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סילבוס לקורס: הערכה בהוראה, 22020.1.1
שם המרצה: פרסוף טובה
סוג הקורס : שיעור
שנת הלימודים: תש"פ ,   קורס שנתי
מספר השעות ונקודות זכות: 2 ש"ש, 4 נ.ז.
שנת הלימוד בתכנית: ב
דרישות קדם: אין
מטרות / תוצרי למידה: Students will learn to...
   appreciate the diversity of the terms assessment, testing, measurement, evaluation
   understand and implement the concepts of practicality reliablity, types of validity, authenticity, washback
   discriminate between norm refernced and criterion reference tests
   understand the best ways to assess the four skills: reading, speaking, listening and writing
   assess the need for accuracy and fluency in all types of evaluation
   discriminate between formative and summative assessments/traditional and alternative assessment
   identify the cognitive level (according to Bloom’s taxonomy) of objectives.
   Create an assessment for each of the four skills: listening, speaking, reading and writing
   write objectives for a test as well as develop a blueprint/table of specifications for a test with scoring procedures and reporting formats; identify and analyze the different test items.
   differentiate between objective/subjective test items , freedom to response, forced choice items
   create a grammar quiz with selected response, limited and extensive production items
   produce a vocabulary quiz- with receptive and productive items
   Understand standardized tests in Israel, how to help students succeed at them and scoring items
   define goals and criteria of an assessement task for learners prior to assigning it
   utilize backward design from identifying objectives and learners' needs to planning units, lessons and tasks with assessment in mind
   recognize and use all sorts of alternatives in assessment including projects, portfolios, presentations, exhibitions, peformance based assessments, journals, conferences, interviews, self and peer assessments
   plan presentations and projects and scoring methods/rubrics
   create a full unit test with answer key, scoring guide and table of specifications
   create an alternative assessment with a checklist ,student reflection, rubrics for process and product analysis.
   assess special needs students
   build a report card grade
תיאור הקורס: The evaluation process and the principles of assessment and testing form the foundation of this course which students will learn to apply practically to the ESL classroom in a developmentally appropriate, authentic and dynamic manner with a close link to instructional goals. Emphasis is placed on systematic formal and informal assessment for a variety of purposes. The specific principles and concepts of assessment will be covered. Precise tools for each of the concepts will be presented developed by students and applied in practical settings using textbooks approved by the Israeli Ministry of Education as well as additional materials. The process of language testing will include: the purpose of tests, the various testing formats, the writing, administering, analyzing and reporting of tests as well as the use of standardized tests. Alternative assessments will include projects, presentations, portfolios, collaborative assessment, self-assessment and reflection. The learner’s role in assessment (both in self-assessment and peer assessment) will be focused on in order to engage learners to become active participants in the learning process. Formative and summative assessments as they reflect on the process and products of language learning will be integral to the application of the instruments taught to inform teachers and their students in the learning journey.
התוכן הניתן מידי שבוע, מטלות וחומרי קריאה:
מס'נושא, מטלות וחומר קריאה
1    Assessment (formative and summative), measurement, evaluation and learning    Assessment OF learning vs Assessment FOR learning
2    Norm referenced and criterion referenced tests, types, purposes, usefulness    Types and purposes of tests, traditional vs alternative assessment
3    Principles of language assessment: Practicality, Reliability, Validity, Authenticity, Washback    Test specifications: Clear and unambiguous objectives; Revising/ administering a test
4    Ministry of Education curriculum    Table of test specifications, Bloom’s taxonomy and verbs that correspond to it
5    Observation of process and product; triangulating measurements    Types of listening and tasks
6    Challenges, focus in teaching and assessing speaking    Features/ functions of spoken language, analysis of various speaking activities
7    Accuracy vs fluency when scoring: holistic approach and analytical approach    Testing speaking, developing a rating scale: adopt, adapt or develop + Samples
8    The challenge of creating valid and reliable question items    Alternate response or Binary choice items , selected response
9    Cloze: fixed-ratio version and rational-deletion version    Multiple choice questions/ Sentence completion/ Short answer items
10    Defining grammatical knowledge: Form focused assessment (use in given context)    Selected response tasks, limited and extended production tasks
11    Assessing vocabulary- Receptive and productive vocabulary    Vocabulary ability: context, fundamental processes, metacognitive strategies
12    Rationale for assessing reading and role of schema    Genres and types of reading: perceptive, selective, interactive, extensive
13    Techniques to search for academic articles using key words   Reading an abstract to evaluate an article and understanding research
14    Parts of a sentence- 4 types of simple sentences and paragraph structure    Writing assessment- holistic and analytical rubrics: adopting or adapting
15    Writing samples from Meitzav tests 5th and 8th grade with rubrics how to mark    Bagrut writing assessment: 3 ,4 and 5 points with shortened rubric what to mark
16    Purpose/objectives/ Advantages and disadvantages and potential misuses, ethical issues    Understanding test specifications
17    Scoring procedures and reporting formats, Analysis of Meitzav test    Test driven learning and teaching – teaching for the test; Meitzav and bagrut
18    Performance based assessment: characteristics, strengths, drawbacks    Constructing performance tasks; Learning personalities
19    Questions to ask yourself as the teacher (quantity vs quality?/Teacher self-evaluation    Assessing product vs process: factors to consider- validity and reliability, etc
20    Benefits, limitations, student choice, clarifying goals; steps prior to beginning    Implementing portfolio assessment in ESL classes, electronic portfolios
21    What are affect and non-cognitive skills? Bloom’s affective domain    affective assessment -advantages and drawbacks, learning success and affect
22    Types of knowledge, constructivism; Problem solving; Critical thinking    Creating HOTS assessments: Rubrics and parameters
23    Types of disabilities and steps in assessment process    Accommodations and general adaptations, Performance and portfolio assessments
24    Functions of grades, various approaches to marking/grades, Reporting to parents    Feedback: oral and written, motivation and factors other than performance
25    Rationale and process of student self- assessment: when, where, how, how often?    Contribution of reflection- personal, pairs, in groups?
26    Final project work    Student evaluation
חובות הסטודנט בקורס: •   Regular attendance.
•   Arrive ON TIME.
•   Hand in work ON TIME- no late papers accepted
•   Taking notes
•   Active participation
•   NO CELL PHONES/ LAPTOPS



