Reflection Unit 4

I loved this last unit, first of all, because I learned about the advantages and disadvantages of using the Self-Assessment technique in our language courses. Second of all, because I designed a self-assessment instrument and it mede me reflect about how helpful self-assesment can be in my future classes if it is used correctly in order to help our students to self evaluate their overall performance. In addition, I discovered that it is good to let students reflect on what they accomplish or not, and make them be aware of their responsibility degree on their own learning process.  Moreover, this might prevent the passiveness of our students and could provide them a chance to find a way to improve what they think it is lacking in their performance. On the other hand, I also learned that even though we could design an excellent instrument for self-assessing, some students may lack of objectivity and might assign themselves higher grades than they deserve or even lower grades if they are very demanding with themselves. Despite of the possible disadvantages, I think that the self-assessment is a very useful tool because we can help our students to become autonomous learners, and this is by far, the most important goal we could pursuit as teachers.

Self-assessment

Score: 10

Techniques for Self-assessment

Purpose of the instrument: The following instrument is meant to help students to analyze their own progress in the class, regarding to what they have learned and what they need to improve, so they can be aware of what they need to improve. It will also provide us teachers with information about how our students are developing in the class, in which areas they need help and which other areas are clear and understood. 

SELF-ASSESSMENT UNIT 13: Looking for a Job 

Grammar studied in class: Think about what you learned and what you can do with that knowledge. Give yourself a mark out of five for these areas:

Puntuation	Grammar studied in class
	I know how to express abilities	/.5
	I know how to express occupations	/.5
	I know how to use can/Can’t	/.5
	I know how to use Have to/Don’t have to	/.5
	I can differentiate an ability from an occupation	/.5
	I can write an invitation or and apology letter	/.5

Use of information learned in class: Think about how you used all the information you learned in class. Give yourself a mark out of five for these areas.

Punctuation	How Often I…
	Practice the vocabulary I learned in class outside the classroom.	/.5
	I helped my classmates if they needed help	/.5
	I participate in class to reinforce my knowledge	/.5
	I shared my opinions and doubts with the class	/.5

Class evaluation: Think about your performance in the classroom. Give yourself a mark out of five for these areas:

Punctuation	Performance in class
	Attitute	/.5
	Team work	/.5
	Participation	/.5
	I did all my assignments on time	/.5

Advantages and Disadvantages of Self Assessment

Advantages: 

• Provides with useful information about students expectations and needs, their problems and worries, how they feel about their own progress, their reactions to the materials and methods being used. 
• It provides with information about what students thin about the course. 
• Teachers and students can diagnose problems
• Teachers receive feedback about the course
• Students find their own solutions
• Students become more autonomy. 
• Student control their learning 
• Improves students self-esteem. 

Disadvantages: 

• Learners never need to think consciously about their problem. 
• Many teachers may have serious reservations about implementing the self assessment .
• It can take a lot of time 
• Many teachers may have their doubts about the maturity of students when they are asked to give themselves a mark, which will be taken into account their overall assessment. 
• Time consuming
• Lack of objectivity 
• Since it is made by the student itself, Student might tend cheat.  
• Students might need a lot of guidance 
• Students might not be ready

Reflection Unit 3

When I started this course, I thought it was going to be difficult to assess students in accurately. Now, after this unit, I am able to understand a little bit more about assessment and items to achieve this. I liked the activities of this unit, because it made me feel closer to become a teacher, and that makes me feel happy and full of energy to be in front of a class. At the beginning of the activity to create items I was a bit confused, because I didn't know if i had to make the items based on my previous activities, And I ended up using a complete different activity. Fortunately, when we discussed at class, I realized about my mistake just in time to change my final activity. 

In this unit I also had the chance to learn that there are four main types of test; proficiency test, achievement test, diagnostic test and placement test.  In the same way, there are also different types of testing that can be used in a test; direct & indirect, discrete & integrative, objective & subjective, etc.  Besides, I learned that there are some very important aspects that we need to take into consideration when we are choosing or designing a test; validity, reliability, practicality and backwash effects. We need to always keep in mind these aspects if we want our tests to be trustworthy, so that they can have a good impact on our students learning experience.

Finally, I'd like to mention that even though it is a fun activity, and I enjoyed doing it, designing a test is not an easy task, we need to be organized and careful with all the aspects that it carries;  we need to think what is going to be assessed on the test, the score that the it’s going to worth as well as  what kind of items are more suitable for each skill and the score of each item. Consequently, the next time I have make a test; I will be careful and i will pay attention to  all this important aspects of a test creation.

Items (final activity)

Test

Name:_________________________

Group:_________________________

1. Using the images bellow, write a complete sentence with the activities that you can do and   the things you can’t do. Remember to use connectors.   

Score: 8 points

                                                             

                                                                 

Example: 

I can ride a bike, but I can’t cook.

1._________________________________              2._________________________________

3._________________________________              4._________________________________

2. Listen to the conversation and identify all the occupations and abilities, make a list in the space bellow. 

score: 12 points

Rose: Hi John, What are you doing? 

John: I’m drawing a picture for my art class. 

Rose: Oh! I didn’t know you could draw!  

