TKT Yl Young Learners Part 4 Acting On Assessment Evidence PDF
TKT Yl Young Learners Part 4 Acting On Assessment Evidence PDF
TKT Yl Young Learners Part 4 Acting On Assessment Evidence PDF
Trainers notes
Description
This session looks at different ways of acting on assessment evidence, from TKT: YL Part 4.
Participants practise two test types, including a one to one matching task about ways of
acting on assessment evidence, and a ratio matching task which matches examples of
teacher feedback their focuses.
Time required:
Materials
required:
50 minutes
Participants Worksheet 1 (one copy for each pair, cut up)
Participants Worksheet 2 (one copy for each pair)
Sample Task (one copy for each participant)
Aims:
Procedure
1. Before the session make enough copies of Participants worksheet 1 to provide
one set of cut up strips for each pair for the matching task in step 4. Make enough
copies of Participants worksheet 2 for each pair of participants for steps 5 and 6
and copies of the Sample task for each individual.
2. Elicit or make the following points about TKT: YL:
TKT: YL focuses on children from 612 years
there can be considerable learner differences between children in this age range,
affecting their literacy skills and levels of cognitive development. Both have
implications for assessing their learning
this session deals with the testing focus of acting on assessment evidence and
looks at areas such as adjusting teaching materials
there are two different task types to practise, including 1-1 matching and ratio
matching
3. (5 minutes) Write the following heading and example on the board:
Ways of acting on assessment evidence
adjusting teaching materials
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
Brainstorm ideas with the group of ways teachers can or should act on the evidence
they receive from assessment (see Key below).
4. (15 minutes) Give out the cut up strips from Participants Worksheet 1 to each pair.
Participants work together to match categories of acting on assessment evidence
with examples of ways teachers do this. There is one example for each category (see
Key below). Point out:
This task is similar to the 1-1 matching tasks in the TKT: YL test
The task is contextualised within a teaching framework in this case ways a
teacher acts on assessment evidence
5. (10 minutes) Give out Participants Worksheet 2. Participants work in the same
pairs to look at an example of how a teacher acts on assessment evidence.
Participants identify which category of action the example belongs to, using the list
brainstormed in Step 3 and the categories from Participants Worksheet 1. Check
answers together (adjusting classroom management).
6. Now participants work in small groups or pairs to prepare a similar example,
choosing any of the categories of action from Step 3 and Participants Worksheet 1.
Allow 5 minutes for this. When they have finished, pairs/groups take turns to read
their examples to the rest of the group, who should identify the category of action that
the example belongs to
7. (10 minutes) Give out the Sample Task, which gives some examples of oral
feedback in the classroom. They have to match the examples with the focus of that
feedback. Elicit or point out the following:
The format of the task is ratio matching, which is one of the TKT: YL task
formats. Participants should always read instructions carefully so they are
clear about what they are expected to do
The task shows how TKT: YL tests its syllabus through objective tasks
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
What have they learnt about area of assessment from todays session?
How can they prepare for this part of TKT: YL? (Candidates can prepare by:
Considering assessment in their own teaching context/s and ways
of acting on that evidence
Incorporating acting on assessment evidence into their lessons
and lesson planning
Doing TKT: YL practice tests from the TKT: YL website)
Additional information
Participants can do the Teaching Resources activities for TKT: Task types 1 4 and
TKT: YL Part 4 Purposes of assessment and TKT: YL Part 4 Focuses of assessment
for more information on the test format and content.
https://www.teachers.cambridgeesol.org/ts/teachingresources
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
Note: The first five ways of acting on assessment evidence are covered in the TKT: YL
syllabus (see Handbook) Additional ways, such as reviewing areas of learning,
can be added to the list.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
2. C
3. A
4. A
5. B
6. C
7. A
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
childrens behaviour
Thats interesting: why did you answer the easier story questions first and the harder ones
last?
It was a really good idea to plan your poster before you started to draw it.
Yes, sure, its fine to use the picture dictionary to find words.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo