assessment and evaluation - weebly · assessment and evaluation maria dantas-whitney, ph.d. western...

ASSESSMENT AND EVALUATION

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

[email protected]

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

Power Points available at:

https://dantas-whitney.weebly.com/

Plans for Today ¨  Ice breaker activity:

¤ Brainstorming and Discussion ¨  Performance/Alternative assessments

¤ Definitions and characteristics ¤ Examples

¨  Rating performance assessments with rubrics ¤ Why use rubrics ¤ Types of rubrics ¤ Using rubrics ¤ Creating rubrics

Initial Brainstorming and Discussion

•  Find a partner for each of the times and write your partner’s name in the blank for that time.

•  When asked to get in pairs for a specific time, the person written in that time’s blank will be your partner.

•  You will rotate and talk to each partner for about three minutes about the topics assigned.

Clock Appointments

Get a blank sheet of paper and draw a big clock on it with 4 lines

Ana Maria

Elvis

Elias

Iris

12 o’clock partners

•  Three minutes: •  Introduce yourself •  Discuss with your partner and take notes on key

ideas:

Experiences What types of formative and summative assessments do you

usually use?



ideas: Challenges

What are the main challenges you face related to classroom assessment?



ideas:

Successes What are examples of successes you

have had assessing your students?



ideas:

Questions What are some questions you have related to classroom assessment?

Debriefing

Classroom Assessment: •  Experiences •  Challenges •  Successes •  Questions

Performance (Alternative) Assessment ¨  Assessments that can be used within the

context of instruction and can be easily incorporated into the daily activities of the classroom

¨  Students are evaluated on how well they can

perform communicative tasks and on the language they produce, rather than on what they are able to recall and reproduce

(Bikowski, 2014)

https://www.youtube.com/watch?v=qERwexKaC00

¨  Performance-based ¤  Students perform an authentic communicative

task to demonstrate their competence ¨  The goal is to evaluate how well learners can

communicate in various contexts and for different purposes

¨  Learners are involved in the assessment process ¤ Help set the criteria ¤ Can assess themselves and their peers

Performance (Alternative) Assessment

(Bikowski, 2014) https://www.youtube.com/watch?v=qERwexKaC00

Advantages of Performance (Alternative) Assessments ¨  Document students’ growth over time ¨  Emphasize students’ strengths, not weakness ¨  Consider context issues such as:

¤  Learning styles, cultural/educational backgrounds

¤  Language proficiency, grade level ¤ Course content

¨  The goal is to gather evidence and provide feedback on how students complete real-world tasks in English


Which of the following is NOT a characteristic of Performance (Alternative) Assessments?

A.  They are built around topics or issues of interest to the students

B.  They are based on real-world communication contexts and situations

C.  They require creative use of language rather than simple repetition (or translation)

D.  They allow for only one correct answer or right way

E.  Their evaluation criteria and standards are known to the student

F.  They allow for self-evaluation and self-correction as they proceed

X NO


Activities vs. Assessments

¨  Many class activities can become an assessment if you

¨  Keep good records ¨  Are clear with yourself (and your students)

about the criteria for what is being assessed


Communicative Assessment Tasks Oral Language •  role plays •  informal conferencing •  observation during

cooperative activities •  interview—Q & A •  picture-cued descriptions •  story-telling/relating events •  debates •  various oral presentations •  video production

Reading •  sequencing pictures, sentences, or paragraphs •  graphic organizers to classify words or phrases •  drawing based on written text • matching words with pictures, words, phrases,

sentences; matching sentences with paragraphs •  underlining or highlighting main ideas or

supporting details •  cloze exercise, comprehension questions •  discussion groups

Writing •  essays (expository, persuasive) •  narratives (real or fictional) •  summaries •  notes, journals, and logs •  portfolio of writing samples

Choose one of the activities listed here and discuss: How could you use this task as an assessment?

Rating Performance (Alternative) Assessments

Rubrics Observation

Checklists

Self Assessments Peer

Assessments

Exit Tickets

Center for Educator Development (n.d.) https://www.sedl.org/loteced/modules/mod5_TR.pdf

Holistic vs. Analytic Rubrics

Advantages and disadvantages of each?

General vs. Task-Specific Rubrics

Examining Rubrics

¨  Examine the rubrics in your binder. Discuss with your partners: ¤ What are the characteristics of effective

rubrics?

