Erica's Test Evaluation

Subject/verb agreement

This quiz tests subject verb agreement, using the simple present and past tenses.

Practicality:
I found this test to be very practical. The quiz is available for free online, which makes it affordable, easy to manage, and can be easily printed out for the students. This class can also be taken online, but I would rather it be a pen and paper test, unless my class is spending a lot of time on the computer. For a key, it’s easy for me as teacher to answer the questions myself and then submit for grading. I can then print out the answer key for grading myself.

Reliability:
This test appears to be very consistent. It asks the students to choose between two possible answers. The tense is the same on each question, however. There is no ambiguity—the answers are clear.

Validity:
I believe that it is valid, both for content and face. The students should believe that they are being tested on whether or not they can properly conjugate a verb and make it match the subject.

Authenticity:
Authenticity is whether or not the test relates to the material taught, and I believe this does. If you are teaching grammar, you are going to explain to your students that some verbs take an ‘s’ at the end and some don’t, and it depends on your subject.

Washback:
Once students’ tests have been graded and returned, if they got any wrong answers that the other answer is the right one. I think that it may take another mini-lesson by the teacher to reinforce why, if very many students got a lot of answers wrong, though.

Yuni & Yilmin's medical knowledge of common illness

http://www.palmbeach.k12.fl.us/adultesol/LiteracyFoundations/Health/07.02.pdf

Age: Adults
Proficiency: Intermediate
Institutional Context: EFL

This activity focuses on knowledge of common illness which is necessary to request medical attention. The goal of this task is to help students identify basic illnesses and use appropriate expressions in a certain medical situation.

1. Review parts of the body and introduce vocabulary by modeling "My _____hurts." or " I have a ____.

2. Show pictures of each vocabulary word. Point to each picture saying "He/She has a ______." or "He/She is ______." Student repeat

3. Quiz students as a group by randomly pointing to random pictures.

4. Have students separate word and picture cards. Call out vocabulary words and have students hold up corresponding word or picture card.

5. Divide the class into 2 teams and let students draw picture of vocabulary. Teams identify the vocabulary word, spell it and write it on the board.

For the advanced level learners, we teach them more advanced medical terms (i.e., diarrhea, constipated, depressed, vomiting, and rash) using the same pattern of the activity.

In the context of ESL, we can provide a variety of generic drug names that they can actually use in the pharmacy conversations at the practical level.