周六英語教育測量與評價-基本課件20133intro

WhataretheConditionsofExcellenceinEducation?StudentInvolvementHighExpectationsAssessment&Feedback英語教育測量與評價基本概念

EducationalAssessmentSummativeAssessmentFormativeAssessmentAlternativeAssessmentClassroom-BasedEvaluationinSecondLanguageEducation

byFredGeneseeandJohnaA.Upsyhur1Preface:IntroductiontoEvaluation;PARTI:GETTINGSTARTED;2TheContextofSecondLanguageEvaluation;3AFrameworkforEvaluation;4CollectingInformation;PARTII:EVALUATINGWITHOUTTESTS;5ObservationintheClassroom;6PortfoliosandConferences;7Journals,Questionnaires,andInterviews;PARTIII:EvaluatingWithTests;8Testing;9Objectives-referencedTesting;10DevisingTestTasks;11AssemblingandScoringTests;12InterpretingTestScores;13StandardizedTests;14SummaryandIntegrationTheterm‘assessment’referstoallthoseactivitiesundertakenbyteachers,andbytheirstudentsinassessingthemselves,whichprovideinformationtobeusedasfeedbacktomodifytheteachingandlearningactivitiesinwhichtheyareengaged.Educatorshavedifferentiatedassessmentaccordingtoitspurpose:Assessmentforlearning,Assessmentaslearning,Assessmentoflearning;Diagnosticassessment,Formativeassessment,Summativeassessment;SummativeassessmentTraditionalAssessmentMethods:EvaluatingwithTestsTakesplaceattheendofapredeterminedperiodofinstruction(forexample,mid-term,final)Ratesthestudentinrelationtoanexternalstandardofcorrectness(howmanyrightanswersaregiven)IstheapproachtakenbymosttraditionalandstandardizedtestsFormativeassessmentTakesplaceonanongoingbasisasinstructionisproceedingRatesthestudentintermsoffunctionalabilitytocommunicate,usingcriteriathatthestudenthashelpedtoidentifyHelpsstudentsrecognizewaysofimprovingtheirlearningIstheapproachtakenbyalternativeassessmentmethodsAlternativeAssessment

Whenthegoaloflanguageinstructionisthedevelopmentofcommunicativecompetence,instructorscansupplement(or,insomecases,replace)traditionaltestswithalternativeassessmentmethodsthatprovidemoreaccuratemeasuresofprogresstowardcommunicationproficiencygoals.Thiscanbedonebycombiningformativeandsummativetypesofassessment.Dr.JamesE.Alatis

DeanEmeritus,SchoolofLanguagesandLinguistics,GeorgetownUniversity

“AlternativeAssessment”尚未收入詞典，目前無既定譯法:“多重選擇的評價方式”？/選擇性評價/另類評價=formativeassessment?Featuresofalternativeassessment:Assessmentisbasedonauthentictasksthatdemonstratelearners'abilitytoplishcommunicationgoalsInstructorandlearnersfocusoncommunication,notonrightandwronganswersLearnershelptosetthecriteriaforsuccessfulcompletionofcommunicationtasksLearnershaveopportunitiestoassessthemselvesandtheirpeersAlternativeassessmentusesactivitiesthatrevealwhatstudentscandowithlanguage,emphasizingtheirstrengthsinsteadoftheirweaknesses.Alternativeassessmentinstrumentsarenotonlydesignedandstructureddifferentlyfromtraditionaltests,butarealsogradedorscoreddifferently.Becausealternativeassessmentisperformancebased,ithelpsinstructorsemphasizethatthepointoflanguagelearningiscommunicationformeaningfulpurposes.Alternativeassessmentmethodsworkwellinlearner-centeredclassroomsbecausetheyarebasedontheideathatstudentscanevaluatetheirownlearningandlearnfromtheevaluationprocess.Thesemethodsgivelearnersopportunitiestoreflectonboththeirlinguisticdevelopmentandtheirlearningprocesses(whathelpsthemlearnandwhatmighthelpthemlearnbetter).Alternativeassessmentthusgivesinstructorsawaytoconnectassessmentwithreviewoflearningstrategies.Thefollowingcriteriadefineauthenticassessmentactivities:TheyarebuiltaroundtopicsorissuesofinteresttothestudentsTheyreplicatereal-worldcommunicationcontextsandsituationsTheyinvolvemulti-stagetasksandrealproblemsthatrequirecreativeuseoflanguageratherthansimplerepetitionTheyrequirelearnerstoproduceaqualityproductorperformanceTheirevaluationcriteriaandstandardsareknowntothestudentTheyinvolveinteractionbetweenassessor(instructor,peers,self)andpersonassessedTheyallowforself-evaluationandself-correctionastheyproceedAlternativeassessmentisgroupedintothreeareas:observation;portfoliosandconferences;journals,questionnaires,andinterviews.Classroom-basedevaluationinsecondlanguageeducationbyFredGenesee&JohnA.Upshur(1996)，/test/news-topic.htm多元評價-多元評價理論

