Atlantico evaluation presentation
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ASSESSMENT & EVALUATION Kate Bain English Language Fellow [email protected] www.elfellowkbain.wordpress.com
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Transcript of Atlantico evaluation presentation
ASSESSMENT &
EVALUATION
Kate Bain
English Language Fellow
www.elfellowkbain.wordpress.com
OBJECTIVE
Participants will consider various aspects of assessment and evaluation and consider how to use alternative
assessment to enhance instruction and learning results in their classrooms.
Make a list of all the different types of tests
you have taken or given as a student or a
teacher.
FROM YOUR LISTS…
Write the skill that was tested in each. Determine whether it tested knowledge of
the language or use of the language. Which of those tests are best for…
measuring the skill tested? achieving the purpose of testing?
HOW DO YOUR STUDENTS FEEL ABOUT TESTS?
WHAT IS A “TEST?” Webster: “a critical examination,
observation, or evaluation”http://www.merriam-webster.com/dictionary/test
Longman: “a set of questions, exercises, or practical activities to measure someone's skill, ability, or knowledge”
http://www.ldoceonline.com/dictionary/test_1
H. Douglas Brown: “a method of measuring a person’s ability,
knowledge, or performance in a given domain.” (Brown, 2004, p. 3)
A CLOSER LOOK
“a method of measuring a person’s ability, knowledge, or performance in a given domain.” (Brown, 2004, p. 3)
MEASURE
In order for a test to truly be a test, it must have a measureable outcome.
The test-taker and the test-giver must know what success or failure on the test entails, and the results must be communicated.
(Brown, 2004)
WHAT IS ASSESSMENT?
Assessment is “an ongoing process that encompasses a much
wider domain [than a test]. Whenever a student responds to a
question, offers a comment, or tries out a new word or structure, the teacher subconsciously makes
an assessment of the student’s performance.”
(Brown, 2004, p. 5)
HOW IS “ASSESSMENT” DIFFERENT FROM “TESTING”? Tests are a type of
assessment, but they should never be the entire basis for how you determine a student’s level or progress.
Assessments are ongoing, daily, subconscious or conscious observations and records that you make about student progress. These observations should be constant and should drive what you do as a teacher.
(Brown, 2004)
INFORMAL AND FORMAL ASSESSMENT
Unplanned observations and general feedback Good job! Did you say “can” or “can’t”?
Planned classroom
activities in which students perform tasks but do not receive final grades on performance Think-Pair-Share Dialogues Essay or Journal Writing Note-taking Group or Partner Work
Activities in class that you give to students for which they receive graded feedback Tests Rubric-Scored Assignments
Writing portfolio Presentations Journal Entries Notes Performances Projects Posters
Informal Assessment Formal Assessment
(Brown, 2004)
FORMATIVE AND SUMMATIVE ASSESSMENT
Daily classroom assessment used to plan for, modify, and improve instruction
Feedback that helps the teacher and the student make plans to improve language competence in the future
Informal Assessment should always be formative, aimed at improving a student’s competence and performance
Measures or summarizes what a student has learned over a given period of time Unit Tests Midterm Exams Final exams Entrance Exams Professional Language
Tests
Formative Assessment Summative Assessment
(Brown, 2004)
NORM-REFERENCED AND CRITERION-REFERENCED TESTS
Mean Median Standard Deviation Percentile Rank SAT/TOEFL
Norm-Referenced TestsCriterion-Referenced Tests
• Graded Feedback• Meeting of language or
course objectives• Classroom Tests connected
to a curriculum
(Brown, 2004)
CURRENT ISSUES IN CLASSROOM TESTING: TRADITIONAL AND AUTHENTIC ASSESSMENT
One-shot, Standardized Exams
Timed, multiple-choice format
Decontextualized test items Scores are feedback Norm-referenced scores One correct answer Summative Oriented to product Non-interactive Extrinsic motivation
Continuous long-term assessment
Untimed, free-response Contextualized
communicative tasks Individualized feedback Criterion-referenced
scores Formative Oriented to process Interactive performance Intrinsic motivation
Traditional Assessment Authentic Assessment
(Brown, 2004, p. 13)
FORMATIVE ASSESSMENT
PEER ASSESSMENT
PERFORMANCE ASSESSMENT
SELF ASSESSMENT
SUMMATIVE ASSESSMENT
CONFERENCES AND INTERVIEWS
CRITERIA/GUIDELINES
JOURNALS
LANGUAGE PROFICIENCY
LEARNING LOGS
PORTFOLIOS
VIDEO VIEWING
VIEWING QUESTIONS
1. What is the instrument students use for self-recording? What are
they recording? What other things could students keep track of
through self-recording?
VIEWING QUESTIONS
What example of assignment guidelines did you see? For what kind of assignment were
the criteria written? Think of a typical task in your own classroom. Try to list the criteria you might give the students to help them complete
the task successfully.
VIEWING QUESTIONS
How was the class in Video segment #2 organized? Why do you think it was organized this
way? What can peers offer each other in this situation?
VIEWING QUESTIONS
What language skill were students focusing on? What skills were they using as they worked together? Is this a form
of assessment? If so, what kind of assessment was it, formative or
summative?
VIEWING QUESTIONS
What was the teacher’s job, or role, during this activity?
What was the students’ responsibility?
SEGMENT 3: PORTFOLIOS
VIEWING QUESTIONS
In what form are the portfolios kept and what age level uses each form? Where are they kept? Do you think students
take them home? What might be some physical considerations related to using
portfolios in your classroom?
VIEWING QUESTIONS
Working in a small group, make a list of criteria or guidelines you might use for evaluating
portfolios in your class.
SEGMENT 4: PERFORMANCE ASSESSMENT
VIEWING QUESTIONS
List the 2 types of performance you see and the language skills that
are used in each.
VIEWING QUESTIONS
What was the purpose for each performance?Do you think the performance was
well done or not?
WORK IN PAIRS
Decide on a type of alternative assessment that you could use in your classroom.
Give the assessment a title.
Write down the assessment … Purpose Instructions Criteria (Rubric)
Share with the group!
GROUP WORK EXERCISES!
testingassessmentteaching
• Do you agree with this depiction? Why or why not?
• Where do these fit?• choral drill• pair
pronunciation• reading aloud• singing songs• writing a
description of the weekend
(Brown, 2004)
SORT ACTIVITIES INTO A CATEGORY
Formative
Summative
Informal
Formal
placement tests diagnostic tests periodic achievement tests short pop quizzes final exams portfolios journals speeches oral presentations impromptu student responses student-written response drafting and revising final essays whole class discussion observing as students work in
groups or pairs
(Brown, 2004)
GARDNER’S EIGHT INTELLIGENCES
Choose one or two Brainstorm teaching
activities for each Brainstorm
assessment activities for each
Share with the group
(Brown, 2004)
BRAINSTORM ADVANTAGES AND DISADVANTAGES OF EACH AND SHARE WITH THE CLASS
One-shot, Standardized Exams
Timed, multiple-choice format
decontextualized test items Scores are feedback Norm-referenced scores One correct answer Summative Oriented to product Non-interactive Extrinsic motivation
Continuous long-term assessment
Untimed, free-response Contextualized
communicative tasks Individualized feedback Criterion-referenced
scores Formative Oriented to process Interactive performance Intrinsic motivation
Traditional Assessment Authentic Assessment
(Brown, 2004, p. 13)
SOURCES
Brown, H.D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education, Inc.
Gottleib, M. H. (2006). Assessing English Language Learners: Bridges from language proficiency to academic achievement. Thousand Oaks, California: Corwin Press.
