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MODULE-5

The document discusses various approaches to assessing grammar, including discrete-point and integrative testing methods. It highlights performance assessment as a way to evaluate real-world skills and emphasizes the importance of teaching methods like Grammar-Translation, Audio-Lingual, and Task-based approaches in second language acquisition. Each method has its strengths and weaknesses, impacting how language is taught and assessed.

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6 views

MODULE-5

The document discusses various approaches to assessing grammar, including discrete-point and integrative testing methods. It highlights performance assessment as a way to evaluate real-world skills and emphasizes the importance of teaching methods like Grammar-Translation, Audio-Lingual, and Task-based approaches in second language acquisition. Each method has its strengths and weaknesses, impacting how language is taught and assessed.

Uploaded by

alarconlonagrace
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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MODULE 5: OTHER BENEFITS AND APPROACHES TO ASSESS GRAMMAR

LESSON 1: DISCRETE AND INTEGRATIVE APPROACHES IN


ASSESSMENT

A. Discrete-point Testing Approach


Discrete Point tests are constructed on the assumption that
language can be divided into its component’s parts, and those parts
can be tested successfully. The components are the skills of
listening, speaking, reading, writing, and various unit of language of
phonology, morphology, lexicon, and syntax. Discrete point tests
aim to achieve a high reliability factor by testing a large number of
discrete items, but each question tests only one linguistic point.

Examples of discrete-point test items in language testing


include multiple choice, true/false, fill in the blank, and spelling.

B. Integrative Testing Approach


This approach involves the testing of language in context and is
thus concerned primarily with meaning and the total communicative
effect of discourse. This approach stated that communicative
competence is so global that it requires the integration of all
linguistic abilities. According to Oller (1983), if discrete items take
language skill apart, integrative tests put it back together; whereas
discrete items attempt to test knowledge.

Two common integrative language assessments include cloze test and


dictation.

Cloze test involves taking an authentic reading passage and removing


words from it. Which words remove depends on the test creator. Normally, it
is every 6th or 7th word but it could be more or less or only the removal of
key vocabulary. In addition, sometimes potential words are given to the
student to select from or sometimes the list of words is not given to the
student.

Dictation is simply writing down what was heard. This also requires the use
of several language skills simultaneously in a realistic context.

of language a bit at a time, integrative tests attempt to assess a


learner’s capacity to use many bits all at the same time
LESSON 2: THE PERFORMANCE-ASSESSMENT APPROACH

 Performance assessment is “A test in which the test taker actually


demonstrates the skills the test is intended to measure by doing real-
world tasks that require those skills, rather than by answering
questions asking how to do them.”
 In the act of learning, people obtain content knowledge, acquire skills,
and develop work habits—and practice the application of all three to
‘real world’ situations.”
 Performance assessment is the “application of knowledge, skills, and
work habits through the performance of tasks that are meaningful and
engaging to students.” These tasks, occasionally marking gateways in
learning, are “strategically placed in the lesson or unit to enhance
learning as the student ‘pulls it all together’.”
 ASCD says performance tasks “are both an integral part of the learning
and an opportunity to assess the quality of student performance.”
Features of a quality performance task:
Real-world scenario: students assume roles in real-world scenarios.
Authentic, complex process: scenarios reflect complex and
ambiguity of real-world challenges.
Higher-order thinking: requires critical thinking, analytic reasoning,
and problem solving.
Authentic performance: the ‘product’ reflects what a professional
would produce.
Transparent evaluation criteria: the learning outcomes drive the
creation of the task.

Other Performance Tasks.


There are many forms of performance tasks: short and long
constructed response, drawings and videos, interview. Technology enables
production of quality products as well as complex engagements and
simulations; it expands the number of ways that teachers can observe, share
and assess student work.
There are four reasons to use performance assessments:
Personalized Learning. Performance assessment is a critical
component of creating high engagement learner-centered environment and
show what you know culture. Many open-ended forms of performance
assessment are at least partially interest-based. Project often give students
some control over themes, pacing, and the final product. Compared to
didactic instruction and selected response tests, performance tasks can
produce high levels of motivation and engagement.
Formative Assessment. Short performance assessment can be
incorporated into units of instruction to check for understanding.
Performance tasks can be combined with other forms of assessment to guide
progress through units of study.
Competency Education. Longer and more comprehensive
performance assessments can serve as a matriculation gateway in a
competency-based environment. For example, end of year projects
at Expeditionary Learning schools, called Passages, demonstrate a student’s
preparation to advance to the next level. Senior projects are required for
graduation at many high schools and in some states.
Standards-based Education. Performance assessments are often
the best way to apply knowledge and skills–particularly those difficult to
measure in traditional ways such as critical thinking, collaboration, effective
communications, and academic mindset.
Mastery Tracking. As formative and summative assessments,
performance tasks and resulting products scored using standards-aligned
rubrics can be important role in demonstrating academic growth. However,
creating standards-aligned projects, scoring projects, combining
performance assessments with other forms of assessment, and providing
useful reports can be very challenging and time consuming because the
toolset available to schools remains weak and undeveloped.

LESSON 3: APPROACHES IN TEACHING THE SECOND LANGUAGE (L2)

a. The Grammar-Translation Method

This method was the most common way of learning languages for
centuries and is still used in many situations and countries. The Grammar-
Translation method of teaching English as a second language focuses mostly
on teaching students about the language but not how to use it practically.
Students may have a vast knowledge of grammatical rules but are never
provided with opportunities to put their knowledge into practice through
discussion, conversation, activities or role-playing.
The fact that the Grammar-Translation method of teaching is based on
grammatical analysis to understand the construction of English as a foreign
language means that it is not a “natural” method of learning a language.
Children do not need to learn the rules of their native language, they
assimilate the rules through using and hearing the language.

b. The Audio-Lingual Method

This method to teaching English as a second language relies heavily on


the assumption that learning is a result of habit formation through
conditioning. Conditioning usually takes the form of long, repetitive drilling
and is considered boring by most students. Drilling is not real, nor is it
realistic language that speakers use in everyday life. However, it is an
effective tool, used sparingly, for beginners to learn vocabulary.

This method went rapidly out of fashion in the language learning


circles because learning to speak a foreign language is far more subtle and
complex than forming habits.

c. The Task-based Method

The emphasis of this method is on language-based tasks rather than


on the language itself. Teachers who use this method focus on giving tasks
to be completed to students. During the task, problems and errors often
become evident and once the task is finished teachers then discuss the error
and explain why it was wrong, teach the necessary rules and set another
task for their students.

An example of a lesson using the task-based method of language learning:

 The task is for students to ask for and give information about train and
bus timetables.
 Students are given the timetables, put into pairs and perform their task.
 The teacher walks around and listens to students while jotting down any
language problems.
 Once the task is completed, the teacher goes through the errors with
students and explains how to correct them.

References:
Sangkala, I. (2014). APPROACHES IN LANGUAGE TESTING Sub-topic: Constructing Test /Kind
of Test
https://educationalresearchtechniques.com/2017/03/10/discrete-point-and-integrative-
language-testing-methods/
https://www.gettingsmart.com/2013/12/26/performance-assessment/
https://www.brighthubeducation.com/esl-teaching-tips/86390-approaches-to-teaching-
english-as-a-second-language/

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