Documente Academic
Documente Profesional
Documente Cultură
Educational Emphasis
Infusion of Thinking Skills
o Incorporated in the learning outcomes to enable
learners to solve simple problems, and express
themselves creatively in English.
ICT Skills
o These skills have been added to cater for
schools that have ICT facilities.
o Schools that do not have ICT facilities are not
obliged to teach these skills.
o Include working on computers and using
courseware.
Value and Citizenship
o The values contained in the secondary Moral
Education syllabus have been incorporated in the
learning outcomes and include patriotism and
good citizenship.
Multiple Intelligence
o This is illustrated, for example, in the way
children interact and talk with one another (verbal
intelligence), and the application of kinesthetic
intelligence as seen in role-play activities.
Learning How to Learn
o Incorporated in outcomes to enable learners to
take responsibility for their own learning even at
an early age.
o Enable learners to remember words, recall ideas,
and look up meanings of words in simple
dictionaries.
o Set learners on the path to become independent
life-long learners.
Knowledge Acquisition
o Make use of subject matter disciplines such as
science and geography, and incorporate
educational emphases such as the environment
and consumerism to provide contexts for
language use.
Future Studies Preparation of Real World
o Meet the challenges of the real world by focusing
on language use in society.
o Achieved through structuring the curriculum in
terms of the interpersonal, informational and
aesthetic uses of language.
o Also achieved by making use of real-life issues
for classroom.
Test Characteristics
Validity
o Refer to what level the test is able to measure
what it is supposed to measure
o Also can be said as tests for determining whether
the test is measuring the concept / skills that the
teacher thinks is being measured
Reliability
o Refer to the degree to which a measurement
procedure produces similar outcomes when it is
repeated.
o When designing an assessment, need to consider
whether the results achieved will be consistent.
Concept
Aim
Activity
Time
Target
Coverage
Record
Follow
Up
Action
Place pupils in
suitable group /
class
Plan and modify
lesson /
curriculum /
panels plan
Award certificate
based on
achievement in
examination
Format
Informal
observation /
questioning and
discussion
Formal paper &
pencil test in short
time
Individually, groups
or whole class
Cover certain skill
(informal) or a few
skill (formal)
No record (informal)
and the use of check
list / performance
record (formal)
Correct
weakness
immediately /
carry out
remediation /
enrichment
Replacing pupils
in suitable
learning group
Formative
Summative
To determine pupils
achievement based
on a few learning
units and arrange
their grades level
accordingly
To use a few period
to carry out formal
test in class or year
(cohort)
To carry out after
teaching a few
learning units
Formal
Informal
Formal assessments
have data which
support the
conclusions made from
the test (standardized
measures)
Standardized
measures
Pupils will be assessed
and graded according
to standardized grade
Pupils achievement
written in % or grade
(standard score)
Informal assessments
are not data driven but
rather content and
performance driven.
Assess overall
achievement, to
compare a student's
performance with
others
More to quantitative
measurement
Non-standardized
measures
Pupil will be assessed
according rubric scores
Pupils achievement
written in score (such
10/15 in non-standard
score)
Assess criterion
referenced measures
or performance based
measures
More to qualitative
measurement
Questioning and
discussion,
observation, selfassessment test,
homework, in class
exercise
Norm-referenced Evaluation
o Obtained normal graph from candidates score
Concept
Aim
Uses
Target
Question
Characteristic
Grading
Coverage
Example
Relativeachievement
evaluation (shows
performance of
group of candidates
in form of normal
graph)
To compare and
distinguish
performance
between candidates
/ group
Summative test to
distinguish
candidates in
performance level of
distinction, credit,
pass and fail
Comparison of
performance among
candidates
Arranged from easy
to hard, and with
discrimination
among candidates
Passing mark /
grading is
determined after the
test result
Wide range of
learning skills
Public examination
as UPSR, PMR &
SPM
Objectivereferenced
evaluation
(determine
individual
achievement based
on minimum
criterion fixed earlier
To determine ability
to master learning
based on the certain
fixed criterion
Formative test to
improve T&L based
on the test result
Determination of
performance
individually or in
small group
Have almost the
same level of
difficulty based on
learning objective
Passing mark /
grading is
determined before
the test is carried
out
Limited learning
skills
Oral test, MUET,
Coursework, written
exercise
Alternative Assessment
An on-going process involving the student and
teacher in making judgments about the students
progress using non-conventional strategies.
