By Michael Harris, Paul McCann
Facing review, this can be one in every of a chain of useful publications for lecturers which research pedagogical parts on the centre of ELT debate. academics are supplied with principles designed to aid them advance their very own fabric and tailor it to their person wishes.
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Additional resources for Assessment (Handbooks for the English classroom)
Rain. 14 Choose the alternative that is closest in meaning to the word which is underlined: I’ve just finished it. a A minute ago. b Yesterday. c A week ago. 5 TOTAL = 12 Administering tests As we pointed out in the introduction to this book, being tested as a student and testing learners as a teacher can be traumatic. Therefore we need to do what we can to reduce tension. At the same time, we need to make sure that formal assessment does take place under test conditions ie that students cannot copy or help each other.
Quite realistic. Tests gist or intensive understanding well. High guessing element: 50% for t/f, 33% for t/f/dk. ’ Very easy to mark thus good for very large classes. Good for checking gist or intensive understanding. Very difficult to construct. Wrong options (distracters) can distract better students. Guessing element. ’ Easy to construct. Good for stories (listening) and for linking of discourse. Very difficult to mark. If one answer is wrong, others are too. Impractical unless marking scheme is adapted.
Michael Harris and Paul McCann 1994. This page may be photocopied for use in the classroom. 39 CHAPTER 2 Formal assessment Assessment task 2 Writing (beginner) Use the notes to write a description of the animal. Example: ‘Her name is Booboo and she is a small animal. ’ Name Age Family Lives in Favourite food Favourite music Likes Dislikes Marking criteria Give a mark out of five for the information included and a mark out of five for accuracy (mistakes in terms of grammar and lexis) 40 © Michael Harris and Paul McCann 1994.