O uso de medidas de

avaliação de

desempenho no

processo de aquisição

de língua estrangeira

Fernando Morais

ELT Specialist - Pearson Brazil

June 9th, 2017

Image by Christof VanDerWalt

De onde você está participando?

Agenda

1.Assessments Quiz

2.Definition of Terms

3.Types of Assessment

4.The Importance of Standards

5.The GSE: A More Precise Global Standard

6.Measuring Progress with the GSE

Warm up

Choose one word from the cloud and explain

why it is important for learners’ progress:

Assessments - Quiz

Statements Totally

disagree I’m not

sure Totally agree

Most times, teachers and students spend too much time on testing.

Assessments – Quiz

Statements Totally

disagree I’m not

sure Totally agree

Most times, teachers and students spend too much time on testing.

In general, teachers adapt their teaching according to students performance on tests.

Assessments – Quiz

Statements Totally

disagree I’m not

sure Totally agree

Most times, teachers and students spend too much time on testing.

In general, teachers adapt their teaching according to students performance on tests.

Most teachers know how to design tests that can identify students real abilities.

Assessments – Quiz

Statements Totally

disagree I’m not

sure Totally agree

Most times, teachers and students spend too much time on testing.

In general, teachers adapt their teaching according to students performance on tests.

Most teachers know how to design tests that can identify students real abilities.

Marking tests/assignments is stressful and time-consuming for most teachers.

Assessments – Quiz

Statements Totally

disagree I’m not

sure Totally agree

Most times, teachers and students spend too much time on testing.

In general, teachers adapt their teaching according to students performance on tests.

Most teachers know how to design tests that can identify students real abilities.

Marking tests/assignments is stressful and time-consuming for most teachers.

I think students have a clear sense of progression in their English learning journey.

“The

beginning of

wisdom is

the definition

of terms.”

Socrates

Etymology - early 15c., "to fix the amount (of a tax,

fine, etc.)," from Anglo-French assesser, from Medieval

Latin assessare "fix a tax upon," originally frequentative

of Latin assessus "a sitting by," past participle of

assidere/adsidere "to sit beside" (and thus to assist in

the office of a judge), "sit with in counsel or office," from

ad "to" (see ad-) + sedere "to sit," from PIE root *sed-

(1) "to sit."

Etymology - early 15c., "to fix the amount (of a tax,

fine, etc.)," from Anglo-French assesser, from Medieval

Latin assessare "fix a tax upon," originally frequentative

of Latin assessus "a sitting by," past participle of

assidere/adsidere "to sit beside" (and thus to assist in

the office of a judge), "sit with in counsel or office," from

ad "to" (see ad-) + sedere "to sit," from PIE root *sed-

(1) "to sit."

Explanation - One job of the judge's assistant was to

fix the amount of a fine or tax. Meaning "to estimate

the value of property for the purpose of taxing it" is

from 1809; transferred sense of "to judge the value of"

(a person, idea, etc.) is from 1934.

http://www.etymonline.com/

32

http://edglossary.org/assessment/

In education…

the term assessment refers to the wide

variety of methods or tools that educators

use to evaluate, measure, and document the

academic readiness, learning progress, skill

acquisition, or educational needs of

students.

32

http://edglossary.org/assessment/

In education…

the term assessment refers to the wide

variety of methods or tools that educators

use to evaluate, measure, and document the

academic readiness, learning progress, skill

acquisition, or educational needs of

students.

32

http://edglossary.org/assessment/

In education…

the term assessment refers to the wide

variety of methods or tools that educators

use to evaluate, measure, and document the

academic readiness, learning progress, skill

acquisition, or educational needs of

students.

Types of

Assessment

• In-process evaluations.

• Multiple times during a unit, course, or program.

• Usually not scored or graded.

• More formal: quizzes, portfolios, assignments, etc.

• Informal: questioning techniques, exit tickets, bell-

ring assignments, thumbs up/down, etc.

• Purpose: to give educators ongoing feedback about

what students are learning (or not), so that

instructional approaches, teaching materials, and

academic support can be modified accordingly.

Formative assessments

• Used to evaluate student learning at the

conclusion of a specific instructional period

• At the end of a unit, course, semester, program,

or school year.

• Typically scored and graded tests, assignments,

or projects.

• Used to determine whether students have

learned what they were expected to learn during

the defined period.

Summative assessments

“When the cook tastes the soup, that’s formative

assessment. When the customer tastes the soup,

that’s summative assessment.”

Assessment of Learning or For Learning?

Paul Black

32

Interim assessments

• evaluate where students are in their

learning progress.

http://edglossary.org/interim-assessment/

32

Interim assessments

• evaluate where students are in their

learning progress

• determine whether they are on track to

performing well on future assessments,

such as final tests or high-stakes exams.

http://edglossary.org/interim-assessment/

32

Interim assessments

• evaluate where students are in their

learning progress

• determine whether they are on track to

performing well on future assessments,

such as final tests or high-stakes exams.

http://edglossary.org/interim-assessment/

Interim assessments are usually administered

periodically during a course or school year (for

example, every six or eight weeks) and separately from the process of instructing students.

English

Language

Standards

32

ELD standards – United States

32

The CEFR: The most widely used standard…

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The CEFR: The most widely used standard…

has some limitations.

• It focuses mainly on speaking

32

The CEFR: The most widely used standard…

has some limitations.

• It focuses mainly on speaking

• It does not measure learners below A1

32

The CEFR: The most widely used standard…

has some limitations.

• It focuses mainly on speaking

• It does not measure learners below A1

• It’s too vague (some bandscales are broad)

32

The CEFR: The most widely used standard…

has some limitations.

• It focuses mainly on speaking

• It does not measure learners below A1

• It’s too vague (some bandscales are broad)

• It can take a long time to evidence progress

Intermediate Plateau: Obstacle to Motivation

Intermediate Plateau: Obstacle to Motivation

The GSE:

A More

Precise

Global

Standard

32

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A Complete set of Learning Objects

Measuring

Progress

with the

GSE

40

Keeps Students Motivated During the Course

41

How does Progress Test work?

6 levels

Sets of 3 Tests: Start, Middle

and End of course Tests

Course page

42

Adaptive questions, instant results

43

Automated Scoring – Immediate Feedback

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Visually Attractive Detailed Reports of the

4 Skills + Grammar and Vocabulary

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Visually Attractive Detailed Reports of the

4 Skills + Grammar and Vocabulary

Further Reading:

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• http://edglossary.org/assessment/

• On Raising English Standards with a Single Global Framework:

https://www.english.com/gse/standards

• Schmitt, Diane. The Scale of Knowledge. In: Fact of Fiction

Report https://www.english.com/ELTmyths/

• Wood, Ian. Does progress in English slow as you get more

advanced? https://www.english.com/blog/ian-wood-progress-gse

• CEFRL – Download the entire document

https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

• GSE Learning Objectives – Download full brochures

https://www.english.com/gse/learning_objectives

There’s so much

more to learn

Find out more at

english.com/GSE