RESEARCH IN ENGLISH

TECNICA DEL NORTE UNIVERSITY

POSTGRADUATE INSTITUTE

Henry Guatemal
Maestra en Gestin de la Calidad de la Educacin
Ibarra-2017
 CONTENT OBJECTIVES

Identify the main features of qualitative and quantitative research

To meet the main methods of qualitative research

To analyze real language problems

To distinguish authentic assessment

 QUANTITATIVE RESEARCH
Can be divided in associational and experimental studies

The researcher loos for correlations and then make predictions

Variables are manipulated in experimental and quasi-

experimental studies.

Experimental and quasi experimental studies:

Comparison group The same treatment but different
measures of the variable
Control group One group has no treatment
 QUALITATIVE RESEARCH
Does not necessarily manipulate variables.

It is intended to work on the process and the cultural interpretation

rather than the results.
It is not guided by the statistical positivist analysis.
Qualitative methods
ethnographies Study a group from an emic perspective
Case studies Study a person or a class
observations With the help of instruments
Journals Read students or instructors beliefs towards a topic,
 ACTION RESEARCH
The teacher is the researcher
It helps to make solutions to everyday classroom problems
It allows teachers to grow professionally.
It does not an specific way to get to.
It gives the teacher the reflective part of the profession.
Teacher can base the discussion of the issues and work collaboratively

Collaborative research
Perspectives Practitioner research
Teacher research
 ACTION RESEARCH
Steps:
Identify the problems in the classroom
Gather information related to the issue.
Make a triangulation
Register the findings(coding)
Make assumptions (formulate hypothesis)
Intervention
Evaluate the effects
Final reflection
 Validity and reliability
In analyzing qualitative data the researcher has to consider three
factors: credibility, transferability and dependability

Triangulation, is a good technique to ensure the results of the

investigation; triangulation is the use of different techniques and
instruments to analyze the data.
 CODING

Is referred to the manner in which the big raw data

will be converted into specific information.
Types
T-UNIT: is the manner in which a clause with two
subordinate clauses are analyzed
SOC: when to use the required language for the context.
CHAT: analyze the chat
QUESTIONS it has 6 levels
 CONTENT OBJECTIVES

Identify authentic assessment

To value the use of portfolios in the classrooms

 AUTHENTIC ASSESSMENT
RATIONALE:
Traditionally education was based on making students learn a contents
from a given curriculum and later evaluation analyze students
responses.
Standardized test and multiple choice test do not evaluate the
achievements of students in real language contexts.

Multiple choice questions limits the potential of the evaluation because

it does not give a clear overview of the students improvement.
 FROM TRADITINAL TO
AUTHENTIC ASSESSMENT
Some steps have to be taken to adopt and adapt authentic assessment
in our settings according to (Baker, 1993)

Build a team
Determine the purpose
Specify the objectives
Conduct staff development
Adapt existing assessment
Try out ad review the assessment
 RELIABILITY IN
AUTHENTIC ASSESSMENT
So that the assessment and the result would be valid in different
location and adapted to real situations some criteria has to be met;
they are:
reliability
validity
Performance standards The use of rubrics of
Rater trainer evaluations can reach the
purpose criteria needed
Fairness
Grading
 THE USE OF PORTFOLIOS
Often, portfolios are seen only as collection of sheets and works made
by students, however, portfolios can be divided in:
Showcase portfolios, collection portfolios and assessment portfolios

Assessment portfolios:
Select carefully the activities that will be analyzed.
Make reflections of the progress
Debate with the staff of teachers.
Allow students to self evaluate and coevaluate
Make decision on students progress
 ADVANTAGES OF PORFOLIOS

Portfolios are made of real student evidence on growth and other oral
and written experiences created over time in a natural classroom
environment, thus it can be inferred that the natural approach of the
evaluation come to mind.

Allows teacher to scaffold the language and help student to improve.

It gives parties like administrators and parents a clearer overview on
students progress.
Self evaluation is prepared by the teacher through assessment
conferences that gives more responsibility to students
 REFERENCES

Gass, S., & Mackey, A. (2005). Second Language Research Methodology and Design.
New Jersey: Lawrence Erlbaum Associates Publishers.
OMalley, M., & Valdez, L. (1996). Authentic Assessment for English Language
Learners. Addison-Wesley Publishing.
Underwood, T. (1998). The consequences of Portfolio Assesment: A Case Study.
Educational Assessment, 5(3), 147194.