Integrating Teaching and Assessment in EFL in Korea

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Integrating Teaching and Assessment in EFL in
Korea

• A Practical guide

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Start With a Cartoon
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The Teachers Juggling Act

• Teachers have many jobs
• Syllabus (making sure it gets covered)
• Administration (in and out of class)
• Textbooks (choosing and using)
• Teaching !!! and
• Assessment (test-driven classroom)

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What to do about assessment?

• Classroom-Based Assessment is a sound, meaningful
  method of evaluating and improving the learning
  that occurs in our classrooms.
• Its purpose is to investigate and enhance
  learning by carrying out ongoing,
  student-centered, non-threatening, formative
  assessment.
• This helps teachers to discover what has been
  learned, and to identify areas which need further
  attention.

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Integrating Teaching and Assessment

• Integrating Teaching and Assessment in the EFL
  Classroom addresses questions of immediate
  importance to present and future teachers
• What is Classroom-Based Assessment (CBA)?
• How can it help EFL teachers and students?
• How can it help teachers meet their grading
  requirements?
• How can it be integrated into normal teaching
  practices?

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Time for Another Cartoon
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Types of CBA explored and explained in ITAEK
(handout, page 2)

• classroom needs analyses (Chapter 4)
• reflection on classroom dynamics and teaching
  methods (Chapter 5)
• test-item making (Chapter 6)
• task-based test-items (Chapter 7)
• portfolio assessment (Chapter 8)
• learner journals and diaries (Chapter 9)
• performance assessment (Chapter 10)
• project-based assessment (Chapter 11)
• web-based assessment (Chapter 12)
• full test-design (Chapter 13)
• self-assessment and peer-assessment (every
  Chapter)

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Chapter 4 Classroom Needs Analyses

• CBA includes everything in the learning
  environment.
• Even before we start to think about assessing the
  students, we can look at that environment
• Is it user-friendly?
• Does it promote cooperation or competition?
• Is it motivational?
• Does it promote self-esteem?
• What are the teachers needs?
• What are the students needs?

Handout, page 3
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Ch 5 Teacher-Reflection.

• Checklists
• Teacher-Journals
• Observation (colleague)
• Observation (video)
• Classroom environment (handout, page 4)
• Student perceptions and attitude change

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Checklists
Checklist of TTT vs. STT
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Checklists
Humanistic criteria for teacher-reflection My
English lessons today promoted
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Chapter 6 Test-item types

• Cloze test-items (handout page 5)
• Matching test-items (handout pages 5, 6)
• Multiple choice items
• Sequencing items (words, sentences, etc.)
• Information transfer items
• Checklist for test-items

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Ch 8 Performance Assessment

• Speaking
• Listening (handout, pages 6 - 8)
• Reading (handout, pages 9 - 10)
• Writing

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Listening

• Listen to this song (handout, page 10)
• Lyrics PDF
• You can listen to these songs athttp//www.cdbab
  y.com/cd/dhbdrake4

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Follow-up Activities

• Chapter 7, Follow-up Activities 3
• Topics for everybody (individually, or in
  groups)

• Design a discovery task or an experience task for
  elementary, middle school, high school, or
  university students.
• Teachers Try the task with your students.
• Students Ask a different group to try your task.
• Everyone Put the task in your portfolio.
• Make a self/peer-assessment sheet based on Table
  4 and assess your task.

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Workshop

• Topics for everybody (individually, or in
  groups)

• Look at page 11 of the handout (Table 3).
• Assess the ITEMS in the handout according to the
  criteria in Table 3.
• Fill in a self-assessment sheet about this
  activity.
• Put Table 3 (completed) and the self-assessment
  sheet in your portfolio.

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Thank you!

• Sample assessment sheets can be downloaded
  from http//www.finchpark.com/courses/sheets.
  htm
• Andrew Finch can be contacted at aef _at_
  knu.ac.kr