Download the attached files
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| Textbook 1. |
Under the umbrella
term “assessment,” there are various assessing methods. However, no matter what
assessment methods (e. g., small quiz, survey, journal, etc.) they choose,
teachers must make decisions after assessing rather than assessing students
only for its own sake. “Decision making,” then, became the buzz word in this
course, since all major topics this class covered (designing assessment,
analyzing assessment, choosing assessment targets, and technology assisted assessment)
came to the same end: what should teachers do next?
Speaking of assessment, the first word comes to people’s mind
is probably “test.” However, if language teachers have to monitor every learning
process, assessments should be conceptualized more than testing, but as an information
gathering process. In other words, language teachers are not only looking for learners’
outputs, but, more importantly, measuring students’ Zone of Proximal
Development. |
| Group presentation |
To evaluate
different types of assessment and their rationales, we had assessment assignment
for every class. They could be categorized as “assessment evaluation (e.g., analyzing
an existing standardize test—its credibility, reliability and possible flaws,
such as rater bias)” (please see attachment: assignment no. 9, 20), “choosing
assess methods: rationale and effectiveness” (see attachment: assignment no. 1,
2, 6), “technology assisted assessment”(assignment no. 14), and “assessment designing”
(see attachment group project: questionnaire). Although I dare not to say I understand
every aspect of assessment thoroughly, I am confident to say that I can choose
and design a small scale assessment considering contexts and learning
objectives.
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| Textbook 2. |
As
a learner coming from a context where language learning is test-based, this
course changed my perception of assessment greatly and prepared a set of useful
toolkits which I can apply in my future teaching.
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