Development of Technology-Based Assessment

Development of TBA

• Analyse

  • Curriculum Mapping

  • Appropriate and Suitable Technology Tools

  • Theoretical Underpinning (SLA Theory)

• Develop

  • Item Development

  • Response Format

  • Scoring Rubric

  • Psychometric Validation of Item (Reliability & Validity)

​TSLB3533 | Kho Chung Wei

Success Criteria

By the end of this topic, I will be able to:

• Map the types of language assessment to the learning content and learning outcome in the curriculum

• Decide on the most appropriate and suitable technology tool(s) based on my curriculum mapping

• Explain the theoretical underpinning behind the TBLA that I have planned

• Develop the items, response format and scoring rubric for my TBLA

• Validate the psychometric properties of my TBLA

​TSLB3533 | Kho Chung Wei

Curriculum Mapping

Fenwick W. English (1980)

• A reconstruction of the real curriculum teachers have taught

• Descriptive rather than prescriptive

• Reveals what is actually being taught, how long it is being taught, and the match between what is being taught and the testing programme

Heidi Hayes Jacobs (2004):

• Has the potential to become the hub for making decisions about teaching and learning

• Focus the barrage of initiatives and demands on schools into a central database that can be accessed from anywhere through the Internet

• Becomes an integrating force to discuss curriculum issues

​TSLB3533 | Kho Chung Wei

Curriculum Mapping

• https://www.youtube.com/watch?v=8etEUVzo2GE

• https://www.youtube.com/watch?v=lLWl7nYRY0w

• https://www.ascd.org/el/articles/creating-a-timely-curriculum-a-conversation-with-heidi-hayes-jacobs

• Ensure that the assessments are based on what has actually been taught to students (learning content) and on the learning standards that the students are expected to meet (learning outcome)

​TSLB3533 | Kho Chung Wei

Open Ended

What are the Learning Outcomes being assessed in the non-digital primary ESL classroom assessment instruments in Task 2 Product Development in EDUP3153 Assessment in Education?

Open Ended

What is the most appropriate and suitable technology tool(s) that you can use to develop the non-digital primary ESL classroom assessment instruments into a technology-based language assessment?

Theoretical Underpinning (SLA Theory)

• SLA is concerned with the conditions and circumstances in which second and foreign language learning occurs.

• Second language = the official language within the country of residence, which is not a person's mother tongue

• Foreign language = a language that is not an official language in the country of residence nor a person's mother tongue

• SLA has a great variety of theoretical frameworks and methodology that can be subsumed under 3 main groups (Krüger, 2023):

  1. Formal properties of language learning

  2. Cognitive processes while learning a language

  3. Social aspects of language learning

​TSLB3533 | Kho Chung Wei

Open Ended

What are some theories of second language acquisition that you can recall from other courses?

Theoretical Underpinning (SLA Theory)

• Behaviorist theory (Skinner): Children imitate language by people around them; accurate attempts would be followed by positive reinforcement of praise or successful communication.

• Innatist theory (Chomsky): Human beings are born with biological mental structures designed for language acquisition (Universal Grammar).

• Interactionist/Development:

  • Piaget: Children’s language is built on their cognitive development as evidence within their play and interaction with objects and people

  • Vygotsky: Language develops from social interaction among children themselves and between children and adults

​TSLB3533 | Kho Chung Wei

Theoretical Underpinning (SLA Theory)

• Communicative theory: Successful language learning is made up of knowledge of forms and structures of language in addition to the functions in various communicative settings.

• Krashen's monitor model:

  1. Acquisition/learning hypothesis (exposure vs conscious attention to form)

  2. Monitor hypothesis (use learned rules as a ‘monitor’ to make minor changes and fine tune what the already acquired system produced)

  3. Natural order hypothesis (unfolds in predictable sequences)

  4. Comprehensible input hypothesis (i + 1)

  5. Affective filter hypothesis (a metaphorical barrier preventing language acquisition when comprehensible input is available)

​TSLB3533 | Kho Chung Wei

Theoretical Underpinning (SLA Theory)

• Comprehensible output (Swain): SLA is contingent on learners producing oral or written language the others can understand

• Contrastive analysis hypothesis: Assumes that errors were the results of transfers from first language

• Interlanguage: A learner’s developing second language knowledge that has some characteristics that are influenced by the learners previous languages; qualities of the second language, and some that are generated and occur in all interlanguage systems.

• Fossilization: Keep repeating the same mistakes - stop changing

• Form-focused: Draws learners attention to language forms and structures of a

  language within the context of communicative interaction

​TSLB3533 | Kho Chung Wei

Practical Task

• Based on the non-digital primary ESL classroom assessment instruments in Task 2 Product Development in EDUP3153 Assessment in Education, identify the learning outcomes and learning contents that are assessed in the instruments.

• Then, construct a curriculum map that contains the following:

  • Year level

  • Learning content

  • Learning outcome

  • Types of language assessment (Include all appropriate types of language assessment, not only the ones from the instruments)

  • Appropriate and suitable technology tool(s) to develop a TBLA

  • The theoretical underpinning of the proposed TBLA

​TSLB3533 | Kho Chung Wei

Tutorial Task

• Present your a curriculum map in a digital gallery walk via Padlet.

• Read the curriculum map presented by your friends.

• Provide evaluative comments on at least 4 curriculum maps presented by others.

• Read the evaluative comments given to your own curriculum map and decide whether or not to incorporate those comments into your work.

​TSLB3533 | Kho Chung Wei