standards-based assessment

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validity in language assessment standards-based assessment 1 standards-based assessment and criterion referencing standards-based assessment is a form of criterion-referenced assessment (cf norm-referenced assessment). format of standards standards are typically formulated as an ordered series of statements about levels of achievement or stages of development. (there may be multiple sets of ordered statements for different aspects of language development) 3 cefr levels a2 , b1 (speaking) a2: can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. b1: can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. can …

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goals for teaching and learning; involve clear and specific statements of teaching aims professional understanding: to inform teachers about the typical progress of learning; more complex statements and include contextual and interpretative information in order to help the teacher understand more fully the nature of the emergent ability in the learner accountability: to act as statements of learning outcomes for administrative purposes - tends to be dominant function 7 formative vs summative assessment can standards-based assessment help with formative assessment? gathering evidence to form basis of reporting gathering of evidence a mixture of teacher-led assessment and external examination external evidence may be seen as intrusive, insensitive to learning places burden on teacher for record keeping requires intensive professional development of teachers best schemes provide good advice to teachers about integrating assessment in instruction - ‘assessment for learning’ movement 9 the assessment pyramid levels (numbered) level summaries strand descriptions within each …

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mmative assessment increases reliability and validity externalize standards locates teacher as coach, not judge requires teachers to form a ‘community of practice’ 13 wiliam on construct-referenced assessment ‘criteria’ do not define but exemplify grades ‘standards’ are shared by the community of practice ‘standards’ are implicit and evolve 14 image1.jpeg image2.jpeg /docprops/thumbnail.wmf

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О "standards-based assessment"

validity in language assessment standards-based assessment 1 standards-based assessment and criterion referencing standards-based assessment is a form of criterion-referenced assessment (cf norm-referenced assessment). format of standards standards are typically formulated as an ordered series of statements about levels of achievement or stages of development. (there may be multiple sets of ordered statements for different aspects of language development) 3 cefr levels a2 , b1 (speaking) a2: can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar a...

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