John: Don’t even mention it! I’m terrible at it. That’s why i prefer to paint! 

Rose: I see.. But if you want to become an artist you need to lear how to draw too. 

John: I think i’m quitting my dream of becoming an artist, and I’ll become a lawyer instead. 

Rose: Oh, no!! Lawyers are boring! How about a musician? They are consider artists too!

John: But, I don’t know how to play an instrument and I’m a terrible singer. 

Rose: Well, maybe you should keep on drawing or you’ll end up being a carpenter! Remember, practice makes perfect! 

Abilities:                                                                   Occupations:

1. ____Draw_____________                            1. ______Artist___________
2. ______________________                           2. ______________________
3. ______________________                           3. ______________________
4. ______________________                           4. ______________________

3. Read the following text. Fill in the blank spaces with the words provided. 

Score: 14 points 

Apologize             Excuse                 Can                    Can’t                 

 Have to                        Don’t have to              Invite                                            

Dear Kevin, 

I am writing to ___________ because I __________ go to your party. My sister is having her big recital that day and I ______________ be there to support her. 

_______ I invite you and your wife to dinner to that special restaurant you love? 

Remember, you ______________ say yes, if you have things to do, is fine! We can catch up some other time. 

Please _____________ me with your wife for not attending your party. 

Yours truly, 

Melissa

4. Answer the questions using the information from the text. Please, use complete sentences.

Score: 4points

Example:

1. What kind of text is it?  It is an apology note. 
2. Is she Attending the party?________________________________
3. Why is she apologizing for?_______________________________
4. Where is she going?_____________________________________
5. Why does Melissa has to be at her sister’s recital? ____________
6. Is Kevin married?_______________________________________

Objectives and Analysis for Testing Purposes

This is a test designed to assess the student’s knowledge about the use of can/can’t, have to/don’t have to as well as recognize the difference of an invitation letter from an apology note. Also to evidence the student’s knowledge of different occupations and abilities. This test is provided with grammar, vocabulary, listening, writing and understanding items to cover different objectives for each skill. 

For writing, students will be provided with different pictures that show activities. They will have to identify which activities they can or can’t do and they will make complete sentences using the connector “but” to contrast the activities they can do with the ones they can’t do. For listening, students will listen to an audio and they will have to identify all the occupations and abilities in the conversation and then they will list them.

 Finally, for reading, students will be provided with a text, they will fill in the blanks with the words provided and based on the completed text they will answer some questions with complete sentences. To assess grammar, I will take into consideration if they answered with complete sentences, using correct grammar and vocabulary. For this, I have a rubric that I will use to check if student is achieving the goal for this unit. 

Test Specifications

Writing: 

Objective: To be able to identify activities and state what they can and can’t do. Writing complete sentences using the conector “but”. 

Format: Guided writing

Task: Identify activities and write complete sentences, using pictures.

Time: 10 minutes

Score: 8 points / 2 for each correct sentence

Listening: 

Objective: To be able to look for specific information from a conversation. 

Format: Conversation, Listing

Task: be able to recognize specific information and list those words.

Time: 15 minutes

score: 12 points / 1.5 for each correct answer

Reading/comprehension

Objective: To be able to complete a text with coherence filling the blanks and answering questions about the text. 

Format: Text completion, problem solving

Task: Complete a text with coherence and identify main topic to be able to answer some questions. 

Time: 15 minutes

Score: 

1st part: 14 points / 2 points for each correct answer

2nd part: 4 points / 1 point for each correct answer

Describing the Test Items

To test writing, I decided to use a series of pictures so the student can identify what he can or can’t do so he can write complete sentences remarking the differences. I decided to use pictures to make the activity easy for my students since they are beginners intermediate level. This item will be scored with a total of 8 points, there are 4 sentences and each sentence will score 2 points depending if they used correct grammar and vocabulary. 

To test listening, I decided to use a conversation so students can search and identify specific information, to be able to make a list of that information. Students will be looking for 4 abilities and 4 occupations. This activity will be scored with 12 points. Making it 1.5 points for each correct word they identified and listed correctly. If student only identified the word but listed it wrong they will only get 1 point. Also they will only get one point if they do not spell the word correctly, since I will be grading grammar as well. 

 To test Reading and understanding, I decided to use text completion, providing students with the words missing to make item easy for them to understand, because they will have to answer some questions based on the completed text. The item will be scored with 14 points the first part, 2 points for each word they used correctly. And the second part will be scored with 4 points, making it 1 point for each correct answer, this has to be complete answers, with correct use of grammar. 

Answer key and scoring

1. Answers may differ from student to student, but they have to use “but” to differentiate what they can to what they can’t do. 

I can run, but i can’t swim.

I can sing, but i can’t ski.

I can dance, but i can’t cook

2. Abilities:                                                                   Occupations:

1. Draw                                                                            1. Artist
2. paint                                                                             2.  Lawyer
3. Sing                                                                              3. Musician

4. Play and instrument                                                4. Carpenter

3. 

Dear Kevin, 

I am writing to apologize because I can’t go to your party. My sister is having her big recital that day and I have to be there to support her. 

