UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS ESCUELA DE IDIOMAS LICDA. EVELYN R. QUIROA
PROFESORADO EN EL IDIOMA INGLES CURSO: EVALUATION AND ASSESSMENT TECHNIQUES COURSE DESCRIPTION This course is dedicated in the study of the principle theories that inbound evaluation and assessment in the classroom. A critical analysis will be held in order to critique and put into practice the different perspectives, techniques and styles related to performance‐based assessment, summative and formative feedback methods to assess and evaluate student learning in the classroom. COURSE GOAL By the end of the course, students will be able to plan and create assessments and evaluations that provide their students with activities closely related to learning objectives and/or competences. LEARNING OUTCOMES Upon completion of the course, students will be able to: 1. Demonstrate development and use of academic standards across the curriculum and application of standards and objectives in classroom assessment and evaluation. 2. Match assessment to learning outcomes, develop rubric criteria and select appropriate assessment and evaluation choices using the tools proportioned by the course. 3. Apply current research tools to create authentic assessment, discourse analysis, self and peer evaluation, rubrics, surveys, tests and mini‐quizzes for self‐paced tutorials. 4. Evaluate and utilize appropriate tools such as grade books, calendars, spreadsheets and portfolios. GENERAL AND SPECIFIC EXPECTATIONS OF THE COURSE Student Assessment and Evaluation General Expectation 1: to communicate an overview of evaluation frameworks and processes. Specific Expectations: 1. Identify the following: a) the purposes of evaluation, b) key terms relative to evaluation, c) types of evaluation, d) links between planning and evaluation 2. Develop student assessment and practice within a philosophical framework 3. Understand equity issues in evaluation and assessment. General Expectation 2: to understand the purposes of various types of evaluation strategies. Specific Expectations: 1. Differentiate between diagnostic, formative, and summative evaluation 2. Compare the purpose and function of different information sources for evaluation 3. Identify a variety of evaluation and assessment procedures, their purposes, strengths, and weaknesses 4. Discriminate between traditional and authentic assessment and appropriate application in teaching/learning 5. Incorporate appropriate assessment and evaluation strategies into your teaching practice.
General Expectation 3: to place evaluation strategies in the context of a unit of study. Specific Expectations: 1. Design student assessment instruments (including rubrics) for a unit of study 2. Accommodate the needs of exceptional students within the unit and its evaluation component. 3. Enhance research in teaching to improve their own practice. 4. Be capable of doing self assessment. 5. Share the knowledge acquired to benefit the school community to which they belong. EXPECTATIONS: • Students are expected to attend all classes. Class attendance will be a part of the final evaluation. • Students are expected to arrive for class on time. Any student who arrives late will not be given additional time to complete quizzes, exams, or in‐class assignments. • Students are expected to submit all assignments on time. Late submissions will be penalized or not be accepted depending on the particular case. • Students are expected to come to class having read and completed all assignments. • Students are expected to participate in class discussions. • Students are expected to complete all quizzes and examinations in class on the date specified by the teacher. • Students are expected to word process assignments as required, handwritten work will not be excepted unless it is a test blueprint. CONTENTS: EXAM DATE CONTENT • The difference between evaluation and assessment • Types of evaluation (Diagnostic, Formative & Summative) • Establishing High‐Quality (Validity, Reliability etc. ) 08‐27‐11 • Becoming aware of content, context and learners • Curriculum and Evaluation • Visualizing your actions: planning and testing • Objectives vs. Competences • Blooms Taxonomy • Designing a blueprint • Test type items • Test item type instructions • Organizing test type items according to competencies and domain 10‐08‐11 levels • Analyzing test • Creating different core content tests • Assessment strategies • Self Improvement through self assessment • Self assessment tools: rubrics, checklists, portfolios etc. 11‐19‐11 • Differentiated learning • Declarative and procedural knowledge based assessment • Reflective Teaching and Learning • Administering and interpreting standardized tests NOTE: Additional content may be added to list.
MEANS TO ACHIEVE OUR GOALS: 1. Summary on subject matter must be turned in weekly. (Except when having test) 2. Teacher and student exchange of knowledge and experiences. 3. Group discussions. Students must read the material in advance. 4. Individual research and enrichment. 5. Multimedia presentations. 6. Teaching Project 7. Portfolio 8. Exams EVALUATION: Attendance 80% to apply for final term TOTAL ZONE…………………….……………………………………………10 PTS • QUIZZES • CLASS ACTIVITIES • PRESENTATIONS TWO MIDTERMS…….…………………………………………………….40PTS PORTFOLIO …….……………………………………………………………. 20 PTS FINAL EXAM ….…………..…………………………………………………. 30 PTS TOTAL …………………………………………………………………………..100PTS REFERENCES: 1. LANGUAGE PROGRAM EVALUATION, Brian K. Lynch Cambridge University applied linguistics 2. REFLECTIVE PLANNING, TEACHING AND EVALUATION. Judy W. Eby, Adrienne L. Herrell & Jim Hicks 3rd. Edition Merill‐Prentice Hall. London 2002 3. PLANNING LESSONS AND COURSES. Tessa Woodward. Cambridge University Press. Cambridge 2001 4. CLASSROOM ASSESSMENT, PRINCIPLES AND PRACTICES FOR EFFECTIVE INSTRUCTION, James H. McMillan. McMillan Press. Virginia 2001
CLASS REQUIREMENTS AND GUIDELINES Submitting Assignments: All assignments either have or will have an identified “due date”. Extensions beyond the designated due date are not granted except in the most extenuating of circumstances. With the exception of an immediate and pressing “emergency”, all requests for an extension will be written, signed, dated, and delivered in person to me, as your Professor, before the specified due date and in time for me to respond to your request in writing. All assignments are to include a title page that clearly identifies the assignment topic/title, course name and number, the date submitted, the teacher’s name, and the student’s name and I.D. number. All assignments are to be given, in person, directly to the teacher. I will take no responsibility for assignments that are given to other students or given to the personnel in the “Escuela de Idiomas” office. While I have not yet lost any student assignment; there is always the first time! Therefore, you would be well advised to back up your assignment electronically and if feasible, in hard copy. An assignment will be considered late if it is not directly handed to me, as your Professor, by the end of class on the specified “due date”. Late assignments will be penalized 5% for each day or part thereof following the specified “due date” [including Saturday(s) and Sunday(s)]. Attendance and Participation: Attendance will be taken at the beginning of each class period. Attendance in each class is mandatory; however, there is a proviso in the University regulations that students are permitted to miss the equivalent of 3 classroom contact hours. Beyond this limit, the student will be issued a warning that any more absences may result in being excluded from writing the final examination. Regular attendance, being prepared, and constructively participating in classroom activities, are all seen as integral components in the growth and development of becoming a professional teacher and in the establishment of a meaningful community of learnership in our class. Tardiness This can be extremely disruptive and disrespectful to members who strive to be on time. Naturally, we all encounter circumstances that occasionally cause us to be late – but habituated tardiness is not acceptable. If you are late for class, no material will be repeated. Therefore, you need to contact your classmates to be filled in on the material covered. If you arrive after attendance has been taken and you have no excuse, you will be marked as absent. Class Policy on Cell Phones Cell phones must be turned off at all times. If you are expecting an emergency call make sure to talk to me before class. Class Policy on Laptop Computers You may bring your laptop to class, but all work done on laptop computers must be related to the class work of that day. Academic Dishonesty Academic honesty is fundamental to the activities and principles of the University, and more broadly to society at large. All members of the academic community must be confident that each person’s work has been responsibly and honorably acquired, developed, and presented. References Use the A.P.A format 5th Edition.