學習者的能力是多方面的,每個學習者都有各自優(yōu)勢.學生在意義建構過程活動中,表現出來的能力不是單一維度的數值反映,而是對多維度、綜合能力的體現,因此對學生學習評價應該是多方面的.多元評價理論體現了主體多元化,內容多維化,方法多樣化,促進學生全面發(fā)展.評價主體多元化評價主體是指那些參與教育評價活動并按照一定的標準對評價客體進行價值判斷的個人或團體評價主體多元化主要體現在:參與評價活動的人除了教師外,還可以包括專職的評價機構、教育決策機構、學校管理人員、學生家長、學生群體和個體以及學校以外的其他有關人員[3].充分發(fā)揮評價主體的作用,使評價結果更為客觀,激發(fā)學生的學習積極性.評價內容多維化美國心理學家加德納的多元智能理論認為人至少有7種智能:語言智能、人際關系智能、音樂智能、自我認識智能、身體運動智能、空間智能、邏輯數學智能[4-5].在這7種智能中每個人都各有所長,不能單獨從一個方面去評價學生技能的高低,而應綜合各方面內容對學生進行評價.后來他又在其模型中加入第八種智能——自然智能評價方法多樣化依據評價主體不同,可采用自我評價和他人評價.自我評價是學習者按照一定的評價目的與標準,對自身的工作、學習、品德等方面的表現進行價值判斷;他評是指學習者以外的人所進行的評價.自我評價能充分調動學生學習積極性,而他人評價可信度較高,具有一定權威性.依據評價內容不同,可采用量化評價和質性評價.量化評價是指運用數學、統(tǒng)計學工具,收集、處理評價對象的資料,通過數量化的分析和計算,進而對評價對象做出價值判斷的評價方法,一般包括標準化測驗、常模測驗等;質性評價是指確定評價對象主流是否積極、方向是否正確而對某些細節(jié)和小的利弊得失采取模糊評價的方法,一般包括課堂的行為記錄、項目調查、書面報告、作業(yè)、學習態(tài)度等方法.依據評價手段不同,可采用人工評價和計算機評價.Moreaboutassessments

Assessmentforlearningcomprisestwophases—initialordiagnosticassessmentandformativeassessmentassessmentcanbebasedonavarietyofinformationsources(e.g.,portfolios,worksinprogress,teacherobservation,conversation)verbalorwrittenfeedbacktothestudentisprimarilydescriptiveandemphasizesstrengths,identifieschallenges,andpointstonextstepsasteacherscheckonunderstandingtheyadjusttheirinstructiontokeepstudentsontracknogradesorscoresaregiven-record-keepingisprimarilyanecdotalanddescriptiveoccursthroughoutthelearningprocess,fromtheoutsetofthecourseofstudytothetimeofsummativeassessmentMoreaboutassessments

AssessmentaslearningAssessmentaslearningbeginsasstudentseawareofthegoalsofinstructionandthecriteriaforperformanceinvolvesgoal-setting,monitoringprogress,andreflectingonresultsimpliesstudentownershipandresponsibilityformovinghisorherthinkingforward(metacognition)occursthroughoutthelearningprocessMoreaboutassessments

AssessmentoflearningAssessmentoflearningassessmentthatispaniedbyanumberorlettergrade(summative)comparesonestudent’sachievementwithstandardsresultscanbecommunicatedtothestudentandparentsoccursattheendofthelearningunitFromWikipedia,thefreeencyclopediaMoreaboutassessments

DiagnosticassessmentDiagnosticassessment(nowreferredtomoreoftenas"pre-assessment")assessmentmadetodeterminewhatastudentdoesanddoesnotknowaboutatopicassessmentmadetodetermineastudent'slearningstyleorpreferencesusedtodeterminehowwellastudentcanperformacertainsetofskillsrelatedtoaparticularsubjectorgroupofsubjectsoccursatthebeginningofaunitofstudyusedtoinforminstruction:makesuptheinitialphaseofassessmentMoreaboutassessments

Formativevs.SummativeassessmentFormativeassessmentassessmentmadetodetermineastudent’sknowledgeandskills,includinglearninggapsastheyprogressthroughaunitofstudyusedtoinforminstructionandguidelearningoccursduringthecourseofaunitofstudymakesupthesubsequentphaseofassessmentforlearningSummativeassessmentassessmentthatismadeattheendofaunitofstudytodeterminethelevelofunderstandingthestudenthasachievedincludesamarkorgradeagainstanexpectedstandardTHEBIG5PRINCIPLESOF

ASSESSMENTFORLEARNING1.Theprovisionofeffectivefeedbacktostudents.2.Theactiveinvolvementofstudentsintheirownlearning.3.Adjustingteachingtotakeaccountoftheresultsofassessment.4.Recognitionoftheprofoundinfluenceassessmenthasonthemotivationandselfesteemofpupils,bothofwhicharecriticalinfluencesonlearning.5.Theneedforstudentstobeabletoassessthemselvesandunderstandhowtoimprove.

