1. Prepared by: Mohamed AKHARRAZ
Abdelaziz AIT TALEB
Zakaria JAMAATI
Yassine AIT HAMMOU
Mohamed AKKLOUCH
January 2nd, 2013
Supervised by: Dr Jennifer EVANS

2. 1 - What’s important?
What’s possible?
Tests should be valid + practical + administered at an
appropriate time + tests results and feedback should
be given sensitively as they may have devastating
results.
4 approaches
to assessment
Periodic
Portfolio End of course External
achievement
assessment tests examinations
tests

3. • Marking criteria and feedback sheets.
1. Criteria and weighing of marks reflects the
focus of thecourse.
2. Feedback be easy for ss to understand.
3. Sheet will make sense even after taking back
the sheets from ss.
4. Feedback be fairly consistent for all ss.
5. Points given to ss translated into a message.
6. Wording of remaks must not be
misinterpreted.
7. Feedback sheet will provide useful information
later when re-evaluating objectives

4. 2 - Periodic Achievement Tests
A very effective way of tracking students
progress is to arrange periodic
achievement tests.
Definition:
It is a test of knowledge or proficiency based on
something learned or taught. The purpose of
an achievement test is to determine students’
knowledge in a particular subject area.
These tests are popular for various
reasons:

5. 1. they show you remember the course’s
original objectives.
2. show to students that progress is being
monitored fairly and systematically.
3. tests are realistic : they simulate real life
situations.
4. no worry by students on a long end-of-course
test.
5. students are tested in groups; absentees and
low achievers can be tested later.
6. students can choose when to be assessed.

6. 7. low achievers can have a second chance.
8. students get feedback on their
achievements.
9. students are able to monitor their own
progress.
10. some performance areas can be ‘checked
off’ if achieved.
11. allow students to be rewarded for good
performance.
12. allow students to become involved in
ongoing course.

7. 3 - Portfolio Assessment
A portfolio might contain:
1 • 10 emails
2 • 5 faxes
3 • 3 memos
4 • 1 three page report

8. Advantages of a portfolio
• Tasks can be done in class or out of it
• More time is available in class for other
activities
• Ss can work at their own pace
• Ss get feedback periodically
• Ss don’t have to worry of having an
end-of-course test

9. 4 - End-of-course Tests
• Writing end-of-course tests.
• Administering tests
• Giving feedback

10. Writing end-of-course tests.
Before writing a test, consider the following points:
• Test what was covered in the course
• You can use oral or written formats
• Include different types of test for the sake of
faireness
• Sections should be carefully weighted
• Include marking criteria and time for each task
• The test could include:
– Some extra reading for those who finish early
– Some end-of-course objective-setting
– A space for the student to write a comment to you
about the test - his/her progress – the course in
general

11. You can use objective or subjective test
items:
Objective test items have predeterminable
correct answers.
Subjective test items have involve open-
ended questions or tasks which could
have many correct answers.

12. Administering tests
When you actually give students an end-of-
course test, if you want your tests to be
confidential, bear in mind that you will
have to collect all copies of tests every
time you use them; although this is rarely
done by the teachers.

13. Giving feedback
• Feedback ought to be comprehensible for
students
• The feedback should include a personal
message for the student as numbers and
rating alone can be very demotivating:
encourage and give advice!
• Feedback is given on a specific performance
skill (speaking or writing). This is more useful
for students and their managers.

14. Types of tasks
Multiple matching
Multiple word gapfill
Multiple sentence gapfill
Clueless gapfill
Multiple choice
Extended listening
Extended reading
Guided writing
Learner feedback
Spotlit role-play

15. 5 - External Examination
Quite a few British or American bodies now offer
BE exams. These have many advantages:
• Students have a clear target at the end of each
course
• Students get a qualification which may be used
to get a job or promotion
• The test items are written by experienced test-
writers
• Tests are checked in advance for safety from
errors
• Marking is straightforward.

16. The main reasons exams are sometimes not used is as
follows:
 There may not be an exam suitable for your own
purposes
 Some exams, although well-promoted and
conceived, may be disappointing in reality
 These exams may slow down progress as they may
prioritize less important areas over more important
ones
 Some studenst may not wish to focus on accuracy to
the extent often required by the examiners.

