 I'm looking at today is CRASSroom assessment. We seem to be asked and required and are required to do it. With a teacher's hat on, why do we have to test students and why do we have to assess students? We test internally against a standard grade entry and exit sometimes at the end of a course by concreting a metisternal exam with students who worked towards. Assessment that is a measure of progress during a course, Of course, in dollars, is used to measure improvement and students use it to check where they are at a certain level Administrators use assessment to gauge whether or not students can or should move up, we require documentation lots of paperwork to prove that it's happening. But there's a difference. Mae'r dyfyniadau yn y clywbeth, ychwanegwch yn y clywbeth, ychwanegwch yn y clywbeth, eraill y dyfyniadau, ychwanegwch yn unig. Yn wneud yma, mae'r dyfyniadau, y clywbeth, ychwanegwch yn unig, mae'n dwy'n fynd yn y peth iddyn nhw. Mae'n dwy'n fynd yn fwy o bwysig. Yn y peth yn y phefydr. Yn y phefydr. Yn cael y llun, mae'r ddechrau'r dyfyniadau. unwch published, it's actually a published, evaluation is forming… this is the dictionary definition, sometimes we need to be reminded of this because we get bogged down. So a test is an examination of knowledge, ability, consisting of questions to answer as activities to perform. I've noticed here – look – in this school we have level change tests Take place weekly, everybody has brought into or developed their own ANP level test, fel chi gyda'r rôl yn gystafell, roedd ti'n gwneud iawn gyda'r srinsor ac yn gychwynnig yn sllunio. Be'n gyrhaf hwnnw dda, achos ar draws yn gwybod nhw mewn siwr. Rwy'n cael perthig o ddif fel nenodd yn glauwyr ac yn gweithio'r rôl. Siat yw'r hwnnw wedi cael ei gweithio'n glas o'r holl. Ond rhai, hynny nid oedd yn cael ei gweithio'r holl unig i gweithio'r holl o'r holl fawr. Rhaent oedd yno yn y gweithio beth oedd yn ddiforol. Edych chi weithio ar gyfer maen nhw'n gwahodraeth sydd wedi eu bwysig, ond hefyd. A wnaeth y tîtr wedi gwahodraeth ag fynd o gwyrddol neu ymgynghor ni wedi gwahodraeth, oherwydd dych carbsig o'r maen nhw o gwylwyr newydd o'r mwyfyrdd o'r hoffi, oherwydd y tîtr ynno yn oed i'r sgwrs ac yn gweithio'n gwrdd g突d. Roedden nhw'n cael ei amser ei wneud â'r gyfnodd y chyfl, Felly, rydyn ni'n ei wneud ymlaen i fy modd, a weithio i'r gweithio ar y cyfnod yma, y gwahanol y Llyfrgell, y Llyfrgell, y gwahanol yma. Felly, y gwahanol yma oedden nhw, i'n gwahanol yma, yna, i gyfnodau yn y cyfan, gyffinodau, yn ymweldig, ac yn y gweithio, y gallwch canol, y gallwch gweithio, y gweithio, yn y cyfan, yn y cyffinodau, y gweithio, y gweithio, I don't like the idea if it didn't sit very well because there are two different definitions. Which do students prefer? It's a good question. So students are used to standardised tests from a very early age. So familiar standard tests tend not to be questions, they're more easily validated, they're reliable. But they can't really be expected to evaluate personal progress. So you have a classroom of 12 people, you have 12 different learning rates, learning styles. But tests are accepted as part of the norm, so there is a place for them. But actually we find students like to have an opportunity to practice what they're learning. So task-based activities are really popular. Of course they are in the classroom. So my question is how can we use these to assess and evaluate progress? This is our challenge. Students like to have feedback which shows that they've achieved the ability to do something or that they've made even more practice. You might need to go back and do something. So which one is better? The multiple choice gap fill or a group task which is checking, speaking along with individual feedback. This is what I'm trying to work towards. So the test is traditional, trusted, familiar, defined. And the other is informative, communicative, interactive, immediate. And it might provide washback into the classroom by feeding into side with learning. This is my picture of the next area. OK. So, if we can, if we take speaking tasks, and I have a few to show you, speaking tasks. If assessing speaking tasks is harder to define, it's more subjective. And probably therefore more valuable because teachers can give individual performance ratings and give immediate feedback to each individual. It's immediate, it's effective. But actually you're learning while you're getting your assessment. Happy days. It's efficient. So teachers can also choose then to revise elements that need revision either with the whole class or individually. So we look at, this is called washback. So sometimes you hear about the washback effect when we're learning about the tests. Washback means it's feeding back into the classroom. Washback effect has seemed to be, it's been forgotten a little bit. It's very useful. OK. Feeding back into the classroom. So you might have to go back and teach it again. A different way. Or practice it a bit more. OK. So each time you are useful to protecting progress and competence and performance. So yeah, sure. Combine both types to test and use assessment and progress evaluation. In tasks. So now, randomly or regularly. OK. That's the question. I think you should test and assess. Randomly, run out of time. Randomly to give the supplies element and the feeling of being tested. Regularly to show that students are feeling it's part of the routine. It's part of the system. Both everything's valid and measured in different ways. So I want to show you some different assessment activities. Not only. The big ad. I've got a DID one here. You could equally have Parasiti one, Harvey Norman. All right. So let's take a look. Three different groups in class. All right. I'm going to give you, you're going to have the DID ad. And you guys are going to have the Parasiti ad. You guys are going to have the Harvey Norman ad. And it's quarter size Irish time. So it's a decent size. No, there's only one. I'm not going to make photocopies. No photocopies. Because why we all have our phones. And in the group, everybody has the page. Basically you set questions and answers. You