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Dear colleague,

On this page you'll find techniques for evaluating

different language skills. You can use these

techniques in your:

  1. Semester Plan,
  2. Daily Preparation plans, and with the
  3. Required Authentic Assessment forms

on the 1st Page  to complete your evaluation records.


Evaluation Techniques 3rd Page
 Source:

General Guidelines and Curricula for the Basic and Secondary Stages,

 Ministry of Education, 2002
 
ENGLISH LANGUAGE CURRICULUM AND ITS GENERAL
 GUIDELINES FOR THE BASIC EDUCATION STAGE
,
 Ministry of Education, Amman, 1991 
  

EVALUATION OF LISTENING TECHNIQUES

Identification of sounds in the early stages:
1. The student hears a sound in isolation and must identify it.
2. The sound is in the context of a word, possibly in a sentence,
and the student must identify it.

Discrimination of sounds
1. The student is to indicate whether two sounds are the same or
different, or he is to indicate which sound of three or more is
 different from the others.
2. The student ticks words that rhyme or marks the one
of three words that does not rhyme with others.
3. The student is shown a picture accompanied by three or
four words spoken. He chooses the word represented by
 the picture, or he is shown four pictures with one word
spoken and he is to choose the right picture.
4. The student chooses the word spoken from among three
 words presented to him in a setting, or chooses
from several definitions.

Intonation and stress
1. The student is to indicate whether two sentences have
the same intonation
2. The student chooses the stressed syllable in a spoken
 word or sentence.
3. The student chooses the most appropriate description
of an utterance
 spoken from several descriptions presented to him in a setting.

Listening Comprehension
1. A picture is used together with spoken statements and
the student indicates whether they are true or false.
2. A series of pictures and a series of spoken sentences are presented
and the student matches each sentence with its picture.
3. A passage is read aloud, and the student is required to indicate
whether or not certain short statements about the passage
 are true or false.
4. The student performs actions according to instructions
5. The student hears a question or a statement and must choose
 a correct answer or response.
6.The student has to find the appropriate continuation for a statement.

7. Dictation can serve as a listening comprehension exercise
 if it is given at a fast enough pace so that it is not only for  spelling.
The student hears a dialogue, then selects the most
appropriate form from a range of situations.

HIGHLIGHTING SPEAKING SKILLS
1. The SPEAKER says a word or a sentence and
 the student repeats it.
2. The speaker says a sentence and the student transforms
 it into a certain form ( question, negative, passive,..)
 the speaker gives the cues.
3. The speaker asks an oral question and the student gives
 an oral answer to the question.
4. The student hears a spoken stimulus and responds in
 an appropriate way.
5. The student has a picture or pictures to study, then he must
describe it/ them or answer questions about it / them.
6. The student reads short passages aloud: the interlocutor
listens for specific points of pronunciation, stress, intonation
and responds quizzically  ,
7. Recorded interviews of the students

HIGHLIGHTING READING SKILLS

Initial Stages of Reading ---Matching FORMS:
Word matching:

1. The student is required to draw a line under the

word that is the same as the word on the left.
Sentence matching:

The student is required to recognize
as quickly as possible sentences which consist of the same
words, in the same order. He reads a sentence followed
by four similar sentences, only one of which is exactly
the same as the previous one.
Pictures and sentence matching:
1. The student looks at four pictures and then reads a sentence
about one of the pictures. He is required to identify
 the correct picture.
2. The student looks at a picture and reads four sentences, only
 one of which refers to the picture. He then has to select
the correct sentence.
3. The student  is required to write T or F at the side of each
sentence according to whether or not the sentence agrees
 with the content of the picture.

Reading Comprehension
True / False reading forms
The items might be complete in themselves:

the student’s comprehension of each true/ false item

is indicated by means of a series of general truths.
The items might be based on a reading passage at
the student’s level.

Multiple-choice items
1. The student is required to identify the correct paraphrase
 of a statement from a choice of four.
2. The student is required to circle the number of the best
 of four or more answers.

Completion items
1. The student is required to write some words to complete
 sentences based on the passage.
2. The student is required to choose the best completion of
 a given sentence by circling or ticking a letter.
3. The student is required to answer open-ended questions
 on the passage.

Speed reading exercises
1. Pupils are presented with a certain text to read ; a counter
checks the time taken by each pupil to complete the reading,
then transformation formats/scenes that pre-/post  his
comprehension of the passage / text.
2. The pupils are given a certain time limit for reading;
then the guide on the screen notes where each pupil has reached
and again records his level of comprehension.

(Note: when dealing with reading speed, 70% comprehension

 is considered satisfactory )

HIGHLIGHTING WRITING SKILLS
1. The student is required to complete sentences with the most
suitable word / phrase / clause in a list.
2. The student rearranges jumbled words into a correct sentence.
3. The student rearranges jumbled sentences to make
a coherent paragraph.
4. The pupils answer a set of questions on a certain text.
5. The pupils join sentences using certain connectives,
coordinators and adverbials, either from a given list or
 supplied by the pupils themselves.
6. The student makes a written description of a picture oral
 series of pictures.
7. The students write stories they have previously
listened to or read.
8. The student completes a letter when the beginning
or the outline has been given.
9. The student writes a letter, probably in reply to a given letter.
10. The student completes a dialogue, given the speech
of one of the two speakers.
11. The student composes a dialogue along certain lines.

