Rubric based Evaluation of Oral and Written Assignments in Google Classroom

 Rubric based Evaluation of Oral and Written Assignments in Google Classroom

Video Recording of Dilip Barad's Session

Testing and Evaluation

Testing: Assessment & Evaluation

• Testing for Language Teachers by Arthur Hughes (1989, CUP) 
• Teaching and Testing (pg 1 to 6) 
• Kinds of Test and Testing (pg 9 -­ 21) 
• Validity (pg 22-­28) 
• Reliability (pg 29-­43) 
• Achieving Beneficial Backwash (pg 44-­47) 
• Stages of Test Construction (pg 48-­58) 
• Test techniques and testing overall ability (pg 59­-74) 
• Testing W­S­R­L )pg 75­-140) 
• Testing grammar and vocabulary (pg 141­-151) 
• Test administration (152-­154) 

• Difference between Assessment and Evaluation 
• Defining Good Assessment by Martin Covington 
• Alternative Assessment and Second Language Study: What and Why? by Charles Hancock
• How do you Determine if a Test has Validity, Reliability, Fairness, and Legal Defensibility
• Integrating Testing with Teaching by Herbert Rudman 
• A Case Study ­ IELTS Test 

Washback / Backwash

Review of Washback and its Pedagogical Implications

Handouts - by Dr. Atanu Bhattacharya

• Basic concept of Testing & Evaluation

Rubrics for Assessment

• Rubric: Spoken Skills
• Rubric: Oral Presentation
• Rubric: Written Assignment
• Evaluating Criteria: Written Assignment

Click on the title to view this presentation on Validity, Reliability, Practicality of Test & its Washback Effect:

Presentation Validity & Reliability from songoten77

Check your progress:

Click here to appear in online test

STUDENTS’ SELF-PERCEIVED PERFORMANCE IN ORAL PRESENTATION - A Case Study

ESL POSTGRADUATE STUDENTS’ SELF-PERCEIVED PERFORMANCE IN ORAL PRESENTATION: CASE OF MAHARAJA KRISHNAKUMARSINHJI BHAVNAGAR UNIVERSITY

Clement Ndoricimpa, Dilip P. Barad, "ESL Postgraduate Students' Self-Perceived Performance in Oral Presentation: Case of Maharaja Krishnakumarsinhji Bhavnagar University", International Journal of Management and Applied Science (IJMAS), Volume-5,Issue-9,pp 6-12 ,2019

IRAJ DOI Number -  IJMAS-IRAJ-DOI-16092

URL   -   http://www.iraj.in/journal/journal_file/journal_pdf/14-595-15738958056-12.pdf

Abstract

Oral presentation is one of the most important tools that is employed to assess learning at higher education. Students in many educational fields are required to make oral presentations. However, many students may find making oral presentations in front of peers and instructors challenging. In order to assess the extent to which students are able to make effective oral presentations, different frameworks are followed including self-regulated learning. In self-regulated learning, self- and peer assessments are used. Thus, this study investigates self-perceived performance among L2 postgraduate students in one University in India in order to determine their needs in oral presentations. The research employed mixed method design. Hence, the data were collected by means of self-assessment questionnaire and classroom observation. The data from self-assessment questionnaire were analyzed by means of descriptive statistics and were computed using the statistical package SPSS 22. The results revealed that students evaluated themselves a little above fairly on the whole in oral presentation. They believed that their non-verbal skills were below fairly, their abilities with regard to content were fairly and their verbal skills were above fairly. The results also indicated that students scored higher in peer assessment than in self-assessment and that there is no statistically significant difference in self-assessment with regard to gender and level of study. These results have implication for teaching and assessing oral presentation. Keywords - Assessment, Oral Presentation, Peer-Assessment, Self-Assessment, Self-Regulated Learning.

Rubric for Evaluation of Oral Presentation

Online Rubric for Oral Presentation

Students making Oral Presentations

Time and again, friends and fellow teachers have inquired about the way to evaluate Oral presentations. Whether it is ongoing Assessment  or final Evaluation, both require criteria, measures and it should be evidence driven. Moreover, the abstract marking or grading of student's performance should be defined in concrete terms. Some definable criteria should be set which can be used as measures and which can be supported with evidence. Here is an example which can be of some help to all those who are concerned with assessment and evaluation of Oral Presentations.

We have used Google Forms for online rubric. If you are interested and want to customize it  as per your requirements, i can make you owner of the Google Form and you can use it as per your convenience. You can contact me by putting your message on the contact form given on right hand side panel of this blog. Please give your Gmail email id to become owner of the Google Form.

This 'Online Rubric is used at Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar (Gujarat - India) for:

• Peer Evaluation (Student's oral presentation evaluated by student)
• Teacher Evaluation (Teacher's evaluation of student's oral presentation)
• Self-evaluation (Student evaluates her/himself)

For peer evaluation of sem 1 students, click here

For peer evaluation of sem 2 students, click here

For peer evaluation of sem 3 students, click here

For peer evaluation of sem 4 students, click here

This rubric for the evaluation of Oral Presentation is based on the one prepared by National Council of Teachers of English (NCTE)

We have taken help of ReadWriteThink, NCTE from this website to prepare this rubric. © ILA/NCTE
http://www.readwritethink.org/classroom-resources/printouts/oral-presentation-rubric-30700.html