1 Consider the following tasks and activities common to current ELT materials:

• texts for reading,
• information gap task,
• listening to a recording,
• mingling activity,
• writing a description of the weekend's activities.

Describe aspects of each that could be used for assessment purposes.

2 Work in pairs / groups. Place each of the techniques/procedures from the list on one of the four cells in the chart below:

• Placement tests
• Diagnostic tests
• Periodic achievement tests
• Short pop quizzes
• Final exams
• Portfolios
• Oral presentations (prepared but not rehearsed)
• Impromptu student responses to teacher's questions
• Student-written response (one paragraph) to a reading assignment
• Drafting and revising writing
• Final essays (after several crafts)
• Whole-class open-ended discussion of a topic

Justify your decisions.

4 Read pp. 490–510 from Brown's book on ELT* and answer the following questions:

1 What are the main principles of assessment? Why are they important?
2 How can we apply these principles in practice? Give examples.
3 What characteristics help design authentic tasks?
4 Why is washback important for the process of course design?
5 What types of tests exist? What are their main functions?
6 Which types of tests might be useful for the courses that you are developing (in groups)? Why?
7 How can the principles of assessment (e.g., practicality or authenticity) mitigate the negative aspects of high stakes standardized tests?
8 What tasks does performance-based assessment include? What problems might be associated with them?
9 Do you know any assessment tasks that would address different types of intelligence: interpersonal, intrapersonal, spatial, contextual, emotional?
10 What is classroom-based assessment? What are its advantages and downsides?

*Brown, H. D., Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 5th Ed. Pearson Education.

If you cannot attend on December 5, mail your answers to nv.malinin@mpgu.edu (due time: December 6, 9 pm)

5a Match assessment tools 1—8 with their definitions A—F:

1 Essays
2 Forced-choice question tests
3 Performance-based or project-based assessment
4 Portfolio
5 Reflections and case analyses
6 Short-answer questions

A Can be used to assess learners' engagement with and application of new knowledge. The scorer tries to evaluate students' reasoning skills with a rating scale or checklist to determine the level of student understanding.

B Usually require students to recall information with a minimum of cues and to organize it into a meaningful and persuasive piece of writing.

C Items that require students to recall the correct answer with few cues and to state their responses in their own words.

D A collection of a student's work that includes products, artwork, problem solutions, reflections, and self-assessments.

E Items that require learners to select among a set of response options include multiple choice, matching, fill-in-the-blank, and true/false.

F Assessments that provide a realistic context in which students demonstrate their knowledge. Students might be asked to create instruction for others, make a presentation, or develop diverse products.

5b Order the assessment tools from the previous task from the least (1) to the most (6) time-consuming. Assessments that take a longer time to respond to usually take longer to score.

Essays | Forced-choice question tests | Performance-based or project-based assessment | Portfolio | Reflections and case analyses | Short-answer questions

6a Match assessment types 1—6 with possible scoring options:

1. Multiple choice, true/false, matching
2. Essays
3. Reflection and self-assessments
4. Case analysis
5. Presentations
6. Portfolios

Scoring options:
Key to correct responses
List of acceptable responses and key phrases
Checklist of important points
Rating scales
Rubric for quality judgments

6b Decide which scoring options from 6a are presented on slides A—D below:

7 Decide which scoring items can be used to assess the activities here:
https://edvibe.com/course/70b2e96b-afad-48f5-873f-23af84cb243b

Analyze the following sections:

• Before listening
• Vocabulary
• First listening
• After listening
• Grammar
• Idioms

8 Choose one outcome from the set you have developed and suggest assessment tools that can evaluate its achievement.

E.g., differentiate between informal and formal academic writing styles and produce texts appropriate for IELTS criteria

A set of writing tasks based on IELTS Writing Task 2 that requires formal academic language.