TheUkAssessmentReformGroup(1999)

SomeBasicterminology

Test,Measurement,andEvaluation

Thetestisthesetofquestions,measurementistheassigningofnumberstothetestresultaccordingtoaspecificrule(countingcorrectanswers),andevaluation(thesystematicgatheringofinformationinordertomakeadecision)addsthevaluejudgment(goodlearningprogress).☆Source:MeasurementandEvaluationinTeaching,NormanE.Gronlund,1990Test,Measurement,andEvaluationIITestisaninstrumentusedineducationalassessmenttodeterminehowwellorbadastudenthasmasteredlearningobjectivesinparticularsubjecttaught,whilemeasurementisgradingthetestscorestodeterminethestudent’sstrengthandweaknessthroughawardsofmarksintheformissymbolswithcorrespondingpercentages,thenevaluationisthejudgmentalassessmentastowhetheractivityisattainingtheintendedoutcomesornotsotodeterminethewayforward.Test,Measurement,andEvaluationIIITest:Aninstrument

手段orsystematicprocedureformeasuringasampleofbehavior.(Answersthequestion“Howwelldoestheindividualperform---eitherincomparisonwithothersorincomparisonwithadomainofperformancetask?”)Measurement:Theprocessofobtaininganumericaldescriptionofthedegreetowhichanindividualprocessesaparticularcharacteristic.(answersthequestion“Howmuch?”)Evaluation:thesystematicprocessofcollecting,analyzing,andinterpretinginformationtodeterminetheextenttowhichlearnersareachievinginstructionalobjectives.(Answersthequestion“Howgood?”)Measurement,

Assessment&EvaluationMeasurementistheprocessofgatheringdata,

evaluationistheprocessofmakingjudgmentaboutthosedata.Assessmentisinformationgatheredbytheteacherandstudenttodriveinstruction,whileevaluationiswhenateacherusessomeinstrument(suchastheCMToranend-of-unittest)torateastudentsothatthisinformationcanbeusedtocompareorsortstudents.

Assessmentisforthestudentandtheteacherintheactoflearningwhileevaluationisusuallyforothers.

thedifferencebetweenassessmentandevaluation---anotherperspectiveAssessmentanswersthequestionofwhat.Ifyoutakethingsatfacevalue,whatisgoingon?

Forexample"assessingthesituation"wouldmeanyoulookatthingslike

-whereareyou(ifyoucantellimmediately)

-whatareyoursurroundings

-whatcolourarethewalls

-howbigisthespace

-whatobjectsarethere

-isthereanyoneelsethere

-doesitlookfamiliar

Peopleliketousethewordsinterchangeablysometimes."Employeeassessment"and"Employeeevaluation"areprettymuchexactlythesamething.

Evaluation

answersdeeperquestions(especiallywhyandhow)andaddressesthingsthattakeanalyticthinking.Thesearethingsyouhavetofigureout.Thistypicallytakesplaceafteryouhavealreadyassessedthings.

"evaluatingthesituation"wouldmeanyoufigureoutthingslike;

-whereyouare(fromclues)

-whyareyouthereinthefirstplace

-howcanyouimprovethesituation

-howcanyouuseobjectsaroundyou

-whatisgood/badaboutyourposition

-wherecanyougonext

Therearelotsofoverlapsbetweenthetwowords,but"what"vs"howandwhy"canbeagoodwaytothinkaboutit.

Assessmentvs.TestTest:Asingleexamination/setofquestionstowhichthestudentrespondedandtheresultsofthese.

Assessment:Asummaryoftests,learningresults,lessonscarriedoutalongwithotheractivitiesthatrelatetoastudent.Assessmentsmeasurestudentachievement(knowledge,skills,andabilities)intheLearningStandards;atestisonemethodofassessment,oftenusedasasummativemeasure.

Assessmentisoftenusedinterchangeablywithtesting,butalsousedmorebroadlytopassthegatheringoflanguagedataforthepurposeofevaluationthroughassessmentofthelearners,thewholeteachingoperationincludingcurriculum,methods,resources,plansandstaffing人員供給.Source:AlanDavies,DictionaryofLanguageTesting,CambridgeUniversityPress,1999DistinctionbetweenAssessmentEvaluation,MeasurementandTest---moreTest:Amethodtodetermineastudent'sabilitytocompletecertaintasksordemonstratemasteryofaskillorknowledgeofcontent.Sometypeswouldbemultiplechoicetests,oraweeklyspellingtest.

