英语教学法教程14&15Learner-Differences-and-Learner-Traini

EnglishLanguageTeachingMethodologyUnit15LearnerDifferencesandLearnerTrainingOutlinePresentation:AssessinglanguageachievementAbriefrevisionofUnit14Unit15AssessmentinLanguageTeachingPresentation:Task6(p.255)SupposeyouhavebeenteachingaSenior1classforayear.Nowyouaregiventhechancetoassessthestudents’overalllanguageachievementinwhatevermethodsyoulike.Howwouldyoudoit?Writeoutyourstepsandreasonsfordoingso.ARevisionofUnit14AssessmentinLanguageTeaching1.Whatisassessment?Howisitdifferentfromevaluationandtesting?2.Thepurposeofassessment3.Themethodsofassessment4.Thecriteriaforassessment5.Theprinciplesforassessment6.Testsinlanguageassessment14.1UnderstandingassessmentTest:usudoneattheendofalearningperiod;resultbyamark;ss’testscoresarecomparedwitheachotherAssessment:involvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.Formsofassessment:tests,commentfromT,T’sobservationnotes,ss’self-assessmentsheets,samplesofss’work,etc.ss’achievementismeasuredagainsthisownstartingpoint.Evaluation:‘awholerangeofissuesinandbeyondlanguageeducation’;producesaglobalviewofachievementbasedonmanydifferenttypesofinformationEvaluationisthemostgeneralofthethreeconcepts,fordecision-makingpurpose.Assessmentfocusonthelearningprogressandprocess-oriented,forthepurposesofimprovingteachingandlearning.Testisoneinstrumentofassessment,focusingontheresultoflearning.14.2AssessmentpurposesTestingAssessmentEvaluationPurposesToknowwhereeachsstandsamongallss;howwellssdointest.Toknowhowwellsshavedone+wheretheyhavedonewell(ornotwell)ToknowwhetherthemoneyspentoneducationorthepolicychangehashadgoodresultsSourcesofinformationTests(exams)Tests,observation,sampleofss’work,conferencingObservationoflessons,ss’testscores,T’sreports,coursedocuments,interviews,etc.ReportformsTestscores(marks)Scores,notes,report,portfolio,evaluationsheetsReport/decisiononaleveloftheprogramForwhom?SchoolorparentsTeachers,learnersauthorities14.3Methodsforassessment1.Summativeandformativeassessment2.Teacher’sobservations3.Continuousassessment4.Self-assessmentandpeerassessment5.Projectwork6.portfolios14.4CriteriaforassessmentCriterion-referencedassessment:basedonafixedstandardorasetofcriterion.Norm-referencedassessment:tomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoresaregivenasthenorm.(relative)Individual-referencedassessment:basedonhowwellthelearnerisperformingrelativetohisorherownpreviousperformance,orrelativetoanestimateofhisorherindividualability.AdvantagesanddisadvantagesofdifferentassessmentsAdvantagesDisadvantagesCriterion-referencedObjectivestandardofabilitylevelDifficulttodesign,espforclassroomteachersNorm-referencedMaximizethedistinctionamongindividualsinagivengroupDifficulttodecidethe‘norms’Individual-referencedMakessawareoftheirprogress;encouragessLackofcomparisonamongstudents14.5Assessmentprinciplesp.257LawandEckes(1995:9):1.Assessauthenticuseoflanguageinreading,writing,speakingandlistening.2.Assessliteracyandlanguageinavarietyofcontexts.3.Assesstheenvironment,theinstruction,andthestudents.4.Assessprocessesaswellasproducts.5.Analyzepatternsoferrorsinlanguageandliteracy.6.Baseassessmentonnormaldevelopmentalpatternsandbehaviorinlanguageandliteracyacquisition.7.Clarifyandusestandardswhenassessingreading,writing,andcontentknowledge.8.Involvessandparents,aswellasotherpersonnelsuchastheESLormainstreamteacher,intheassessmentprocess.9.Makeassessmentanongoingpartofeveryday.14.6Testformats/testingtechniquesTenmostfrequentlyusedtestformats:1.Questionsandanswers2.TorF3.Multiple-choice4.Gap-fillingorcompletion5.Matching6.Dictation7.Transformation8.Translation9.Essaywriting10.interviewUnit15LearnerDifferencesandLearnerTraining1.Howlearnersaredifferent?2.Whatislearnertraining?3.Whatcanwedoinlearnertraining?4.Howcanwehelplearnerstobecomemoreautonomous?15.1UnderstandinglearnerdifferencesPeoplelearnindifferentways.“Somepeoplehaveaninstinctiveearandlikelearningfromhearingandlistening,whileotherspreferactionsuchasmakingthingswiththeirhands,andwalkingabout”(Lavery,2001:13)Differentpeoplehavedifferentlearningstyles.15.1.1Eightdifferenttypesoflearners(Reid,1998)1.Visuallearners(learnthrougheyes/seeing)2.Auditorylearners(learnthroughtheear/hearing)3.Tactilelearners(learnthroughtouch/hands-onactivities)4.Kinestheticlearners(learnthroughbodyexperience)5.Grouplearners(learnthroughworkingwithothers)6.Individuallearners(learnthroughworkingalone)7.Authorityorientedlearners(learnbylisteningtotheteacher)8.Reflectivelearners(learnthroughreflections)Avarietyoftasksshouldbegivenineachlessonsoastohelpsslearnindifferentways.Goodlanguagelearnersuseacombinationofstyles.Activity:Task3p.265Whatcanteachersdotomeettheneedsofdifferentlearners?(Cheng&Banya,1998)1.Tshavetobeawareofsslearningstylesaswellastheirownlearning/teachingstyles.2.Tshavetheresponsibilitytoprovidemultipleopportunitiesforsstodevelop/expanddifferentLS.3.Tsneedtot