Numerically Assessing Young ESL/EFL Learners Without Tests

چه جوری به شاگردامون بدون امتحان گرفتن نمره بدیم؟

Numerically Assessing Young ESL/EFL Learners Without Tests

James Abela
admin ]{at}[ jamesabela.co.uk
www.jamesabela.co.uk
University of Leeds (Leeds, United Kingdom)

    This article shows ESL teachers how they can quickly turn simple observations into information that is easy to compare, analyse and share with parents.

Introduction

Parents would like as much information on their child as possible and this is especially true when they are paying for English lessons. Furthermore they want to see clear improvements and hard evidence of those improvements. However for young learners tests can be very intimidating and in some cases are only being done, because the teacher does not have a better system in place for assessing students. This article will show you, step by step, how to take simple observations and turn them into quantified information. Very few parents are likely to argue with hard figures especially when they are presented in a graphical form.
From Observation to Numbers
A test is easy to quantify, because there is a mark and that mark can then be entered into a system. For example the 44 common sounds that English use in the International Phonic Alphabet can simply be measured on a 0 to 44 scale. (O' Connor 1980)

However that does not tell the whole story and a large part of assessment in younger learners is their attitude to learning and the social skills that they learn. For example, one goal in the Early Learning Framework is to, "Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning." (UK Govt: DSCF 2008)

The first step is to turn this goal into an assessment of some kind. In this case observation might be appropriate and so the teacher would listen to the dialogue that children use in play and learning.

The second step is to turn this into a scale with:

    * 0 No new vocabulary used,
    * 1 very little vocabulary used,
    * 2 some new vocabulary used,
    * 3 good use of new vocabulary and
    * 4 excellent use of new vocabulary.

Other scales might include those for motivation or interest:

    * 0 Shows no interest,
    * 1 Shows a little interest,
    * 2 shows some interest,
    * 3 shows good interest and
    * 4 shows a lot of interest. 

The advantage of a 0 to 4 scale is that it can also be quickly be turned into grades with, 0 being Ungraded, 1 being D, 2 C, 3 B and 4 A.  You can also make half grades with the use of the decimal point so 3.5 could be a B+ etc.

These two sets of scales could be applied to a wide range of skills and really show to parents that you have measured progress.
From Numbers to Information
Once the scales have been decided then you can either decide to keep them in a manual mark book, which in itself would allow you to quickly compile reports for parents or put it into a spreadsheet such as Microsoft Excel or the free Open Office Calc. The advantage of a spreadsheet is that you can quickly generate individual reports and show the information graphically.

There are a number of useful functions in Excel that once learnt will enable you to quickly identify children falling behind and those who are getting ahead of the class.

One of the most useful functions and least used is conditional formatting. This allows you to change the colour of the cell dependent on number put in. In Excel 2007 this can be found in the home ribbon and there are a number of ready made schemes to use.

Also you can create averages that allow you to see how the class is doing as whole. Excel uses the mean average as the default average, but do not forget the mode average which allows you to know how the majority of the class are doing. It is also good to use MAX and MIN to find out the highest and lowest scores at a glance.

What is most important for parents is to be able to see how their child has improved and line graphs are an invaluable tool to do this and once you have the information in a spreadsheet, a graph can be generated in a few clicks of the mouse. There are other useful functions such as VLOOKUP, which allows you to change numbers back into grades.

If you are not familiar with spreadsheets, then here is a ready made spreadsheet template with all of the formulae for 20 students in Excel 2007 (grading.xls 20KB) and Open Office Calc. (grading.ots 60KB) If you have more than 20 students, just use two sheets.

Conclusion

People have traditionally divided science and humanities, but by taking this approach we can take advantage of a scientific numeric approach without significantly compromising on qualitative assessment. In essence this approach quantifies the unquantifiable with excellent benefits for teachers, parents and centre managers alike.
Bibliography

    * Microsoft. “Microsoft Office Excel .” Microsoft Office Online. 2007. http://office.microsoft.com/en-us/excel/default.aspx (accessed January 31, 2010).
    * O' Connor, J. Better English Pronunciation. Cambridge: Cambridge University Press, 1980.
    * Oracle. “Open Office Calc.” Open Office. 2010. http://www.openoffice.org/product/calc.html (accessed January 31, 2010).
    * UK Govt: DSCF. “Statutory Framework for EYFS.” The National Strategies. 23 July 2008. http://nationalstrategies.standards.dcsf.gov.uk/eyfs/site/requirements/learning/goals.htm?uc=force_uj (accessed January 31, 2010).

