's goal is to negotiate the social world, the big test may never be important enough to resolve the problems. If the big test must be passed, the teacher and student need to understand what stands in the way and address that. And another student may have great ability to take tests but be a poor communicator.
ReplyDeleteBev
According to what Bev said it is true. I have some students that are really good at grammar and vocabulary but at the moment of speaking they do not know how to communicate to each other. I work with teenagers (high school) and I evaluate the four micro - skills. Each skill has a specific percentage (25%) most of the time some students fail the speaking part. They say that speaking is the hardest skill. And students think that they know English because they know grammar.
ReplyDeleteAna María
I think that evaluation and testing is acomplement one to otrhe like one of th my partner said because we like a teacher need to know how the students are getting assimilating the knowleges and if is with papre test or a performance test we are evaluating some of the aspect of the language. i know that it is imposible to evaluate 100% the knowlege with a simple test but one or other way we have to prove the things that we have though. Evelin
ReplyDeleteI think that evaluation is a complement to the testing, because you like a teacher in one or other way hove to know how the students are getting the knowleges and i know that a simple write test or performance can evaluate all the things that you have taught but is something that can help you to know if you are doing a good job or need to improve your technique.
ReplyDeleteEvelin
While reading (chapter 5) I found something that called my attention. We as teachers need to consider what we teach and how we teach at the moment of testing. For example if there is a class that is not 100% in English the teacher could not expect students to develop the speaking ability. That is really important and interesting.
ReplyDeleteAna Maria
What called my attention about the chapter 5 is the way it explains the criteria for a good test especially when it talks about acceptability and comparability. when passing a test with my students I notice it, they tell me if the test is easy or too difficult. So, I take those comments into account for the next test I design. Also, I teach the same material to different groups in the same level and by comparing their tests' results I see how well I did. I recieve feedback from results so that I can balance my work and performance with the different groups during future sessions.
ReplyDelete>>>Julio<<<
The communicative burden is a barrier that many student just cannot cope with. When making oral interview to my students they just limit to respond by using the structure and vocabulary learnt. If I change the question or take the topic from another perspective they get speechless. they don't manage that part and from my point of view it is something that we as teacher must work on. What do you think friends?
ReplyDeleteJulio
I agree with Ana Maria... According to the material we have to take into account what we teach and how we teach when testing. If we do that we would see excellent resuls in our students performance. Magdy
ReplyDeleteAccording to Julio's comment I think that we have to work more in the speaking part, not only in the classroom but also outside the classroom. In that way, I think, students would practice about many things in real situations. When testing our students they may feel anxious and nervous that's why most of the time they fail in oral performance.
ReplyDeleteMagdalena
I consider that the great challenge as foreign language educators is to identify, implement and perfect assessment strategies that truly mirror not only what was taught to students but the ways its was taught, as well. Raquel
ReplyDeleteHow do we design a test that mirrors the student's abilities?
ReplyDeleteA single assessment instrument will not tell us all we need to know about student`s abilities. Therefore, we need to be familiar with a variety of assessment tools which provide evidence of what students know and can do, and their particular strengths and weaknesses. Raquel.
Most of the time teachers watch students behavior and performance during a period of time. A test just tell them how well students do in planned situations. However, it helps to identify students' strenths and weaknesses. That's why I think most of the teachers take that reference to assign a grade. No matter if the student got a little anxious during the testing.
ReplyDeleteIt was me Julio...
ReplyDeleteI gree with Julio because I have the same problem with my students they can not use the target language in natural way they just learn the vocabulary or the grammar structure that It will be evaluated. I think that this happens becuase our studetns don't pratice the language outside the classroom.If they have the chance to watch a movie, they watch it in Spanish,if they listen to music, they listen to Spanish music etc. So, they are not conscious yet that they have practice the language in many situations as possible in order to be reach proficienfy. As a result I think that our role as teachers is to provide in the classroom different speaking activities that can be meaningful to our students and to encourage them to practice the language outside the classroom.
ReplyDeleteI always forget to write my name at the end of the comment.
ReplyDeleteFátima Crespin.
What callled my attention in chapter 5 is the four general criteria for language testing beacuse I had heard about the economy and relevance of a test but I never had heard about acceptability and comparability. I think that for us as teachers is really important that our students feel familiar with the test format beacuse that factor decrease the level of anxiety when they are taking the test. Also, is important to compare the test scores in order to know if two different groups who were taught with same material and method obtain similar scores. I compare all the time my studetns'results and they are very similiar.
ReplyDeleteFátima Crespín.
I want to refer to Bev's questions. In my school the students have to pass an exam at the last year of High school but not in elementary school. I work with children in elementary school and unfortunately they do not have the chance to establish their own goals becuase our education system in general is very close. The students' point of view is very limit.
ReplyDeleteFátima Crespín.