Integrative / Chain exercises
LISTENING / SPEAKING


1. Interviews/ Dialogues
2. Pair and group discussions
3. Repetition of utterances heard
4. Responses to an utterance heard

LISTENING  / WRITING
1. Dictation  / Spelling games
2. Taking notes from a talk or dialogue/ conversation
3. Taking down a spoken message
4. Oral cloze

READING / WRITING
1. Subjective answers following a reading passage
2. Various kinds of summarizing and note-taking
3. Writing a reply to a given letter
4. Transferring information from a text to table, diagram,
map  or vice versa.
5. The cloze procedure ( deleting every nth word)

TEST ITEMS  INVOLVING MORE THAN TWO SKILLS
The student hears a complete text spoken by a speaker or on tape,
he is then given the same passage on the screen with certain words
omitted, he reads this and then writes out the omitted items.

COMMUNICATIVE / INTERACTIVE
Communicative  testing aims  at assessing the student’s
communicative ability when he is put in a certain simulated
social context. It concentrates on language use rather than
usage. Concentration on usage is concerned with formal patterns
whereas use is concerned with communicative functions.

 For example:


To test the student’s ability to express apology, he is given
a task like the following:
==You arrive late for your English class.
 How would you apologize, giving good reasons?
To test the student’s ability to give advice,
he may be given a task like the following
== Your friend failed the last examination
because he didn’t study well.
What would you advise him to do next time?
    

 For the purpose of this kind of  testing, teachers will have to
 build up a set of activities and situations and test  students’
linguistic reaction in those situations in speech and/ or in writing.
Teachers  are encouraged to create situations which require
 knowledge  of the language functions taught in the course.
 However, communicative testing has some limitations,
one of which is the difficulty of obtaining accurate assessment
of the learner’s performance due to the complexity of
the skills involved. In addition, the students’ responses cannot
be easily controlled. It is thus more amenable to informal
testing and overall evaluation rather than to the more required
 formal school tests where objectivity and
accuracy are strictly required.

INTERACTIVE FORMS
LISTENING

Sound discrimination ability

1.Students indicate with numbers whether they hear the

    difference between  one or  more  sounds

2.From two columns of words students match words

   containing the same sounds

3.Students underline in sentences the words

   with the target sound.

Listening-comprehension

1.Action response to a command or request. Use one command

 with beginners and more than one with more advanced students.

  For example: 

  - Go to the board.

  - Go to the board and write your name.

  - Go to the board , write your name and then erase it.

2. Students draw hands on clocks as times are dictated.

3. Students match dictated sentences with pictures.

4. Students answer multiple-choice or True/false

 questions based on single utterances

5. A short conversation between two speakers

6. A passage of connected writing read by the presenter

Oral Production Test forms

1.Repetition

2.Oral reading

3.Statements about pictures

4. Telling a story with or without cues

Structure forms

1. Rewrite sentences making changes in tense, gender, number,

 person, word-order 

2. Select the appropriate word from two or three words

by underlining, numbering or writing on the screen.

3. For example: the ( boy, boys) walk to the door.

4. Answer questions of various types. ( Indicate whether

 you want a Yes or No answer; whether you want

a short or long answer.)

5. Combine sentences

6. Ask direct questions based on indirect questions in

a three-person setting/ conversation.

For example:

Ask Fadi how old he is

7. Matching parts of sentences to form complete sentences:

We eat

He is standing

I’ll go

They left

for Amman

there

to Damascus

at the bus-stop

next week

every day

yesterday

now

Knowledge of vocabulary

Complete a sentence:

1. The cow ( barks, moos, shrieks).

2. Indicate whether a statement  is True/False.

               Spring comes before summer.

3. Select an unrelated word from a group of words:

   Meat, soup, eraser, peas

4.   Give a synonym or choose one from a list:   start  :   (begin)

5.   Give an antonym or choose one from a list: finish :   ( start)

6.   Make nouns from the following verbs: arrive, deny, permit

7. Make adjectives from the following nouns: man, child, wisdom

8. Use the prefix meaning not in these words: able, important

Reading comprehension ability

1. Select the appropriate idiomatic or structural item for

completion of sentences:

 e.g.  He always fulfills his promises, so he is -----------

- a man of his word

- an intelligent man

- a very brave man

2. Answer  questions on the meaning of words, phrases

or general content of a short reading passage.

4. Choose the correct answer from given answers about the

 main point of a paragraph or short reading selection

5. Filling spaces in a passage with item to complete the

meaning in a contextualized setting/ sentence/short paragraph.

Writing ability

1. Dictation

2. Complete sentences or passages in which words

 have been omitted.

3. Write answers to questions

4. Write sentences or a short paragraph based on a picture

5. Choose from a sequence of sentences the right items

 to form a related and meaningful passage.

References

Assessment and Evaluation,  Home page.  30 April 2006

<http://www.sasked.gov.sk.ca/docs/mla/assess.html>

 

Sample Assessment Tasks, Alaska Department of Education &

Early Development, Home page.  30 April 2006

<http://www.educ.state.ak.us/tls/frameworks/langarts/41task.htm>

 

R.J. Dietel, J.L. Herman, and R.A. Knuth, What Does

 Research Say About Assessment?   NCREL, Oak Brook, 1991

<http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm>

 

Jason Beale, MEd (TESOL),Assessing interactive

oral skills in EFL contexts, Home page.  30 April 2006

<http://www.jasonbeale.com/essaypages/assessment.html>