The Internet TESL Journal, Vol. XVI, No. 4, April 2010
http://iteslj.org/

Test Bias

Test Bias

Definition of Test Bias

A biased test is one in which there are systematic differences in the meaning of test scores associated with group membership. Another way of saying this is that a biased test is one in which people from two groups who have the same observed score do not have the same standing on the trait of interest. A third way of saying this is that using a test to predict some criterion of interest results in systematic over- or under- prediction based on group membership.

Examples: racist performance appraisal, opening a jar in U.S. and Germany.

Test Fairness

Fairness has to do with how a test is used. Fairness and bias are not the same thing. A judgment of fairness rests on values and reasonable people may disagree about the fairness of a test when both agree about the facts of the matter. Suppose we use a test to decide who will be admitted to college. An individualist may say that the test should be administered to all those who apply and those with the highest scores should be admitted, regardless of race, sex, or other group membership, even if this means that some groups will be admitted in greater numbers than others. Others may say that admissions should be in proportion to the numbers from each group that apply, so the test should be used to select those who have high scores in different groups so that the proper proportions should be admitted.

A biased test may be used fairly. Suppose that a test is biased such that males score 10 points higher on average than do females. If we simply add 10 points to the observed scores of the females and use that score for making decisions, the biased test will prove to be fair in use.

Models of Test Bias

Mean Difference

The most intuitive definition of bias is observation of a mean difference between groups. So for example, if we saw that females scored higher than males on the SAT Verbal test we might suspect that the test is biased. However, the mean difference by itself is a bad choice of models of bias. This is because a mean difference could demonstrate bias, but it could also reflect a real difference between groups. If you measure the height a representative sample of adult males and females in the U.S. with a tape measure, you will find that males are taller on average. Does this mean that the tape measure is biased? People differ in lots of ways, so finding a mean difference between groups doesn’t necessarily mean that the test is biased. On the other hand, finding no mean difference doesn’t necessarily mean lack of bias. If you developed a new tape measure that showed no mean difference between males and females in height, the new measure would be biased, because there really is a difference. In essence your new measure would be adding inches to the height of females, and this is what we defined bias to be.

Equal Regressions

The most widely accepted (but not the only) model of test bias is the regression model (a.k.a. the Cleary model). This model places bias into the context of the interpretation of test scores (that is, validity), where it should be. The model says that if different groups share the same regression line, the test is not biased (even if there are differences in means across groups). If the groups have different regression lines, then the test is biased because it is measuring different things for different groups. The model says that people with the same test scores should do equally well on some external criterion. For example, if the test is not biased, then blacks and whites with the same SAT score will show the same freshman grade point average. On the other hand, if the SAT is biased against blacks, then blacks with the same SAT scores as whites will have higher freshman GPAs.

 

Methods of Assessment

 What is test reliability? What are the aspects of reliability that are most important for the teacher/tester?

The reliability of a measuring device is high when any variations in readings taken represent true difference between the individuals being tested. Any other variation represents error.

The reliability of a test is its consistency: tape measure that stays the same length all the time as opposed to a piece of elastic. Same results should be obtained wherever the tape measure is used.

Comparison with different tests: i.e. whether the students takes one version of the test e.g. CFE, or another, the result should be the same.

THREE ASPECTS OF RELIABILITY 1) Circumstances in which the test is taken 2) The way in which it is marked 3) the uniformity of assessment it makes.

EXTRINSIC sources of error: i) Examiner variability ii) Variability of testing conditions.

INTRINSIC sources i) Lack of stability ii) Lack of equivalence.

How can the reliability of a test be established? What can be done about the findings?

Examiner variability virtually eliminated by objective formats.

Variability of testing conditions is reduced by meticulous care in providing instructions to test administrator & in formulating the explanations to the candidate (if necessary give some preliminary practice with rubrics etc so first timers are not handicapped

Stability reliability: a measuring device is stable if it gives the same result when used twice on the same object. Same or nearly the same distance between individuals in the group on both occasions, then high stability reliability.