17. NOTES:
 Many exams are taken only in certain areas and at
certain times, so you’ll have to check
 Some exams may be influenced by market forces
since some (TOEIC, LCCI …) are so well known in
certain countries that they become a reference for
companies

18. The following exams may interest BE students:
o UCLES (University of Cambridge Local Examinations
Syndicate)
o University of Oxford (UODLE)
o Educational Testing Service
o London Chamber of Commerce (LCCI)
o Language Training Services (LTS) exam
o International Certificate Conference
o Pitman Qualifications
o Trinity College, London
o Association of Recognized English Language Schools
(ARELS)

21. Assessment through Scenarios

22. Definitions
• Scenarios:
“a sequence of events especially when
imagined; especially :an account or synopsis of a
possible course of action or events”
Merriam-Webster.com
• Scenarios in ELT:
Teaching using a simulation-based role-play, in which
learners are encouraged to talk spontaneously without
prior preparation to practice language items studied in a
communicative way.

23. Definitions
• Scenarios in BE:
Business work-simulated role-play that aims at
training the BL to use appropriately and
effectively English for a particular business
purposes (negotiating, telephoning, presenting,
etc)

24. Assessing the Speaking Skill using
Scenarios
• Very realistic and authentic.
• Fun and enjoyable (minimum level of anxiety) especially
when done at the end of the term.
• Encourage learners to be creative and imaginative.
• Allows T to give clear feed back to individuals
• It can be a good follow up to lesson or as remedial work

25. Assessing Speaking Skill using
Scenarios
• It can be time consuming or hard to assess. Therefore,
T need to plan it well and prepare an objective
assessment rubric.
• Excellent experiential learning opportunity.
• Scenario: simulation based role-play / spotlit role-
play, etc.

26. Activity - Scenarios
• Check the hand-outs you have:
• 3 pairs of students will be chosen randomly to act
a role-play in front their classmates, they will
have to act immediately without preparation
according to an instruction they have in a slip of
paper.
• Others: Use the Rubric hand-out to assess
objectively the performance of you classmates.

27. Oral Testing
•What’s the purpose
behind having an
oral testing?

28. Accuracy
Adequate but limited vocabulary, obvious grammar mistakes,
pronunciation somewhat influenced by mother tongue. (1Pt)
Appropriate use of vocabulary for task but still somewhat limited.
Some pronunciation errors. (2 Pts)
Good range of vocabulary used appropriately, occasional, but
infrequent, grammar slips, slight pronunciation errors. (3 Pts)
Wide vocabulary appropriately used, virtually no grammar
mistakes, native-like or almost undetectable pronunciation errors.
(4 Pts)

29. Fluency
• Gets ideas, but slightly hesitantly. Uses brief
sentences, mainly descriptive phrases, little
development of ideas. (1Pt)
• Able to develop ideas into longer discourse, moves
beyond description. Some inaccuracies and/or
hesitations may occur. (2Pts)
• Maintains a flow of language with only natural
hesitation or pauses. Expresses ideas which are
generally coherent and somewhat complex. (3Pts)
• Easy and effective communication, expresses
complex ideas and concepts that are coherent and
easy to follow. (4Pts)

30. Interactive Communication -
Turn taking
• No effort to invite opinions, dominating and frequent
interruptions, no/inappropriate response to eliciting
or long pauses before responding. (0 Pt)
• Some effort to invite opinions and/or respond to
eliciting of opinions, some interruptions. (1pt)
• Eliciting opinions and responding appropriately.
(2Pts)

31. Applying For Jobs
Activity: Assessing Students’
Listening Progress

32. • Maria Martinez is applying for a job.
Listen carefully to the conversation in the
video and answer the questions in the
following activities:

33. I. True or False + Justification
(4pts)
• 1. False: executive management assistant position.
• 2. False: a high school diploma.
• 3. False: as a receptonist and assistant in a fashion
company.
• 4. True
• 5. False: she is working as assistant.
• 6. True
• 7. True
• 8. False: she could only submit the application online.

34. II. Multiple choices: (2pts)
• 2. Resume
• 6. References

35. III. Questions: (4pts)
• 1. Propo Fashion Corporattion
• 2. Fashion
• 3. Foreign langauages and organizing things
• 4. -The planning of all the executives affairs
-The creation of budgets and statistics
-Taking care of all the executives
correspondents

36. How good is your listening?
• 10 = Perfect 10 / 10
• 9= Excellent
• 8 = Very good
• 7 = Good
• 6 = Fairly good
• 5= Average
• 4= Weak
• 1/2/3= Very weak
• 0 = Serious problems with your ears!!! You’d
better see a doctor! 