Performance Assessment

1
Performance Assessment

• Classroom-Based Assessment for ELT Teachers

Dr. Andrew Finch
2
Introduction

• Conversation, as a performance skill, is
  difficult to evaluate for a number of reasons.
• In addition to reliability and validity,
  assessors must acknowledge the importance of
  stress-related anxiety that is so predominant in
  second-language learning.
• In addition, it is important to ensure that it is
  language use that is assessed, rather than
  performance ability.
• Further complications arise when language
  acquisition is seen as changeable, unpredictable,
  and dependent upon student-specific affective
  factors.

3
Introduction

• Researchers and teachers are therefore turning
  their attention to a formative approach to
  evaluation, in which assessment
• is part of the process of learning
• contributes to the process of learning
• offers opportunities to reflect upon that
  process.
• This approach
• is student-centred
• It supplies information about achievement to the
  people who really need it teachers and
  students
• it helps them make strategies for future
  improvement.

4
Introduction

• The first part of this workshop describes a
  formative peer-assessment model that has been
  applied to the class conversation situation in
  Korea. This model
• provides reflective feedback to the students
• it allows progress to be monitored during the
  semester
• reduces anxiety through the group discussion
  format,
• gives the teacher reliable information concerning
  the individual improvement of class members.

5
Peer-Assessment

• Students who carried out oral peer-assessment
• i) were able to assess their own work
  realistically
• ii) were sincere
• iii) demonstrated a similar level of assessment
  to that of the lecturers
• iv) did not lower their standards
• v) benefited in their understanding of and
  attitude towards assessment by taking part in the
  study (Miller Ng, 1996, p. 142).
• Peer assessment can be therefore be seen as an
  effective means of involving learners in
  formative self-assessment (Miller Ng 1996, p.
  134)