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XIV Peru-TESOL Sharing Teaching and Learning Experiences in a Global World Iquitos

XIV Peru-TESOL Sharing Teaching and Learning Experiences in a Global World Iquitos. August 2, 2006 M. Karen Jogan, Ph.D. kjogan@alb.edu. Catching that elusive butterfly: assessing speaking in five easy steps. Today we will…. Outline the process to capture oral competency of EFL students

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XIV Peru-TESOL Sharing Teaching and Learning Experiences in a Global World Iquitos

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  1. XIV Peru-TESOLSharing Teaching and Learning Experiences in a Global WorldIquitos August 2, 2006 M. Karen Jogan, Ph.D. kjogan@alb.edu

  2. Catching that elusive butterfly:assessing speaking in five easy steps

  3. Today we will… • Outline the process to capture oral competency of EFL students • Define oral proficiency – identify proficiency levels in instructional program • Design assessable speaking tasks for each level • Identify or create rubrics used to assess speaking tasks • Align assessment tool to a program outcome • Prepare to implement an oral assessment plan M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  4. What are the steps in the process? • Determine minimal outcomes, using proficiency guidelines • Include speaking tasks for assessment in the classroom • Adapt or develop assessment tools to assess speaking • Promote contextualized speaking activities • Assess the speaking task, incorporate into overall assesment framework M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  5. 1. Determine minimal student outcomes M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  6. What is proficiency? Superior Advanced Intermediate Novice M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  7. Specific linguistic functions M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  8. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  9. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  10. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  11. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  12. Discourse – from limited to extended M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  13. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  14. Time to think! • In which level of EFL instruction are your students able to perform the following? • Complain • Summarize • Narrate a past event • Greet a friend • Compare • Ask questions to elicit personal information M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  15. To consider how well students perform language functions, which (assessment) activities are appropriate? • What does the student DO to demonstrate competency??? M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  16. Describe Ask and answer questions Narrate in past M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  17. Describe Ask and answer questions Narrate in past Oral presentations Interview your partner Story retelling, summarizing Picture-cued descriptions M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  18. Ask/provide information Agree/disagree Express opinions Support opinions Persuade Complain M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  19. Ask/provide information Agree/disagree Express opinions Support opinions Persuade Complain Role Plays Debates Information gap M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  20. Get the gist Get the main idea Get specific details Summarize M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  21. Get the gist Get the main idea Get specific details Summarize Tell/discuss what you heard audio file film news report native speaker… Tell about what you read in newspaper report story, etc. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  22. Summarize Describe Synthesize Analyze Summarize/describe/ anaylze video program Article, etc. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  23. 2. Include speaking tasks for assessment in the classroom M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  24. List all speaking activities which are part of your course • Designate or design specific speaking tasks for assessment • Define all elements of the “product” which you expect your students to produce • Consider which criteria you will use for assessment M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  25. Interpersonal mode • Roleplays among students • Interviews between students • Oral monologues • Situation cards (simulations) • Performing a play • Presentational mode • Narration or description (oral presentation) • Poster session • Oral presentation with power point M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  26. Time to talk! • Describe an oral activity which your students have performed successfully. Why do you think that activity was successful? • Describe an oral activity that your students did notperform well. Why do you think that the activity was unsuccessful? M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  27. Rules to remember • Design the task carefully. • If you can´t define it, you can´t assess it. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  28. Designing a speaking activity • Determine level • Select function or language task • What is the grammar students need to perform this task? • Select a topic or situation • Vocabulary? • Define a time frame (present/past/future) • Define the elements of the context • Who, what, where, when??? • What aspects of culture must be included as part of the activity? M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  29. It´s your turn! • Design a speaking activity • Level • Function • Grammar • Context – who, what, where, when • Content – topic or situation • Culture M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  30. 3. Adapt or develop assessment tools to assess speaking M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  31. Recognize that a variety of assessment tools can be used • Survey avaliable assessment instruments • Examine criteria; recognize that criteria can differ according to instructional level • Collaborate to develop appropriate assessment tools • Match assessment tool to appropriate activity and instructional level M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  32. 4. Promote contextualized speaking activities M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  33. Move from skill building to skill using in the instructional program • What can students DO???? • Move from meaningful to communicative to situational activities • Provide a framework for students to structure a conversational exchange • Monitor the process M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  34. Sample role play buildup • Context: • You have just met a new student from the U.S. who is attending your university. You want to find out about this person and what you both have in common. After you establish common ground, invite your new friend to join you for an activity in which you are both interested. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  35. Prepare your students for success! M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  36. Sample role play buildup: instructions to students • Preliminary step • Key words and phrases I will use • Question words • Nouns • Verbs M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  37. Sample role play buildup: instructions to students • Write down the question words you will need to ask • Write down possible answers to these questions • Interview someone in the class • Write down the answers you hear • Let your partner interview you M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  38. Sample role play buildup: instructions to students • Decide with your partner which questions are the most appropriate • Decide with your partner which role each of you will play • Practice acting out with your partner M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  39. And the final step • Now, act out your role play. • Teacher uses assessment tool to evaluate the student product M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  40. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  41. 5. Assess the speaking task and incorporate into the overall assessment framework M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  42. Address the goals of your program • Make known to students the criteria for assessment and the specific tasks to be assessed prior to the activity • Apply an appropriate assessment instrument to the oral task • Review outcomes M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  43. And finally… • Evaluate the effectiveness of your assessment tool • Consider how to improve your course or program, based on results from assesment M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  44. Programatic global assessment • Oral interview • Oral presentation – final project • Essay – final product • Listen or read and summarize/evaluate/analyze orally or in writing • Portfolio = collections, selections, and reflections • Standardized test or mock test Integrative tests tap all skills! M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  45. How can we catch that elusive butterfly? • Build a team • Determine goals of your assessment program. • Match course objective to the test. • Test like you teach, teach like you test! • Review sample assessment tools. • Adapt tools to meet your program’s needs M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  46. Use the assessment tool with your class. • Critique the tool with your colleagues. • Are you consistent with your colleagues in its application? • Are there ways that the tool or the activity could be improved? • Should more “buildup” opportunities be provided to your students? • Collaborate and continue to share, review, adapt, & critique with colleagues. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  47. M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  48. Time to work… M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  49. Your Assignment… • Define a student outcome for oral production • Clearly define the task that the student will complete to demonstrate competency • Identify a rubric for use in evaluating the task. Consult online resources that follow. • Match rubric to task M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

  50. Online references • Rubistar • Adapt rubrics to meet the criteria you determine to evaluate student products • http://rubistar.4teachers.org/index.php • Rubric Bank – Chicago City Schools • Review grading guidelines for speaking, writing activities • http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_and_rubrics.html • Landmark • Create a rubric from scratch • http://landmark-project.com/classweb/tools/rubric_builder.php3 M. Karen Jogan, Ph.D. kjogan@alb.edu Peru TESOL 2006

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