(Hancock,1994/1)
Form of alternative assessment:
o Portfolios
o Scrap book
o Rubrics & checklists (criterion-reference)
o Anecdotal records teacher, or person who is
observing, writes down their observations of the
student providing a record of student growth,
strengths and needs.
o Oral performances
o Projects
o Performance tasks
Reason / Purposes:
Students are able to display knowledge in many
different ways.
Students who are not skilled test takers will be able to
succeed in showing their abilities and therefore build
self-esteem.
Alternative Assessment methods do not interrupt
class time as do traditional tests, but instead are
measurements of day to day growth.
Gives ongoing information on strengths and
weaknesses of each student providing the teacher
opportunity to work within those.
Not tied to a specific culture or language, but rather,
is free from prejudice and unfair assumptions.
Directly connected with the curriculum and therefore
provides a direct reflection of what is being taught
Purposes of
Listening
Entertainment
Obtain
information
Comprehension Skills
o Follow directions
o Note details
o Understand main ideas and supporting details
o Listen and respond critically to faults in argument
o Make inference
Types of Listening Activities
Process Involved in Listening
Hearing vs
Listening
Listening is
an active
process
Processes
Involved in
Listening
Top-down
Processing
Bottom-up
Processing
Hearing vs Listening
o People do not pay attention to everything we
hear.
o People begin listen when they pay attention to
the sounds they hear and make an effort to
interpret them.
Top Down Process
o Listener hears something and it remind him of
something in the previous knowledge.
o Listener tries to relate what he had heard with
what he already knows.
o This will help listener to understand the
knowledge better.
Bottom Up Process
o What the listener hear does not trigger anything
in his previous knowledge.
o Slow building up of meaning block by block.
o Much harder.
o Teach students on how to listen to the meaning,
not sound and words.
o Try to guess the meaning of unknown words from
the context.
o Work at understanding the whole message.
Listening is an Active Process
o Good listener constructs meaning when they are
listening.
o Do not passively receive what speaker says.
o Identify main ideas.
o Agree and disagree with the speaker.
o May be disappointed or satisfied with the ideas.
o Length of text
Try to not use very long texts because
they tire the listener and put a strain on
his short term memory
Content of text
o
Relevance
Choose texts that are relevant to pupils
interest level, their maturity and the
communicative need for English.
Redundancy
Texts where ideas are repeated in many
different ways are easier than texts
where there is no repetition of ideas.
Unfamiliarity of content
When the content is unfamiliar, the
listener will have difficulty understanding
what he hears.
Listeners
o Level of language proficiency
Do not choose a listening text with too
many difficult words and sentences that
are long and complex
o Attention span
Decide on the length of the listening
input because younger and less able
pupils generally cannot concentrate for
very long.
o Interest
Affect the learners motivation
Determine what kind of input will interest
the pupils.
o Previous knowledge
Difficult to understand the text and to
respond to it if the listener has very little
or no previous knowledge.
o Speed of delivery
Do not slow down your speech to much.
This does not help the pupils
o Outcome of listening
Do not expect full comprehension.
Build in a lot of redundancy so they can
get the answers without too much
difficulty or anxiety
American English
Australian English
Assessing Listening
Kind of
Listening Test
1. The
alternative
need to be
simple
2. The items
follow
through the
sequence of
the tape
3. Chance
given to
read first
the question
before
listening
Short-answer item:
Chance to look the question first
Arrangement of question is according to tape
sequence
Should be enough interval between items ;
allow pupils to finish writing the answer
o Channel conversation
To record pupils understanding in nonverbal way
E.g.: Draw a face according to description
listened
Put in details into an incomplete picture
based on description listened
Label the equipment used in the process
o Summary close
Prepare a
summary of
main points
Pupils fill in
the blanks in
the summary
after listen
Train auditory
memory : for
higher level
Integrated Activities
Assessing Literature
Assessing Speaking
Topic 8: The Teaching of Grammar
Topic 4: The Teaching and Assessing of Reading
Skills
Assessing Reading
Purpose of Integration
Ways of Integration