Equivalence reliability: A measuring device is equivalent to another measuring device if both give the same results when applied to the same object. Construct two tests. To obtain estimates of equivalence reliability, do the following:

1. parallel versions & correlating the two sets of scores. Administer both versions to the same group of individuals 2. Split half. If 100 items, scores calculated separately for 2 sets of 50 items and results correlated. Take all odds and all evens.

Variance estimates: M = the mean; n = number of items in the test; s = Standard Deviation; r = reliability estimate. Kuder-Richardson formula 21 r= 1 - [M(n-M)] / n s squared Score f x

Equivalence Reliability for a certified achievement test should reach .7 (A lower score might be acceptable for a diagnostic test which is to be the basis of class discussion).

If test is designed so that spread of scores is not similar to that of a normal distribution (e.g. diagnostic... nearly all the items answered correctly but clear when not): DISTRIBUTION HISTOGRAM, MEAN, ITEM ANALYSIS showing which items were not answered correctly.

Inspection of scripts, class discussion of test results.

 What is test validity? What are the most important aspects of validity for the teacher/tester?

When a test measures what it is intended to measure and nothing else, it is valid. Validity is the extent to which a test measures what it is intended to measure. Most important kinds of validity are CONTENT and FACE VALIDITY.

Content Validity - the test accurately reflects the syllabus on which it is based. The purposes of assessment/ Content specification list to ensure that the test reflects all areas to be assessed in suitable proportion.

A balanced sample without bias towards test items that are easiest to write or towards test material that happens to be available.

Face Validity - the test looks a good one: what teachers and students think of the test. Is it a reasonable way of assessing students? Trivial? Too difficult?

Use can be made of a formal questionnaire and informal discussion involving teachers & students.

Predictive validity - the test accurately predicts performance in some subsequent situation.

Concurrent validity - the test gives similar results to existing tests that have already been validated.

Constructive validity - the test reflects accurately the principles of a valid theory of foreign language learning!

 How can the validity of a test be established? What can be done about the findings?

See the case studies in the sections on developing a placement test and a multiple choice test. Ultimately, the validity of your test design rests on its relationship with your own goals and objectives i.e. its success in measuring the behaviours you wish your learners to develop or the skills they need to further their own objectives. There is some consensus in societies about useful skills and socially responsible behaviour, though within most educational systems it is for test designers to define & / or take account of the aims and content of the programme of study which is the subject of the assessment.

Computerized Adaptive Testing: Effective Measurement for All Students

Computerized Adaptive Testing: Effective Measurement for All Students

by Linda Clark, Ph.D.

Most educators today would agree that the mission of our profession has become more complex and much more challenging than ever before. Changes in district demographics, societal pressures that require more personalized student attention, evermore stringent governmental demands, and constant budgetary concerns all have an impact on our daily routines. As director of student achievement for the Meridian School District in Idaho, I've seen firsthand how these and other issues, while controversial at times and always challenging, have forced all of us to find new and creative ways to reach what we consider the ultimate goal of education: fostering continuous growth in every student to prepare him or her for the future.

Community Support

The Meridian School District experiences steady growth across the full spectrum of its students - from highly gifted children to kids with special needs. While we benefit from unusually strong community support and a nationally recognized reputation for high student achievement, a large part of our success is due to the quality and amount of data that guides us.

One reason we're successful is that our testing methods assure more effective teaching, more substantive learning, and better-prepared students. Our initial search in this area, which began seven years ago, led us to partner with the Portland, Ore.-based Northwest Evaluation Association (NWEA, www.nwea.org) to initiate an achievement-level test - first in paper-and-pencil form and later via computer.

Uniquely adaptive, this computerized test automatically presents each student with different items based on ability level and prior responses. When the student answers a question correctly, subsequent questions become more difficult, while incorrect answers lead to easier questions. The tests help eliminate student frustration and boredom, and offer results that provide a solid foundation of quality data delivered in days, not months.

