Osnova sekce

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    KAN/ADKM

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    Název projektu:
    Internacionalizace, spolupráce, inovace, reflexe a evaluace v přípravě budoucích učitelů
    Registrační číslo:
    CZ.02.3.68/0.0/0.0/19_068/0015764
    Toto dílo podléhá licenci Creative Commons 4.0 ve variantě BY-SA

    • Vážení studenti, vítejte v kurzu zaměřeném na Diagnostické metody a hodnocení ve výuce anglického jazyka.

      V případě dotazů, či potíží mne prosím kontaktujte v diskuzním fóru.

      Gabriela Klečková

    • Oznámení - zprávy ze strany vyučujícího Fórum
    • Otázky, náměty, tipy - volná diskuse Fórum
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    Course info

    • Course Requirements

      • Participation in class meetings - 20%

      • Weekly assignments - 66% (6% per assignment)

      • Self-assessment  – 14%

      To receive credit, you must achieve at least 75% of the total points.

       

      Assignments

      You are required to complete the assigned readings and assignments prior to each meeting. Your assignments are due on the day specified in our Google Classroom (unless specified otherwise) and via the platform.  The purpose of our F2F and online meetings is to review and apply the knowledge you gain as you explore the study materials.

      Let me know if you have any questions or experience any problems.

    • COURSE BOOK - Assessment in the Language Classroom Teachers Supporting Student Learning by Liying Cheng, Janna Fox Soubor
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    Role of assessment

    • Read the chapter on why we assess  (pp. 1-29) of the course material (don't worry - there are tables and charts in the text and it is very friendly). Respond in 180 to 300 words to the following questions. Your answers should be informed by the reading.

      What is assessment?
      Why do we assess as teachers?
      What is your current "philosophy" of assessment?

    • ASSIGNMENT 1 Úkol
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    What we assess

    • Explore the document outlining English language teachers regarding assessment. Read Chapter 2 – What do we assess? And discuss in writing how the ideas apply to you when teaching English to lower-secondary school students. What is important to consider when you teach and assess students? What should you do to make assessment effective? Make sure you mention/refer to the key concepts presented in the framework as well as the chapter.

      You can write your reflection in Czech or English. Your response should be 400-500 words (2-3 paragraphs/1 page single spaced text).

    • Rámec hodnocení práce výsledků učení žáků (Kleckova, G., Hanusova, S., Pisova, M. et al. (2019). Ramec profesnich kvalit ucitele ciziho jazyka. Praha: NUV. ) Soubor
    • ASSIGNMENT 2 Úkol
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    Formative assessment

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    Formative assessment strategies

    • Identify 10 formative assessment strategies that could be used to collect feedback on students' learning. Note down the name of the strategy and how it could be carried out. You will share strategies in class.

      See sample strategies in the text below. You can use 4 of your choice from the text in your list.

    • Text for assessment 4 URL
    • ASSIGNMENT 4 Úkol
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    Assessment plan

    • Explore the text in Chapter 3 – How do we assess? - start on p. 66. If you feel like it, you can also conduct brief research online (in Czech) to see how different schools set up their grading procedures and policies, especially with respect to English. Note down any ideas and tips you find useful or would like to discuss in class. Here are some tips for key words to use in your search: pravidla pro hodnoceni zaku aj, pravidla hodnoceni a klasifikace aj, pravidla pro hodnoceni zaku v aj, hodnoceni a klasifikace v aj. Draft a sample assessment plan for 7th grade English classes in one term (first part of the school year).

    • ASSIGNMENT 5 Úkol
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    Test design

    • Read Chapter 4 about how we develop a classroom test. If you have time on your hands, you can also watch the video on designing a language test (0:00-13:43 – the content from 13:44 is not relevant four you). Create a checklist for yourself of questions/items you should keep in mind when creating a test for your future learners.

    • ASSIGNMENT 6 Úkol
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    Feedback & moving forward

    • Read the introductory text to the role of feedback in learning. Develop 10 open questions that the test provides answers to.

    • TEXT for assignment 7,8,9 - Feedback - Hattie, J., & Clarke, S. (2018). Visible Learning: Feedback (1st ed.). Routledge. Soubor
    • ASSIGNMENT 7 Úkol

    • Read Chapter 6: Who Are We Assessing? Feedback and Motivation. Note down any tips for teaching of shoulds/shouldnts and cans/cants.