keep set of questions. And you have a set of questions and answers. You keep the answers for yourself. You give the questions to the other group. You have to discuss, find. What kind of test is this replacing? And is it testing? Is it assessing? One thing I should say is that if you have one copy, you'll find people take out their phones and photocopy and then they have their own little copy. They don't need a photocopy. You've got this wonderful device. They're writing questions. They're talking about the answers. They're reading. You can use this as a replacement for the reading comprehension. You don't need to think for hours and hours. Find the answers. It's all against the clock. And then you read the answers back. And if you've got the answers right, the other group says, yes, that's there. No, that's not there. You can do it with free newspapers. You can use it with anything that's similar but different. Where you have to find the information. It's information and comprehension. Right. I have three minutes left. I've got another type for you. Sorry, have you assessed that? You go around and listen. Exactly the way you do. You have a class list. And if you have a rating system, one, you can use it. You can do it. Whatever the target language is, question for me. Two. You need a few mistakes, a bit more. Number three, we really need to do this again in class. That's very easy. That's very easy and very enjoyable and no extra paperwork. Okay, this is not speed dating. Okay, this is your good old fashioned information exchange. So I love authentic materials, but also we do have some really good published course materials. So I think they had something from you and his file. It was the teacher's book and it was the information exchange. Somebody mentioned the crossword. Person A, person B. What happened here is that they did the activity themselves, and rather than getting the information from the other person, they have some different styles. And then we lined them up. Oh, the pairs. Very good. Now, line up. Exchange your information for a minute each. Time right. My phone. A minute. And then everybody has to move one place to the left. Time for a minute. Same thing. What are they testing? What are we assessing? Teacher again is listening in. Listening to the pattern. We're listening. We've got... I'm listening for a target language. So there could be anything or whatever the topic has been. But again, one, I hear you do it. And then look to the even more practice. Maybe individuals through wheel need to do this again. Very easy. And... Whoops. The third one I actually don't have. But this is basic task-based learning. You write six items, roll dice. It's landed on number six. So I'm going to talk about number six again. See the pattern teacher is following. Listening. ac faintwch yn bwrdd hynny'n mynd yn y ffrifatig. Rwy'n symud wedi bod angen, oedd yn teimlo bryd, oeddwn i'n gwybod. Wrth gwrs yw'n mynd Absinlol. Felly byddwn i drydydd o'r ddiwylliant y mae arwyr, rwyf i wedi cael ei wneud. Ogei, rwy'n mynd i'w gwneud, a rwy'n mynd i'n mynd i'w ddefnyddio'r ysgolfyn into the classroom. You need to build it in as part of the assessment program. Self reflection means self assessment. And as you do, the students become more and more aware of their own strengths and weaknesses. They start to ask you, what do I need to do to get my listening skills better? I really struggle in that, and it's not to be dating, but I find it really hard, yno? To stop talking and listening to the other person. So, reflect, self-reflection, build it in as part of the assessment. So, we have to test. We expect it, it's familiar, it's discreet. It's valid and it's reliable, but we need to evaluate and assess. Teachers need to evaluate and assess. Students need to evaluate and assess themselves and they do evaluate and assess and test their teachers. So, it's a cycle and it's a process and I'm out of time. Thank you very much. Questions for Mary. Any questions? So, my question is to start off when everybody else is thinking of theirs, is you're saying in addition to the pen and paper progress tests that are run by the administration, the teacher has an assessment for learning within the class? This is assessment for learning for checking the progress, because so much time and money and expertise is put into external tests that are, I mean, they are valid and people do expect them, but I think you feel more value as a student, you feel more valued as an individual, if someone's paying you more attention. And from a teacher point of view, I think you feel better, you feel like they're coming on more. And if you have this, there's a lot of paperwork involved now, it's all top-down, there's lots of paper, a teacher's hated it. So, I'm trying to, what I'm trying to do is to help teachers realise the value of not testing your class, but evaluating and assessing what you have done. Not even on Friday, it's Thursday. Do it on Thursday. And if we need to recast, we need to do something again to practice it, and we need to fill in the holes, so a little error is, right? Let's do it again. We could be doing second conditional, and people have missed out the symptoms if I were, if I was, if I were. So we could have a whole little talk about that then on Friday. So part of your learning, your assessing, yeah, your assessing people to see where the gaps are, fill them in, so it's all part of learning and it becomes a cycle then. But the self-reflection, it's really important to build that in. I don't think you need to spend a lot of time in class either. So, I don't know if it's kind of an extra topic, but, and we're talking about how you can see the gaps in learning knowledge by the mistakes they make or errors or whatever. I have to develop that in teachers. I get a lot of time to say teachers do speaking exams or do assessments with students and they say, yeah, they make lots of mistakes, but I don't know what are the mistakes. What are the mistakes? When you're starting an activity like that, you don't, I'm listening for particular things. Cos we're a lot of the time where we're told that a lot.