Tuning Into Your Learners: Assessment and Evaluation in the Lesson

Craig Thaine

Overview

•  Explore what assessment of learners means for you •  Outline the benefits of Learning Oriented Assessment for

teachers and learners •  Investigate the kind of explicit and implicit evaluation of

learners that teachers carry out on a daily basis •  Outline challenges and strategies associated with tuning

into learners and evaluating their language •  Look at suggestions for recording information about learner

language.

Task: What associations or connotations does this phrase have for you?

assessment of learners

Task: How typical are conversations like this in your staff room? What happens to all this information about learners?

A: How’s Bianca getting on in the afternoon class?

B: Good – her confidence has really improved – she’s taking part much

more. How’s she going in your class?

A: OK. I think she really struggles with grammar. Like, last week, we spent

about 3 days on the past simple, but she just doesn’t get it. You know, she

always says “I have watched TV last night”.

Learning Oriented Assessment (LOA)

•  links assessment of learners to their developing needs

•  acknowledges teachers’ on-going judgement and evaluation of learners

•  is often viewed as a task-based cycle.

task

teacher observation

recording your interpretation

teacher decision-making

feedback to learners

modify objectives

Learning Oriented Assessment

“ … involves the collection and interpretation of evidence about performance so that judgements can be made about further language development.” (Purpura 2004: 236)

LOA Cycle

Learning Objectives

Syllabus/Course

Assessment Framework

Task: Assessment Framework

•  What kind of assessment framework do you have in your institution? (e.g. created by institution, external validating body)

•  What kind of assessment activities do your learners carry out? (e.g. regular tests, external exams)

evaluation of

learners

informal tests

formal tests

teacher interpretation

Learning Oriented Assessment ...

emphasises teacher interpretation of learner language and behaviour.

This means that ...

assessment is oriented towards learning.

As a result ...

assessment is seen as part of the learning process.

Making Learning Oriented Assessment explicit: teacher benefits •  validates the kind of thinking and talking we do on a daily

basis •  contextualises our judgements and interpretations within an

assessment framework •  highlights the value of keeping a record of learner progress •  allows us to to fine-tune learning objectives for learners •  perhaps encourages us to tune into learners more during

the lesson.

Making Learning Oriented Assessment explicit: learner benefits •  means they are constantly getting feedback on their

language competence •  is perhaps less threatening than the typical end-of-month

test •  is more likely to result in learners working at a level of

challenge that is appropriate for them •  helps them to set their own learning objectives, which, in

turn, should result in more learner independence.

Task: Evaluation during a lesson (1)

•  What are different ways that teachers evaluate and assess learners during the course of a lesson?

e.g. checking they have understood the meaning of a grammar concept

Evaluation during a lesson

•  concept checking •  drilling •  controlled/semi-controlled oral/written language practice •  freer oral/written language practice •  spoken fluency activities •  free writing tasks •  reading and listening comprehension tasks

Task: Evaluation during a lesson (2)

What can we evaluate and assess when learners are carrying out the following activities? •  drilling •  controlled written practice •  freer oral practice

Evaluation during a lesson

•  drilling: ability to manipulate the form of the language, phonological accuracy

•  controlled written practice: ability to manipulate form, understanding of the concept, ways that the target language fits with other language items, accuracy of writing skills (spelling, punctuation etc.)

•  freer oral practice: ability to manipulate form, understanding of concept, phonological comprehensibility, ability to integrate new form with discourse (contextualisation), appropriate language use, interactional skills

Task: Freer oral practice

•  What are the challenges associated with evaluating learner language during freer oral practice activities?

e.g. noisy classroom

Some strategies for tuning in

•  Think about how you can best listen to learners e.g. standing or kneeling? in front or behind? with or without eye contact?

Some strategies for tuning in

•  Think about how you can best listen to learners e.g. standing or kneeling? in front or behind? with or without eye contact?

•  Decide on your approach – immediate feedback, write down language and feedback later or both?

Some strategies for tuning in

•  Think about how you can best listen to learners e.g. standing or kneeling? in front or behind? with or without eye contact?

•  Decide on your approach – immediate feedback, write down language and feedback later or both?

•  Decide which language item you’re going to listen for and listen only for that – don’t try and listen to everything.

Some strategies for tuning in

•  Think about how you can best listen to learners e.g. standing or kneeling? in front or behind? with or without eye contact?

•  Decide on your approach – immediate feedback, write down language and feedback later or both?

•  Decide which language item you’re going to listen for and listen only for that – don’t try and listen to everything.

•  For each activity, target certain learners. If each lesson contains three or more practice activities, then by the end of one lesson, you will have tuned into everyone in the class at some stage.

Some strategies for tuning in

•  Think about how you can best listen to learners e.g. standing or kneeling? in front or behind? with or without eye contact?

•  Decide on your approach – immediate feedback, write down language and feedback later or both?

•  Decide which language item you’re going to listen for and listen only for that – don’t try and listen to everything.

•  For each activity, target certain learners. If each lesson contains three or more practice activities, then by the end of one lesson, you will have tuned into everyone in the class at some stage.

•  Listen in to form an impression, then get two representative pairs to ‘perform’ their activity for the rest of the class and give constructive feedback on this.

Some strategies for tuning in

•  Think about how you can best listen to learners e.g. standing or kneeling? in front or behind? with or without eye contact?

•  Decide on your approach – immediate feedback, write down language and feedback later or both?

•  Decide which language item you’re going to listen for and listen only for that – don’t try and listen to everything.

•  For each activity, target certain learners. If each lesson contains three or more practice activities, then by the end of one lesson, you will have tuned into everyone in the class at some stage.

•  Listen in to form an impression, then get two representative pairs to ‘perform’ their activity for the rest of the class and give constructive feedback on this.

•  Over a week record learners (with their permission) doing different activities. Listen outside class time (c.f. marking written work).

Some strategies for tuning in

•  Think about how you can best listen to learners e.g. standing or kneeling? in front or behind? with or without eye contact?

•  Decide on your approach – immediate feedback, write down language and feedback later or both?

•  Decide which language item you’re going to listen for and listen only for that – don’t try and listen to everything.

•  For each activity, target certain learners. If each lesson contains three or more practice activities, then by the end of one lesson, you will have tuned into everyone in the class at some stage.

•  Listen in to form an impression, then get two representative pairs to ‘perform’ their activity for the rest of the class and give constructive feedback on this.

•  Over a week record learners (with their permission) doing different activities. Listen outside class time (c.f. marking written work).

•  Learners record themselves (many have smartphones) and bring excerpts to a tutorial – encourages learner independence.

Recording evidence

•  What can we do with the evidence we gather on learner language?

Cambridge English Empower

Course and assessment package

Learning Management System

Learning management system

•  available online •  tracks learners’ (individual and group) test results

and progress •  teacher can make notes on learners •  produces progress reports •  includes web tools (blogs, wikis and forums)

Summary: We have looked at …

•  how Learning Oriented Assessment fits within a broader assessment framework

•  how Learning Oriented Assessment makes explicit the kind of evaluation teachers carry out on a daily basis

•  ways for tuning into learner language so you can collect more useful information

•  ways of recording information you get about learner language and behaviour

Tuning Into Your Learners: Assessment and Evaluation in the Lesson

Craig Thaine