Unlike traditional standardized tests that measure a student's status compared to others, computerized adaptive tests (CATs) enable us to track the growth of each student in specific subjects over time. This allows us to see and foster ongoing individualized improvement. Besides years of strong, continuous growth, the testing system has found unanimous support from teachers, administrators, parents and even students. The test was so successful in our district and many others statewide that Idaho contracted with NWEA to develop our state test, the Idaho Standards Achievement Test (ISAT). This test is a blended solution of a CAT and a fixed-form test designed to meet No Child Left Behind mandates.

What's Wrong With Standardized Tests?

What's Wrong With Standardized Tests?

    * fact sheets
    * k-12

Are standardized tests fair and helpful evaluation tools?

Not really. Standardized tests are tests on which all students answer the same questions, usually in multiple-choice format, and each question has only one correct answer. They reward the ability to quickly answer superficial questions that do not require real thought. They do not measure the ability to think or create in any field. Their use encourages a narrowed curriculum, outdated methods of instruction, and harmful practices such as retention in grade and tracking. They also assume all test-takers have been exposed to a white, middle-class background. (See "How Standardized Testing Damages Education," a FairTest fact sheet.)

Are standardized tests objective?

The only objective part of most standardized tests is the scoring, when it is done by machine. What items to include on the test, the wording and content of the items, the determination of the "correct" answer, choice of test, how the test is administered, and the uses of the results are all decisions made by subjective human beings.

Are test scores "reliable"?

A test is completely reliable if you would get exactly the same results the second time you administered it. All existing tests have "measurement error." This means an individual's score may vary from day to day due to testing conditions or the test-taker's mental or emotional state. As a result, many individual's scores are frequently wrong. Test scores of young children and scores on sub-sections of tests are much less reliable than test scores on adults or whole tests.

Do test scores reflect real differences among people?

Not necessarily. To construct a norm-referenced test (a test on which half the test-takers score above average, the other half below), test makers must make small differences among people appear large. Because item content differs from one test to another, even tests that claim to measure the same thing often produce very different results. Because of measurement error, two people with very different scores on one test administration might get the same scores on a second administration. On the SAT, for example, the test-makers admit that two students' scores must differ by at least 144 points (out of 1600) before they are willing to say the students' measured abilities really differ.

Don't test-makers remove bias from tests?

Most test-makers review items for obvious biases, such as offensive words. But this is inadequate, since many forms of bias are not superficial. Some test-makers also use statistical bias-reduction techniques. However, these techniques cannot detect underlying bias in the test's form or content. As a result, biased cultural assumptions built into the test as a whole are not exposed or removed by test-makers.

Do IQ tests measure intelligence?

IQ tests assume that intelligence is one thing that can be easily measured and put on a scale, rather than a variety of abilities. They also assume intelligence is fixed and permanent. However, psychologists cannot agree whether there is one thing that can be called intelligence, or whether it is fixed, let alone meaningfully measure "it." Studies have shown that IQ scores can be changed by training, nutrition, or simply by having more friendly people administer the test. In reality, IQ tests are nothing more than a type of achievement test which primarily measures knowledge of standard English and exposure to the cultural experiences of middle class whites.

Do tests reflect what we know about how students learn?

No. Standardized tests are based in behaviorist psychological theories from the nineteenth century. While our understanding of the brain and how people learn and think has progressed enormously, tests have remained the same. Behaviorism assumed that knowledge could be broken into separate bits and that people learned by passively absorbing these bits. Today, cognitive and developmental psychologists understand that knowledge is not separable bits and that people (including children) learn by connecting what they already know with what they are trying to learn. If they cannot actively make meaning out of what they are doing, they do not learn or remember. But most standardized tests do not incorporate the modern theories and are still based on recall of isolated facts and narrow skills.

Do multiple-choice tests measure important student achievement?

Multiple-choice tests are a very poor yardstick of student performance. They do not measure the ability to write, to use math, to make meaning from text when reading, to understand scientific methods or reasoning, or to grasp social science concepts. Nor do these tests adequately measure thinking skills or assess what people can do on real-world tasks.

Are test scores helpful to teachers?

 

Standardized, multiple choice tests were not originally designed to provide help to teachers. Classroom surveys show teachers do not find scores from standardized tests very helpful, so they rarely use them. The tests do not provide information that can help a teacher understand what to do next in working with a student because they do not indicate how the student learns or thinks. Good evaluation would provide helpful information to teachers.

Are readiness or screening tests helpful?

