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examining boards, have certain standards of proficiency that students must meet. These standards do not necessarily reflect the teaching program that the students have followed: different schools may use different books or syllabuses. So these large organizations have to set their own standards or criteria, and see if the student can perform at this level. Other smaller organizations, like individual schools, can also set a particular standards based on their own individually-agreed criteria. More frequently, though, schools will base their assessment on their own teaching program. They analyze what the students cover in class, and then assess whether students have learned it, often by giving an achievement test. Testers differ over what an achievement test should actually cover. It could test either: The overall objectives of a syllabus (e.g. in English, the ability to express past time, or the ability to write in a variety of styles), or The individual items on the syllabus (e.g. in English, the past simple, or writing advertisements).
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Another reason for assessment is initial placement. We can analyze the students abilities in order to see where they fit into the system. For example, if the school has restrictions on space in classes, they may be placed according to what percentage they get (e.g. the top 10% go to the top class). Alternatively, there may be certain criteria the students are expected to meet. If one class concentrates on writing while another specializes in grammar revision, the students class will be determined by their success according to these criteria. To help students learning Whether we assess proficiency or achievement, we can analyze the students abilities in a diagnostic way. Instead of using the assessment to grade the student, we use it to see where the students need more help. For example, the student gets an excellent grade in writing an advertisement, but makes may errors in the grammar section, especially in the present simple third person s. We may then decide to give him/her additional help and teaching in this area. To check if the teaching program is doing its job But suppose all the students get excellent grades in writing advertisements, but all make many errors in the present simple third person s. We may then decide to alter the whole teaching program to give all the students additional help and teaching in this area. On a larger scale, if teachers and inspectors identify a common problem across all schools, a government may decide to alter the whole of its education program.
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Next Step
We are pleased to launch our latest series for secondary: Next Step. It is a six-level course in general English that takes students from an elementary level to an intermediate level. By the end of the course students will have surpassed the Threshold (B1 or PET) level of the Common European Framework of Reference for Languages. Key Features: The course provides one complete package: book, practice book and interactive CD-Rom It is based on an achievable and comprehensible grammar syllabus Encourages the use of new technology and media in English Includes a variety of texts about relevant topics for teens For more information about this and other series check our website:
www.richmond.com.co
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