Can I invite you and your wife to dinner to that special restaurant you love? 

Remember, you Don’t have to say yes, if you have things to do, is fine! We can catch up some other time. 

Please excuse me with your wife for not attending your party. 

Yours truly, 

Melissa

4

Example: What kind of text is it?  It is an apology note. 

1. Why is she apologizing for? She can’t go to the party.
2. Where is she going? She is going to her sister’s recital
3. Why does Melissa has to be at her sister’s recital? To support her sister
4. Is Kevin married? Yes, Kevin is married / Yes he is

Comments by moderator

When designing the test I had some trouble, because i wasn’t sure which format was the appropriate, specially because it was a beginner/intermediate level. I finally choose this items and I am happy with the results. I think they aren’t that hard but they still have some level of difficulty. I liked the fact that after this test students will be able to identify and ability from an occupation as well as be able to distinguish between an obligation from a capacity. 

Describing the process

In order for me to come up with this test, I had to try many items, from advanced to very simple ones. On the previous activity i got a little confused, and ended up using items that weren’t related to my main unit. But after analyzing the whole content and the different activities we have done in class and on the forums, i modified my items. 

After deciding which format I was going to use, everything went smoothly. Yes, I changed a little bit my original items while i was developing my test, but everything turned out to be for better results. On my previous test activity I realized that i struggle to write instructions, so i tried to keep simple instructions and I think I did good, not perfect, because I sill have a lot to improve, but I think this instructions are understandable. 

Making the scoring part was a bit difficult, because all of the activities are important, however, I gave more weight to those I thought were the difficult ones. I really enjoyed this project because it made me realize how important is to pay attention to every detail when making a test.

Items

Test

Name:_________________________

Group:_________________________

1. Using the images bellow, write a complete sentence with the activities that you can do and the things you can’t do. Remember to use connectors.

                                                                       


                                                                                      

Example: 

I can ride a bike, but I can’t swim.

1._________________________________              2._________________________________

3._________________________________              4._________________________________

2. Listen to the conversation and identify all the occupations and abilities, make a list in the space bellow. 

Rose: Hi John, What are you doing? 

John: I’m drawing a picture for my art class. 

Rose: Oh! I didn’t know you could draw!  

John: Don’t even mention it! I’m terrible at it. That’s why i prefer to paint! 

Rose: I see.. But if you want to become an artist you need to lear how to draw too. 

John: I think i’m quitting my dream of becoming an artist, and I’ll become a lawyer instead. 

Rose: Oh, no!! Lawyers are boring! How about a musician? They are consider artists too!

John: But, I don’t know how to play an instrument and I’m a terrible singer. 

Rose: Well, maybe you should keep on drawing or you’ll end up being a carpenter! Remember, practice makes perfect! 

Abilities:                                                                   Occupations:

1. ____Draw_____________                            1. ______Artist___________
2. ______________________                           2. ______________________
3. ______________________                           3. ______________________
4. ______________________                           4. ______________________

3. Read the following text. Fill in the blank spaces with the words provided. 

Apologize             Excuse                 Can                    Can’t                 

 Have to                        Don’t have to              Invite                

Dear Kevin, 

I am writing to ___________ because I __________ go to your party. My sister is having her big recital that day and I ______________ be there to support her. 

_______ I invite you and your wife to dinner to that special restaurant you love? 

Remember, you ______________ say yes, if you have things to do, is fine! We can catch up some other time. 

Please _____________ me with your wife for not attending your party. 

Yours truly, 

Melissa

4. Answer the questions using the information from the text. Please, use complete sentences.

Example:

1. What kind of text is it?  It is an apology note. 
2. Is she Attending the party?________________________________
3. Why is she apologizing for?_______________________________
4. Where is she going?____________________________________
5. Is Kevin married?_______________________________________

Activity 3

 Validity

It is said that a test has Validity when the content represents a sample of the language skills, structure, etc. It is important to have in mind that there are two kinds of validation, which are: concurrent validity and predictive validity. The first takes time when the test and the criterion are administered at the same time. and the second one is concerned with the degree to which a test can predict candidates future performance. 

It is important to mention that content validation confirm that the sub-skills are well represented in the test. There are two methods used to gather information that demonstrates the evidence of the construct validity, and those are: the think aloud, in which test takers voice their thoughts as they respond. And the retrospective method in which test takers try to recollect what their thinking was as they responded. A valid test provide consistently accurate measurements. 

Reliability: 

The term reliability on a test refers to the different results we get while applying the test, since we know that the scores could differed if we apply the test in different circumstances. The reliability coefficient allows to compare the reliability of the test. However, it does not provide directly information of how close the candidate score is to what the candidate has scored in other occasions. It is important to take into consideration that to make a test reliable, we must consider the performance of candidates from ovation to ovation, and the reliability of the scoring. 

Backwash: 

The term backwash refers to the effect that tests have on learning and teaching, meaning that both are linked. It is necessary either for students and teachers to understand the tests demands in order for the effect to be fully realized. It is important to have informed, prepared teachers to avoid chaos and dissatisfaction, because tests are meant to help change teaching, and they need support to help effect the change.