© 2013 AEI, University of Oregon, Hochstein/Healey 1

E-Portfolio Task 1: Personal/Professional Information
Name: Tatjana Gjorgjievska

Institution: Primary School Goce Delcev Negotino
Position:English teacher
Courses you teach most often or have taught recently/administrative responsibility : from
he fifth till the ninth grade
Professional activities ELTAM member and local coordinator
What most interests you about assessment?
1. What is the best way to assess young learners
2. What is relevant and valid test?
3. How often should I assess my students?
4. How to assess the productive and receptive skills?
5. In terms of the level of Bloom Taxonomy, can I put all levels into one test?
6. How to write rubrics?
E-Portfolio Task 2
This table will serve as a baseline for further development of assessment.
E-Teacher Summative and Formative Assessment

E-Portfolio: Task 2
Name: Tatjana Gjorgjievska Country:Macedonia
Course title: ninth grade Age of students: 14 How many students?

20
Course Purpose: Student language How many weeks?
By the end of the course , level: B1 35 wees
students must be able to How many hrs/week?
understand the main points of clear 3 hours per week
standard input on familiar matters
regularly encountered in work,
school, leisure, etc. Students will be
able to deal with most situations
likely to arise whilst travelling in an
area where the language is spoken.
They must be able to produce
simple connected text on topics
which are familiar or of personal
interest. Students will be able to
describe experiences and events,
dreams, hopes and ambitions and
briefly give reasons and
explanations for opinions and plans.
© 2013 AEI, University of Oregon, Hochstein/Healey 1

Goals of the course (1-3 primary goals of the course)
By the end of the course
 students must be able to use the target grammar and vocabulary appropriately in context
and in spoken interaction;
 students will be able to compose short comprehensible texts on familiar subjects;
 students will be able to clarify and elaborate their ideas and opinions
Objectives that support the goal(s) above :

Upon successful completion of the required course:
1. Students will be able to apply past, present and future tenses , modal verbs, adverbs
and simple passive correctly retell someone’s speech using the reported speech,
make predictions or regrets using the second and the third conditional , justify and
debate using complex question tags ,compare and contrast using the comparison of
adjectives with at least 75% accuracy;
2. Students must be able to produce more elaborative discourse such as cause - effect,
comparison-contrast in written or oral form with 150-250 words;
3. Students will be able to debate and discuss using the colloquial language and proper
VN collocations with at least 70 points on the task rubric;
4. Students will be able to compose informal and short formal letters, invent short
stories and poems, and create presentations and posters with a score of 70 points or
higher on the task rubric.
Types/Purpose of Assessments Frequency
 2 diagnostic tests  The diagnostic tests will be

( the purpose will be to detect the strengths and given in the beginning and
weaknesses of the students knowledge and identify as a half-term test;
the areas where the students need further help)  Formative assessment will
 Formative assessment through observations, open- be administered according
end questions, poster presentations, multiple choice to the lesson objectives
questions, matching items, True/False items ,a planned beforehand in the
debate , completion items, dictations, writing teachers’ developed plan
different texts ( letters, stories, summaries of a  Summative assessment
given text or listening task) - The purpose of the will be administered after
formative assessment will be to encourage each unit and at the end of
students’ learning and get reflection of their the year
learning, give students detailed feedback of their
performance, promote positive motivational beliefs

and self-esteem;
Summative assessment- end-of-unit tests and a final test

These high-stakes test will ensure teachers and students
that assessment aligns with the goals and learning
objectives and expected outcomes.
Who designs these assessments?

mostly the teacher and partly the students themselves
Describe any issues related to the principles or cornerstones of assessment that you have
read about this week and last in the Brown and Coombe texts (e.g., practicality, reliability,
washback, validity, security, etc.)
 Diagnostic tests must be content valid i. e students need to have a clear picture of what
the teachers want to assess. Considering that fact, they might not be very content valid at
the beginning of the school year, the mid-term diagnostic test can be very content valid.
They are reliable since the more items will be assigned and considering the practice
effect ,the student performance can improve because this test can be taken many times.
They are practical since the diagnostic tests are teacher-friendly( easily administrative,
mark the test and return promptly with the understandable feedback for the student.
These tests can have a positive washback since they are guided learning and students
perceive these diagnostic tests like good markers of their progress toward
accomplishing their learning outcomes.
 Summative tests are high-stakes tests .they are very reliable in terms of the formats and
content of the questions, time given and administrative factors.
 Writing different texts ( letters, stories, summaries of a given reading text or listening
task) can be content valid, reliable ,authentic because of the Ss’ exposure to the real life
situation, with a positive washback. They can be practical although these item tasks
need more time to be administered and marked , they can be assessed and marked with
good rubrics created by the teacher and with peer or self-assessment.
Comments: So far, so good! The course itself is very reliable ,valid and practical and
authentic in terms of the more we are trained about assessing, the more aware we become of
the importance of a good, reliable, content valid , authentic and practical assessment.

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E-Portfolio Task 1: Personal/Professional Information

Name: Tatjana Gjorgjievska

E-Teacher Summative and Formative Assessment

Name: Tatjana Gjorgjievska Country:Macedonia

Course title: ninth grade Age of students: 14 How many students?

© 2013 AEI, University of Oregon, Hochstein/Healey 1

Objectives that support the goal(s) above :

Types/Purpose of Assessments Frequency

 2 diagnostic tests  The diagnostic tests will be

© 2013 AEI, University of Oregon, Hochstein/Healey 2

Summative assessment- end-of-unit tests and a final test

Who designs these assessments?

© 2013 AEI, University of Oregon, Hochstein/Healey 3

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