chapter 4 evaluating and creating interactive and content- based assessment
TRANSCRIPT
Chapter 4
Evaluating and Creating Interactive and Content-
Based Assessment
Setting the Stage
Progress indicators need to be defined and demonstrated for students, parents, community members and school administrators.
Introduction to Assessment
Assessment is more than tests & grades Assessment involves the development
of materials, processes, activities and criteria for success
ESL students require integrated assessments where language and literacy practices are linked
Assessments for Specific Decision Making
Placement Reading, writing, speaking, listening,
interacting evaluated to place in section levels (A, B, B1, C, etc.)
Because assessments are conducted in L2:
Assessments can underestimate past learning
L2 learners are limited in what they can express
Assessments for Specific Decision Making
Progress Goal: to obtain a clear picture of students’
knowledge in both language and content Select a variety of formats for assessment Organization is key
Keep a dated log with language, content and strategies objectives
Document observations regularly
Assessments for Specific Decision Making Evaluation of Instruction
Washback – information or feedback that teachers receive about instruction as a result of assessment and evaluation
Use to adjust instruction (alter teaching style; revise activities)
Use to individualize instruction
washback instructionassessment
Alternative Assessment
Traditional testing: Does not measure critical thinking skills Encourages teaching to the test Does not provide feedback
Alternative assessment: Accommodates differences in learners Assesses progress towards authentic
language Assesses learning over a period of time
Alternative Assessment
Assessment activities and tasks need to be constructed so that comprehension of subject matter and thinking behaviors can be demonstrated directly through either oral or written communicative performances.
Integrated Performance Assessments
Integrated assessments: are used to evaluate performances
required to carry out real-life tasks are used to evaluate student
performance in an entire learning event or project
take into account student’s quality of participation and level of skill in planning, carrying out, and evaluating the activity
Oral Language Assessment
Interviews Teacher-conducted or guided with
peer interaction Student response to an interrogative
statement demonstrates ability to understand and use academic language
Should be used in conjunction with other tools to reveal true proficiency
Oral Language Assessment
Retelling Measures students’ integrated
comprehension though four skills Teachers should:
Be explicit about the criteria for evaluation
Use modeling by stronger students Minimize anxiety which could impact
performance
Oral Language Assessment
Anecdotal records short described encounters or experiences
that students have during learning subjective
Observational Records Documents exactly what is seen/heard
Both allow you to collect information without disrupting the natural interaction taking place in the classroom
Written LanguageAssessment
Types of Portfolios Showcase portfolios – focused; highlight
certain qualities or skills Assessment portfolios – used to provide
evidence of meeting criteria for quality Benefits of Portfolios
Student involvement through piece selection enables the student to learn personal strengths and weaknesses, allowing them to become more conscious learners.
Written Language Assessment
Types of Rubrics Holistic – one number used to evaluate work Analytic
Evaluation based on predetermined criteria for each aspect of a written project
Separate ratings for each defined writing skill
Rubrics should be upgraded and revised based on student performance
Written Language Assessment
Conferencing One-on-one conferences result in
individualized assessment and support
Allows for development of short and long-term writing goals
Teaches peer conferencing and editing skills
Written Language Assessment
Dialogue Journals Can be weekly or daily Types:
Morning journals Math, science, literature response
journals End-of-day journals
Allow for sharing of background information, modeling, (i+1), individualized assessment
Reading Assessment
Running Records Often used with early readers Follows a standard set of written
symbols to note miscues made by the reader
Miscues analyzed to assess learner’s thought organization, thinking and strategies
Allows for individuality of assessment
Reading Assessment
Creative Comprehension Exercises Use visual organizers
and drawing to express knowledge. Use cooperative grouping with
individually designed formats for demonstrating comprehension.
Reading Assessment
Inquiry Challenges The ability to pose coherent questions
with the use of academic language is an indicator of reading comprehension/oral language proficiency.
The formulation of questions occurs pre-reading and post-reading.
Reading Assessment Self-Assessment Tools:
Should be scaffolded to increase comprehensibility
Will enable students to build metacognitive competence and direct their own learning
Common formats: checklists yes or no questions sentence completion
Interactive & Technology-Based Assessment
CBT – Computer Based Testing Based on interactivity
Test displays items that adjust to the learners
Can be used to note students’ strategies and progress
Can be used to aid in measuring learners’ abilities to demonstrate oral communication
Understanding Standardized Tests Norm-referenced test
Assumes that: Performances will have a normal
distribution and fit a normal curve. Test items are fair and unbiased Performances not affected by ethnicity,
gender, race, etc Students perform to the best of their
ability Machine scored Results expressed in percentile, median,
mean, std. deviation
Understanding Standardized Tests
Criterion referenced tests Identify levels of performance that all
students are expected to aim for Scores are unacceptable to highly
accomplished ESL teachers should:
Seek accommodations for ESL students Teach them skills of approach,
including strategic guessing and elimination of wrong answers