Center for Educator Development (n.d.) https://www.sedl.org/loteced/modules/mod5_TR.pdf

Ø  Focus on 5 aspects of students oral language proficiency o  Comprehension

•  How much does the student understand when he is spoken to? How well does he follow classroom discussions?

o  Fluency •  Does the student have a hard time speaking? Is it difficult to have a

conversation with him? Does the student’s speech flow well but occasionally gets stuck as he searches for the correct word?

o  Vocabulary •  Is the student able to say everything he wants, or does he struggle because

he lacks the vocabulary to fully describe what he is thinking? Does he ever use the wrong words?

o  Pronunciation •  Do others have to struggle to understand what he is saying because he has

a strong foreign accent. o  Grammar

•  Are grammar errors so frequent it is hard to understand the student?

SOLOM Student Oral Language Observation Matrix

¨  Watch the video: https://www.youtube.com/watch?v=ej1wBXZJGQw or http://www.learnalberta.ca/content/eslapb/video.html#3

Assess the student’s English oral language proficiency using the SOLOM ¨  Discuss your scores and evaluation with

your classmates

Using Rubrics for Oral Tasks

Using Rubrics for Written Tasks

Use the rubric for “Informative/Explanatory Writing” in your binder to evaluate this essay

http://www.learnalberta.ca/content/eslapb/writing_samples.html

Steps in Creating a Rubric

Step 1 •  Determine your objectives

•  What should students know and be able to do?

Step 2

•  Choose a task •  Which task could the students perform that would indicate that they have met

these objectives?

Step 3

•  Identify the criteria to use •  What are the characteristics of good performance that will indicate that

students have met the objectives?

Step 4

•  Identify levels of performance for each criterion •  The combination of the criteria and the levels of performance will be your

rubric

Adapted from Mueller, J. (2016) http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit.htm

Using Rubrics

¨  Give the rubric to students before starting the task

¨  Have students grade their own work with the rubric before turning it in

¨  Give the graded rubric back to students with their scores and feedback comments

Example: Creating a Rubric

Content Objective: Students will be able to describe people and provide information about their name, age, nationality, and occupation Language Objective: Students will be able to use descriptive adjectives and nouns in writing

Excellent Average Needs Improvement

Ideas and Content: Provides complete information about 3 friends (Name, Age, Nationality, Other)

Organization: Topics follow a logical sequence and details are provided in order

Vocabulary: Uses appropriate adjectives and nouns to describe each friend

Conventions: Uses appropriate grammar, punctuation, and spelling

Example: Creating a Rubric Rubric for Writing Sample:

Criteria

Levels of Performance

Review: Creating Content and Language Objectives

Content objective •  What will students do with the language? •  (Describe, Compare/Contrast, Ask questions, Summarize,

Retell, Explain, Sequence, etc.)

Language objective •  How will students enact the task? •  (Grammar forms, Vocabulary, Four language skills)

language functions and

topics

language forms and

skills

Examples of Lesson Objectives

•  Students will read a text and extract main ideas to complete a graphic organizer displaying problems and solutions. They will present their visual using the simple future tense and conjunctions/transitions such as because, as a result, therefore, etc.

•  Students will identify and explain problems and solutions related to climate change.

•  Students will use the imperative form and time/sequence transitional words/phrases (e.g., first, next, then) in writing

•  Students will be able to describe the sequence of steps in cooking a dish

•  Students will identify and describe the causes and effects of common illnesses.

•  Students will distinguish between causes and effects while listening to a dialog, and they will use conjunctions (because, so, since) in writing.

content

language

content

content

language

language

Designing Assessments

¨  Go back to the chart you prepared yesterday.

¨  With your group, create a rubric for the assessment you planned.

Objectives Activities Assessments

Group Practice: Alignment of Instruction and Assessment

Group Practice: Alignment of Instruction and Assessment

Content objective: In groups, students will summarize/retell chronological events in a story Language objective: Students will use past tense verbs and adverbials of time (e.g., before, after, then, etc.)

What types of activities would you plan for this lesson?

What type of assessments would you plan for this lesson?

Group Task: Create Your Own Rubric

Step 1 •  Determine your objectives

•  What should students know and be able to do?

Step 2

•  Choose a task •  Which task could the students perform that would indicate that they have met

these objectives?

Step 3

•  Identify the criteria to use •  What are the characteristics of good performance that will indicate that

students have met the objectives?

Step 4

•  Identify levels of performance for each criterion •  The combination of the criteria and the levels of performance will be your

rubric

Adapted from Mueller, J. (2016) http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit.htm

Group Presentations & Feedback

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

Sharing and Discussion

assessment and evaluation - weebly · assessment and evaluation maria dantas-whitney, ph.d. western...

Documents