אופן ההערכה והרכב הציון :

•   Weekly assignments   20 %
•   Oral presentation   20 %
•   Midterm task     25 %
•   Final test/ project   35 %


Note: English proficiency level will be taken into consideration in the assessment of each of the components. Points will be deducted for language and spelling errors.
אופן ההערכה - הרכב הציון
מרכיבאחוזציון מינימלי למרכיב
תרגילים 20%
פרזנטציה 20%
עבודה סמסטר א 25% 55
עבודה סמסטר ב 35% 55
רשימה ביבליוגרפית:
•   Carey, L. M. (2001). Measuring and Evaluating School Learning 4th Edition. Allyn and Baco.
•   Boss, S. (2015). Implementing Project-Based Learning. United States: Solution Tree.
•   Brookhart, S. M. and Nitko, A. J. (2018). Educational Assessment of Students. 8th edition. Pearson Education.
•   Fletcher, S. (2006). Competency Based Assessment Techniques. London: Kogan Page Ltd.
•   Gordon, C., Kemp, J., & Topperoff, D. (2002). Assessment guidelines for the English curriculum. Jerusalem: Ministry of Education.
http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Peda gogit/English/Publications/Assessment_Guidelines/
•   Griffen, P. (eds.) (2017). Assessment for Teaching. Cambridge: Cambridge University Press.
•   Iwasaki, I. (2008). Using student-made quizzes in the EFL classroom. The Internet TESL Journal, XIV(12). http://iteslj.org/Techniques/Iwasaki-Student-madeQuizzes.html
•   Kubiszyn, T., & Borich, G. D (2013). Educational Testing and Measurement.: Classroom Application and Practice 10th Edition. New York: John Wiley & Sons, Inc.
•   Johnson, E. and Clohessy, A. (2014). Identification and Evaluation of Learning Disabilities: The School Team's Guide to Student Success. Thousand Oaks: SAGE Publications, Ltd.
•   Larner, J., Mergendoller, J., and Boss, S. (2015). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction. Association for Supervision & Curriculum Development.
•   Linn, R. L. & Miller, M. D. (2012) Measurement and Assessment in Teaching: United Stated Edition. 11th Edition. Pearson Education.
•   McMillan, J. H. (2013). Classroom Assessment: Principles and Practice for Effective Standards- Based Instruction: International Edition. 6th edition. Prentice Hall.
•   McNamara, T. (2001). Rethinking alternative assessment. Language Testing, 18(4), 329-332.
•   Nazir, M. A. (2013). A suggested framework for using alternative assessments in English as a second or foreign language settings. International Journal of English Language Education, 1(1). www.macrothink.org/journal/index.php/ijele/article/download/2 640/2231
•   Popham, J. (2013). Classroom Assessment: What Teachers Need to Know. 7th edition. Pearson Education.
•   State of Israel, Ministry of Education (2002). A bank of performance tasks in English-tasks assessing pupils' level achievement of benchmarks at the intermediate. Jerusalem: National Institute for Testing and Evaluation. Retrieved from http://cms.education.gov.il/EducationCMS/Units/Rama/maagaraimesimot/.
•   State of Israel, Ministry of Education (2010). Integrating higher-order thinking skills (HOTS) with the teaching of literature: The teachers’ handbook updated version. Jerusalem: Ministry of Education, English Inspectorate. Retrieved from http://cms.education.gov.il/NR/rdonlyres/072E4999-2B61-4A96-993E-424FA9103A9A/115983/HandbookJuly14new.doc.
•   State of Israel, Ministry of Education (2018). Revised English Curriculum including Band III Lexis, Principles and Standards for Learning English as an International Language for All Grades. Jerusalem: Ministry of Education. http://meyda.education.gov.il/files/Mazkirut_Pedagogit/English/Curriculum2018July.pdf
•   State of Israel, Ministry of Education (2019). English Curriculum 2020 For Elementary School. Jerusalem: Ministry of Education. http://meyda.education.gov.il/files/Mazkirut_Pedagogit/English/curriculum2020Elementary.pdf