Good Practise in diagnostic assessment in the language classroom
Diagnostic assessment is one of
the most common assessment types used in the language classroom, however many
teachers have not been thoroughly trained in developing and using diagnostic
assessments. This workshop aims to provide teachers with theoretical background
as well as hand-on practical skills in diagnosing their students’
abilities in preparation for sound planning of future teaching and learning
activities. The session will start by outlining some principles of diagnostic
assessment and will then provide experience with developing, administering
and evaluating diagnostic assessments of students’ abilities in
reading, listening, writing and/or speaking. The workshop is intended
to be interactive, with a mix of presentations, group discussions, and
practical activities centred around tasks relevant to their particular teaching
situations.
Catherine Elder is Principal Fellow in the School of Languages and Linguistics at the University of Melbourne, where she has had experience of teaching language testing and of managing a broad range of research and development projects on language assessment, including those related to classroom learning. She is a former editor of the journal Language Testing and has published widely on the assessment of English and other languages for academic and occupational purposes. She is co-author of the Dictionary of Language Testing (CUP, 1999), Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (Multilingual Matters, 2009) and Development and Validation of a Test of ESL Pragmatics (Peter Lang, forthcoming) and co-editor of the Handbook of Applied Linguistics (Blackwell, 2004).
WORKSHOP FULL 30/5/2014
Catherine Elder is Principal Fellow in the School of Languages and Linguistics at the University of Melbourne, where she has had experience of teaching language testing and of managing a broad range of research and development projects on language assessment, including those related to classroom learning. She is a former editor of the journal Language Testing and has published widely on the assessment of English and other languages for academic and occupational purposes. She is co-author of the Dictionary of Language Testing (CUP, 1999), Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (Multilingual Matters, 2009) and Development and Validation of a Test of ESL Pragmatics (Peter Lang, forthcoming) and co-editor of the Handbook of Applied Linguistics (Blackwell, 2004).
WORKSHOP FULL 30/5/2014