ASSESSMENT AND EVALUATION

Maria Dantas-Whitney, Ph.D. Western Oregon University

dantasm@wou.edu

Back to Basics 3 Workshops - Panamá Bilingüe Program January 2018

Overview of the Week

Monday

Fundamental Concepts; Purposes of Assessment; Guiding Principles; Formative vs. Summative Assessments; Aligning Assessment and Instruction

Tuesday

Performance/Alternative Assessments; Using and Creating Rubrics

Wednesday

Observation Checklists, Self- and Peer-assessments, Exit tickets

Thursday

Giving effective feedback; Designing effective summative assessments; Guidelines for test development and adaptation; Guidelines for grading

Friday

Work with GLGF Staff Create several formative assessments (with rubrics) and a summative assessment for a unit you teach

Plans for Today

¨  Ice breaker activity: Assessment Action Plan ¨  Assessment and motivation ¨  Test design

¤  item types ¤  steps in test construction

¨  Grading considerations ¨  Giving effective feedback ¨  Types of errors and error correction strategies ¨  Individual Work Time

Assessment Action Plan ¨  Create an action plan for you to follow in the

new school year. List your goals/actions about principles and practices related to assessment that you plan to implement in your classroom.

Goals Actions

1.

2.

3.

Assessment Action Plan ¨  Share your action plan with your table group.

Create a graphic organizer that summarizes the goals for all members of the group to share in front of the class.

¨  Be as creative as possible!

Group Presentations & Feedback

Assessment and Motivation ¨  Focus on students’ successes.

Show appreciation for their hard work

¨  Use assessments to build students’ self-esteem and confidence

¨  Personalize your feedback when possible. Give specific advice on how to improve performance

¨  Provide a variety of assessments (formative and summative) – students have multiple chances to be successful Bikowski (2013)

https://www.youtube.com/watch?v=CLOI1yVm9e8

Formal vs. Informal Assessment

Summative

Formative Formative

Performance/Alternative Performance/Alternative

tests

Standardized tests

Classroom-based Classroom-based

Designing Tests: Types of test items

¨  Multiple choice ¨  True/False ¨  Matching ¨  Grammatical/

Ungrammatical ¨  Scrambled words/

letters

¨  Fill-in-the-blanks ¨  Short answer ¨  Cloze ¨  Label a visual ¨  Sentence completion ¨  Error correction Advice: Stay away from translation. Your goal should be communication in English.

Selected Response Constructed Response

Which types have you used? Pros/Cons? Katz, 2014

Steps in Test Construction ¨  Consider your lesson/unit objectives ¨  Decide on your test specifications

¤  topics to be covered ¤  item types to be used in the test ¤ number of items in each section ¤  time allocations for each section

¨  Make sure you cover multiple language skills (listening, reading, writing)

¨  Finalize your test ¨  After administration, take notes on student

performance and make modifications for your next test

Brown & Lee, 2015

Checklist for Test Design ¨  Are the directions absolutely clear? ¨  Is there an example for each section? ¨  Does each item measure a specified

objective? ¨  Is the difficulty of each item appropriate for

your students’ level? ¨  Are the test items familiar to the students

and related to course work? ¨  Can the test be completed within the allotted

time limit?

Brown & Lee, 2015

•  Item types? •  Multiple

language skills? •  Clear directions? •  Examples? •  Level of difficulty

(8th grade)? (Note: It isn’t possible to analyze lesson objectives or time allocations in this example)

Test Analysis

¨  Watch the video: https://www.youtube.com/watch?v=1Tihrg7nBos ¨  Discuss: ¨  What are the characteristics of effective

feedback? ¨  Do you agree with the points mentioned in

the video? ¨  Would you add other points?

Giving Effective Feedback

Giving Effective Feedback ¨  Goal-referenced

¤  Help students make progress toward a goal ¨  Descriptive and specific

¤  Descriptions, not judgments: Provide information on what students did well, and what need to do to improve. (“good job,” needs improvement” not helpful)

¨  Timely ¤  Immediate feedback is more effective than delayed

¨  User-friendly ¤  Students understand and can follow advice

¨  Ongoing ¤  Part of ongoing formative assessment. (Summative

assessments are too late) Wiggins, 2012

Grading and Error Correction

¨  Grading ¤ Give grades based on lesson objectives, not on

comparisons with others ¤ Be precise in your comments. Focus on improvement.

¨  Error Correction ¤  Limit errors being corrected so not overwhelming to learners ¤  Focus on lesson objectives ¤ Consider purpose of task: accuracy vs. fluency ¤ Allow learners to make mistakes and take risks ¤  Tailor error correction to the student and context

Bikowski (2013) https://www.youtube.com/watch?v=CLOI1yVm9e8

Bikowski (2013) https://www.youtube.com/watch?v=CLOI1yVm9e8

Error Correction Strategies

q  Explicit error correction q State it’s an error and correct it

q  Recast q Say it correctly but keep the flow going q Student: I seed it yesterday q Teacher: Oh, you saw it yesterday?

q  Clarification request q Student: I saw the movie Klianic yesterday q Teacher: Excuse me, you saw which movie?

Error Correction Strategies

¨  Metalinguistic feedback ¤  Student: I seed it yesterday ¤ Teacher: Is seed the past tense of saw?

¨  Elicitation ¤  Student: Yesterday with friends I saw a

ummmm… ¤ What do we call a video on a big screen?

¨  Repetition ¤  I seed it yesterday ¤ You seed it?

(Delayed error support also an option)

Bikowski (2013) https://www.youtube.com/watch?v=CLOI1yVm9e8

Bikowski (2013) https://www.youtube.com/watch?v=CLOI1yVm9e8

Bikowski (2013) https://www.youtube.com/watch?v=CLOI1yVm9e8

Bikowski (2013) https://www.youtube.com/watch?v=CLOI1yVm9e8

Bikowski (2013) https://www.youtube.com/watch?v=CLOI1yVm9e8

Recapping this week’s topics

Monday

Fundamental Concepts; Purposes of Assessment; Guiding Principles; Formative vs. Summative Assessments; Aligning Assessment and Instruction

Tuesday

Performance/Alternative Assessments; Using and Creating Rubrics

Wednesday

Observation Checklists, Self- and Peer-assessments, Exit tickets

Thursday

Giving effective feedback; Designing effective summative assessments; Guidelines for test development and adaptation; Guidelines for grading

Exit ticket

3 important points 1 thing that squares with your thinking

Something your mind is still circling around

Group Project ¨  Choose one grade level you usually teach. Get together with

teachers who teach the same grade as you do. ¨  Choose a unit that you usually teach (e.g., from your

textbook) ¨  Write down the language and content objectives for the unit ¨  Create at least two formative assessments with rubrics to

assess the four skills (listening, speaking, reading, writing) ¨  Include a summative assessment (a test) ¨  You will be work on your project on Mon, Tues, Wed and Thus ¨  On Friday, you will prepare a poster of your project and

present it in a gallery walk format

today

Please keep in touch!

Maria Dantas-Whitney Email: dantasm@wou.edu

Website: http://dantas-whitney.weebly.com