Readiness tests, used to determine if a child is ready for school, are very inaccurate and unsound. They encourage overly academic, developmentally inappropriate primary schooling. Screening tests for disabilities are often not adequately validated; they also promote a view of children as having deficits to be corrected, rather than having individual differences and strengths on which to build.

Are there better ways to evaluate student achievement or ability?

Yes. Good teacher observation, documentation of student work, and performance-based assessment, all of which involve the direct evaluation of student effort on real learning tasks, provide useful material for teachers, parents, the community and the government.

What is a C-Test?

Introduction to language testing and C-Tests

1.What is a C-Test?

A C-Test is an integrative written test of general language proficiency based on the concept of reduced redundancy. A C-Test consists of five to six short authentic texts, each complete as a sense unit in itself. In these texts the first sentence is left standing. Then the 'rule of two' is applied: beginning at word two in sentence two the second half of every second word is deleted. Numbers and proper names are usually left undamaged, but otherwise the deletion is entirely mechanical. The process is continued until the required number of blanks has been produced (in the canonical C-Test either 20 or 25). Then the text is allowed to run on to its natural conclusion. The instructions for the examinees say something like 'In this test parts of some of the words have been damaged. Please replace the missing parts.' Texts are arranged in order of difficulty with the easiest text first.

 

ادامه نوشته

Placement Exams

Placement Exams

Placement exams determine your skill and knowledge of English, reading, and mathematics. Their results will not affect your admission to NYIT, so don't worry about how you'll do on them. You might even "place out" of some introductory-level courses, or you may require additional assistance in certain academic areas. Here are the answers to some frequently asked questions about placement tests.

When are placement exams offered?
In general, placement exams are offered during the summer, just before classes begin, and during the first week of each semester. When you are accepted to NYIT, you will receive information regarding specific dates for tests.

What should I bring to the test?
Be sure to bring a photo ID (driver’s license, passport, or student ID card). All placement exams are computer-based. You can bring a dictionary to the English exam. A calculator is provided for you at the mathematics exam. Scrap paper is provided, but you should bring a pen and pencil to work out math problems. 

How do I study?
Placement exams are not pass-fail tests, and you do not need to study for them since they are designed to measure your current knowledge and abilities. Sample questions are available at the testing company's site.

How long is the test?
The NYIT COMPASS placement test is computer-based and not timed. The math portion is divided into five areas: pre-algebra, algebra, college algebra, geometry, and trigonometry. Your answers throughout the test will determine how many questions you will receive and the areas in which you will be tested.

Even though the test is not timed, please allow at least two hours to complete it. The exam will stop on its own once it has determined the appropriate placement for you based on your answers. You must complete the test to receive a score.

Achievement test

Achievement Test

An achievement test is a test of developed skill or knowledge. The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction.Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait.

 

 

 

Achievement test scores are often used in an educational system to determine what level of instruction for which a student is prepared. High achievement scores usually indicate a mastery of grade-level material, and the readiness for advanced instruction. Low achievement scores can indicate the need for remediation or repeating a course grade.

 

 

 

Under No Child Left Behind, achievement tests have taken on an additional role of assessing proficiency of students. Proficiency is defined as the amount of grade-appropriate knowledge and skills a student has acquired up to the point of testing. Better teaching practices are expected to increase the amount learned in a school year, and therefore to increase achievement scores, and yield more "proficient" students than before.

 

 

 

When writing achievement test items, writers usually begin with a list of content standards (either written by content specialists or based on state-created content standards) which specify exactly what students are expected to learn in a given school year. The goal of item writers is to create test items that measure the most important skills and knowledge attained in a given grade-level. The number and type of test items written is determined by the grade-level content standards. Content validity is determined by the representativeness of the items included on the final test.

Different Types of evaluation

 از یک دیدگاه کلی انواع ارزشیابی را مورد بررسی قرار می دهیم.

البته فراموش نشود این با انواع تست فرق می کند.

Assessments can be classified in many different ways. The most important distinctions are: (1) formative and summative; (2) objective and subjective; (3) referencing (criterion-referenced, norm-referenced, and ipsative); and (4) informal and formal.

 

 

 

Formative and summative

 

 

 

There are two main types of assessment:

 

 

 

 * Summative assessment - Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade.