Whileitiscommonlyused

interchangeably

withassessment,orevenevaluation,itcanbedistinguishedbythefactthatatestisoneformofanassessment.Assessment:Theprocessofgatheringinformationtomonitorprogressandmakeeducationaldecisionsif

necessary.Asnotedinmydefinitionoftest,anassessmentmayincludeatest,butalsoincludesmethodssuchasobservations,interviews,behaviormonitoring,etc.Evaluation:

Proceduresusedtodeterminewhetherthesubject(i.e.student)meetsapresetcriteria,suchasqualifyingforspecialeducationservices.Thisusesassessment(rememberthatanassessmentmaybeatest)tomakeadeterminationofqualificationinaccordancewithapredeterminedcriteria.Measurement,beyonditsgeneraldefinition（theprocessofgatheringdata）,referstothesetofproceduresandtheprinciplesforhowtousetheproceduresineducationaltestsandassessments.

Someofthebasicprinciplesofmeasurementineducationalevaluationswouldberawscores,percentileranks,derivedscores,standardscores,etc.Reference:AssessingLearnerswithSpecialNeeds:6THED.ByTerryOvertonRelationshipsamongmeasurement,testsandevaluation

---MoreauthoritativeArea1:Anexampleofevaluationthatdoesn’tinvolveeithertestsormeasuresistheuseofqualitativedescriptionsofstudentperformancefordiagnosinglearningproblems;Area2:Anexampleofnone-testmeasureforevaluationisateacherrankingusedforassigninggrades;Area3:Anexampleofatestusedforpurposeofevaluationistheuseofachievementtesttodeterminestudentprogress;Area4:AnexampleofteststhatarenotusedforevaluationistheuseofaproficiencytestasacriterioninSLAresearch;Area5:Anexampleofanone-testmeasurethatisnotusedforevaluation;fromBachman,

FundamentalConsiderationsinLanguageTesting,P23-

EVALUATION

MEASUREMENT

TEST

12345Relationshipsamongmeasurement,testsandevaluation

解讀---劉潤清（區(qū)域1）有的評價不一定用到測試或測量，這種評價屬于質量評價，或叫定性評價，如指出學生在學習方面存在的問題；（區(qū)域2）有時在作出評價時只需測量而無需測試，如對學生的口頭表達能力定出級別；（區(qū)域3）只通過測試對學生的成績作出評價；（區(qū)域4）有時，測試只是作為科研的工具或手段，而不是用來作出評價，如作為研究工具的水平測試；（區(qū)域5）不用測試便可進行測量的情況。如在研究來自不同國家的學生的二語習得時，按母語情況編號分類；Notallmeasuresaretests,notalltestsareevaluative,andnotallevaluationinvolveseithermeasurementortest.

總之，并非所有的測量都是測試，并非所有的測試都屬于評價，而且并非所有的評價活動都涉及到是測試或測量。

Examinationvs.TestExaminationisoftenusedsynonymouslywith‘test’.Thetermexaminationismorelikelytobeusedforsyllabus-relatedassessment.Onthebasisoftheassessmentformat:objective,discrete-pointtypesofassessmentaremorelikelytobetermed‘test’;subjectiveassessmentsareoftentermed‘examination’.

AnotherapproachtothedifferentiationsMeasurementinLanguageTeaching:RespondingtoresearchpurposesAssessmentinLanguageTeaching:RespondingtoeducativepurposesEvaluationinLanguageTeaching:RespondingtoprogrampurposesAssessment,measurement,andEvaluationinTBLT:EssentialrolesTBLTinsituMeasurementTheory,ResearchAssessmentImple-mentationEvaluationSociety,ValueEMPIRICALPRACTICEMeasurementinTBLT:RespondingtoresearchpurposesWhatismeasurement?…trustworthydefinition,elicitation,observation,analysis,andinterpretationofresearchconstructs…MeasurementinTBLT:RespondingtoresearchpurposesMeasurementshould…Illuminatetask-basedlearning…L2ask,overtasksNoticing,integrating,automatizingProficiency,motivation,aptitudeTiming,sequencing,embeddingTBIFonF,modeling,feedbackReliablereportingofTBLvariablesSynthesisofhowTBLworksDefineclearlearningesIdentifyspecificlearningprocessesClarifylearnerindividualdifferencesIndicateeffectsofcontextfeaturesArticulateinstructionalprocessesEnablecommunicationoffindingsFosteraccumulationofknowledgeInshort…TBLTTheory/researchConstructsLearnervariablesSettingvariablesLearningprocessInstructionprocessLearningesPracticeEmpiricalMeasurementMeasurementinTBLT:RespondingtoresearchpurposesHowdoesTBLTwork,forwhom,when,why?AssessmentinTBLT:RespondingtoeducativepurposesWhatisassessment?…theuseoftestsandotherproceduresforgatheringtrustwort