    • ASSIGNMENT 8 Úkol

    • Read Chapter 7: When We Assess, How Can We Use Assessment to Move Forward? As always note down any information that you would find useful to keep in mind for your teaching career. Note: From 7.3. imagine Statni maturita when the text talks about large-scale testing.

    • ASSIGNMENT 9 Úkol
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    Assessing language skills and language structures

    • Go to the link below and sign up for a reading of your choice. Explore the assigned text and prepare a 1 page summary on the assessment of the particular skill/knowledge. Note down valid and useful information that could inform your teaching. You will be then responsible for presenting your summary to your peers at our class meeting.

      Design a sample test item/task that illustrates the information presented in your reading - serves as a good example.

    • TEXT - Sign up readings Soubor
    • ASSIGNMENT 10 Úkol
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    Dessigning an assessment tool

    • This final assignment allows you to put apply knowledge in a real life task. Examine the skills and topics presented in the sample unit. Imagine that you just taught the unit to your students.

      Design 4 tasks or test parts focusing on the different elements presented in the learning objectives, grammar and vocabulary. Basically, try to design a test or a set of short assessment tasks that would help you assess how well the lesson objectives were design. Make sure that each part/task focuses has a different objective. Feel free to work with your peers on this task.

    • TEXT - Impact 1 Unit 2 Lesson Plan National Geographic Learning Soubor
    • ASSIGNMENT 11 Úkol
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    Self-asssment

    • The readings and discussions have evolved around these questions:

      1. Why do we assess?
      2. What do we assess?
      3. How do we assess?
      4. How do we conduct formative assessment?
      5. How do we develop a high-quality classroom test?
      6. How do we engage learners in assessment?
      7. When we assess, how can we use assessment to move forward?
      8. How do we assess language skills and language knowledge?

      In your first assignment, you responded to the following questions.

      What is assessment?
      Why do we assess as teachers?
      What is your current "philosophy" of assessment?

      Now in your final assignment you are going to reflect on/assess your own learning this semester. Review your notes and assignments and write two to three page (1.5 line spacing, Czech or English) text in which you mention areas and topics in assessment you feel confident in as well as issues that you would like to learn more about. Here are a few questions to guide your reflection:

      What is your current "philosophy" of assessment?
      How are you more informed now about assessment practices compared to where you were at the beginning of the semester?
      Where are you currently at in regards assessing English language learners?
      Which areas of assessment do you feel you still need to learn about?

    • ASSIGNMENT 12 Úkol
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    Resourses and materials: Class meetings

    • LESSON 1 

      Our class goals:
      Students understand the goals of the class
      Students identify their views and understanding of assessment
      Students identify their own learning goals for the semester

    • L1 Questions about assessment Soubor

    • LESSON 2 

      Our class goals:
      Students can explain the value of assessment for student’s learning
      Students can name key issues in effective assessment practices to consider

    • ADKM class2 2021 terms Soubor

    • LESSON 3 

      Our class goals:

      Students can name key issues in effective assessment practices to consider

    • ADKM class3 tasks Soubor

    • LESSON 4 

      Our class goals:

      Students can name key principles of formative assessment with confidence
      Students can give a few examples of formative strategies and explain when they would be good to use

    • 8-trida-past-simple-and-continuous Soubor

    • LESSON 5

      Our class goals:

      Students are aware of various elements that could be involved in an assessment plan
      Students can name a few formative assessment strategies they could use with language learners

    • ADKM class5 tasks Soubor
    • sample hodnoceni Soubor
    • tips grading Soubor

    • LESSON 6

      Our class goals:

      Students can name issues to consider in test design

    • ADKM class6 tasks Soubor
    • impact foundation level unit 1 test Soubor
    • Impact bre foundation lesson planner Soubor

    • LESSON 7

      Our class goals:

      Students can explain what kind of feedback on learning is valuable

    • ADKM class7 writing sample Soubor

    • LESSON 8

      Our class goals:

      Students can explain connections between feedback and motivation in assessment

    • ADKM class8 writing samples Soubor

    • LESSON 9

      Our class goals:

      Students are familiar with the design of assessment criteria

    • ADKM class9 writing analytic rubric Soubor
    • ADKM class9 cloze activity tips grading Soubor
    • ADKM class9 oral analytic rubric Soubor
    • Designing rubrics Soubor

    • LESSON 10

      Our class goals:

      Students are aware of key aspects of testing language knowledge

    • skills assessment Soubor