 

 * Formative assessment - Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes.

 

 

 

Summative and formative assessment are referred to in a learning context as "assessment of learning" and "assessment for learning" respectively.

 

 

 

A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations. Assessments can also be done on pieces of legislation.

 

 

 

Performance-based assessment is similar to formative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessment which use free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve.

 

 

 

A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper, or exhibition, or it may consist of a performance, such as a speech, athletic skill, musical recital, or reading.

 

 

 

Objective and subjective

 

 

 

Assessment (either summative or formative) can be subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false answers, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objective assessment is becoming more popular[citation needed] due to the increased use of online assessment (e-assessment) since this form of questioning is well-suited to computerisation.

Informal and formal

 

 

 

Assessment can be either formal or informal. Formal assessment usually implicates a written document, such as a test, quiz, or paper. A formal assessment is given a numerical score or grade based on student performance, whereas an informal assessment does not contribute to a student's final grade. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion.

 

 

 

Internal and external

 

 

 

Internal assessment is set and marked by the school (i.e. teachers). Students get the mark and feedback regarding the assessment. External assessment is set by the governing body, and is marked by non-biased personnel. With external assessment, students only receive a mark. Therefore, they have no idea how they actually performed (i.e. what bits they answered correctly.)

A step-by-step approach to creating an assessment unit.

در این پست مراحل ایجاد یک تست استاندارد زبان با یک مثال عینی رو شرح میدم.

برای توضیحات تفصیلی به ادامه مطلب مراجعه کنید.

Step 1: Review the Standards

Step 2: Choose a Theme

Step 3: Identify goals and objectives

Step 4: Develop a performance assessment

Step 5: Identify structures and functions

Step 6: Identify vocabulary

Step 7: Choose instructional strategies

ادامه نوشته

Why Assess?

یه بخش جدید که توی این وبلاگ درباره اش به بحث خواهیم نشست

بحث ارزشیابی زبان(TESTING) هست که یه پست قبلا بهش اختصاص

دادم.... امروز می خواهیم اهداف ارزشیابی رو از دیدگاههای مختلف در یک

مقاله بررسی کنیم...امیدوارم از خوندنش لذت ببرید.

ادامه نوشته

Norm-Referenced or Criterion-Referenced

Norm-Referenced or Criterion-Referenced

 Norm- Referenced در این سیستم برای ارزشیابی فراگیران با یکدیگر آنها

را با هم مقایسه می کنند و نمرات آنها در مقام مقایسه با یکدیگر شکل می گیرد...

شاید برای شما پیش اومده پایان ترم در درسی نمره 18 که نمره خوبیه کسب

 می کنید ولی هنگامی که به نمرات دیگران که نگاه می کنیدمختون سوت می کشه

 و می گید من 18 فلانی هم 18...!!اینجا دیگه نه جایی برای اعتراض وجود داره

 و نه مدرکی... متاسفانه سیستم ارزشیابی نظام آموزشی ایران بر همین پایه

استوار است.در این روش نظرات شخصی و تصورات ذهنی معلم یا استادبیشترین

تاثیر را دارد و دوستان مستحضر هستند جایی که نظرات شخصی اعمال شود یعنی
 
نبودمعیار یعنی عدم توجه به خواست فراگیر(شخصی که نظام آموزشی برای او ایجاد

شده  و تمام توجهات به سوی او نشانه رفته است)و مطمئنا بازدهی چنین روشی

جز رنجش خاطر دلسردی فراگیران از مطالعه و تحقیق در رشته تحصیلی شان نخواهد

بود. من شخصا از این روش بیشترین رنج رو بردم....

Criterion-Referenced یعنی فراگیر با معلومات خود ونه شخص دیگر ارزیابی

 می شود.در این سیستم بررسی می شود که فراگیر تا چه حد مطلب یا مهارت

خاصی را فراگرفته است.اینجا نظرات سلیقه ای جایی ندارد و برای همه چیز

 استاندارد و معیارمشخص وجود دارد.بهترین و قابل قبول ترین و از دیدگاه سنجش

The most reliable می باشد.

این مقدمه ای بود بر مقاله ی انگلیسی  که در ادامه مطلب به تشریح این دو سیستم

پرداخته است.

 

ادامه نوشته