13.6
Summary
Summary
As a summary of the issues discussed in this module, you will find below a checklist in the form of questions which we need to bear in mind when planning assessment procedures for language modules:
- Does the module feature
a mix of formative and summative assessment?
- Is there an appropriate
blend of continuous assessment and class tests/exams?
- Are the assessment criteria
clearly linked to learning outcomes?
- Are students involved sufficiently
in the assessment process?
- In particular, have students
been given a copy of the scheme of assessment and the marking criteria?
- Where appropriate, has
consideration been given to opportunities for self-assessment?
- Is there any scope for
involving students in peer and/or group assessment?
- How do individual assessment
tasks measure up against the demands of validity, reliability, transparency,
practicality and washback on teaching?
- Do the assessments cover
a sufficiently wide range of topics, contexts and language?
- Why are individual assessments being done and what precisely is being tested?
- When will assessments take place?
- How are students to be
assessed (individually, in pairs, as a group)?
- Are titles of essays sufficiently
specific to reduce the likelihood of plagiarism?
- Are tests or exams to be
conventional or of the open-book variety?
- If open-book, which materials
are students able to bring with them?
- Does the department need
to provide any reference material for the exam?
- Have exams papers been
appropriately moderated and have arrangements been made for double-marking,
where required?
- Is there an unambiguous
mark scheme, preferably one produced at the same time as the exam or
test?
- When providing feedback
on students' errors, is the tutor bearing in mind the likely cause of
errors?
- Does marking take account
of the difference between 'slips', 'first- and second- order mistakes'
and 'errors'?
- Is there an agreed system
for short-hand annotation of student work and do students fully understand
it?
- Is there a consistent policy
on how much correction of written work is to be done by the tutor? And
do students understand this?
- Is there some system for
following up or reinforcing student corrections?
- Are marking criteria clear
and activity-specific?
- Is there an appropriate system for providing a detailed response to written work (eg a standard feedback or comments sheet)?
Activity 8
| Now go back to Activity 1 and reformulate your 10 beliefs on assessment in language teaching in the light of your work on the module. Have you changed your mind about any of the 10 items? If possible, compare your responses with those of a colleague who has also worked on the module, and discuss any issues you are still unsure about |
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