1 / 52

Structuring Formative Assessments of Language within the Curriculum

Structuring Formative Assessments of Language within the Curriculum. Don Bouchard Maine Department of Education ESL/Bilingual Programs Professional development online webinar March 16, 2010. Agenda. I. Brief review II. Formative assessment -framework -tasks & tools

andrew
Télécharger la présentation

Structuring Formative Assessments of Language within the Curriculum

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Structuring Formative Assessments of Language within the Curriculum Don Bouchard Maine Department of Education ESL/Bilingual Programs Professional development online webinar March 16, 2010

  2. Agenda I. Brief review II. Formative assessment -framework -tasks & tools III. Formative assessment delivery procedure

  3. The Landscape Content - Unit summary - Unit rationale - Related cultural content statements - Unit essential questions - Unit enduring understandings - Unit learning targets & evidence of learning - Content objective - Instructional delivery Language 1. ACCESS for ELLs® 2. Performance Definitions 3. CAN Dos 4. Model Performance Indicators 5. Language objective 6. Tasks/activities 7. Formative assessments of language

  4. Re: Landscape of Language – A Visual Metaphor

  5. I. BRIEF REVIEW A. Lesson Planning & Differentiation - ACCESS test data - variables to acad. Success - performance definitions/indicators & lang. objectives B. Enacting the lesson - language domains - content - information processing C. Gradual Release of Responsibility - focused lesson - guided instruction - collaborative learning - independent learning

  6. A. Lesson Planning & Differentiation ACCESS for ELLs® Teacher Report (+ background information) LESSON PLANNING

  7. Lesson Planning Process . . . Content Standard Content Objective Performance Definitions (General linguistic parameters) Performance Indicators (PIs) (Differentiated Domain & Content-related linguistic parameters) Language Objective (Measurable, observable language focus that is the intentionality of formative assessment)

  8. Language Objective The language objective can provide the basis of linguistic focus targeted to meet the appropriate language demands of the content requirements of the curriculum for an ELL. The language objective describes the intentionality of language assessmentof an ELL’s performance in a content lesson.

  9. A language objective formula. . . A language objective can contain the following elements: Function Topic General Domain (oral or print) Language Outcome

  10. Examples of language outcomes related to WIDA performance definitions – language features Aspects of linguistic complexity: - sentence types - transition signals - active vs. passive voice - paragraph cohesion Aspects of vocabulary usage: - common, high frequency words - content specific words -technical words Aspects of linguistic control: - phonological components - semantic components - syntactic components

  11. Other examples of language outcomes Aspects of vocabularyText/literacy features Parts of speech Visual / graphic clues Affixation Table of contents / index / glossary Content-specific words Titles / headings / subheadings Polysemic characteristics Tables / timeline / maps / diagrams Antonyms/synonyms Genre characteristics Context clues (characteristics of recount or Connotative differences narrative / report / processes Word families & procedures / discussions & Figurative/metaphorical arguments) Cognates Pronunciation

  12. Performance Indicator PI = Language Function (Resource Guide has examples scattered throughout the MPI strands) + Topic (Topics are derived from the state content standards) + Support (See WIDA Resource Guide RG 21 for list of supports)

  13. Model MPIs

  14. Performance Indicators + Language Objective I: Name the parts of the water cycle using a diagram. II: Describethe water cycle with pictures. III: Describethe changes in the water cycle using a diagram. IV. Explain the importance of the water cycle with a partner. V: Determinethe impact on the water cycle without rain or snowwith a partner. SWABAT describe the stages of the water cycle orallyusing increasingly complex sentences.

  15. B. Enacting the Lesson with Activities Gradual Release of Responsibility Model Content Specific Domain Specific Info. Processing Specific Performance Level Criteria

  16. Domain Specific Activities Listening Speaking Reading Writing What are the activities specific to each or a combination of the language domains?

  17. Domain-Specific Activities Listening. . . (what can we have our students listen to)? Speaking . . . (what can we have our students talk about)? Reading . . . (what can we have our students read?) Writing . . . (what can we have our students write about?

  18. Content -Specific Activities Language Arts Mathematics Science Social Studies What are the activities specific to each of the content areas?

  19. Content Specific Activities Language arts . . . (what do students normally engage in at grade level?) Mathematics . . . (what do students normally engage in at grade level?) Science . . . (what do students normally engage in at grade level?) Social Studies . . . (what do students normally engage in at grade level?

  20. Information Processing-Specific Activities CopyingDescribingRestructuringEvaluating ReproducingProcessingRearranging &Comparing Informationinformation restructuringthe information withoutin the sameinformationprovided processingstructureprovidedw/info foras it wasprovided comprehensionpresentedin anothertext or source What are the activities specific to information processing?

  21. Information Processing-Specific Strategies CopyingDescribingRestructuringEvaluating chartingacting out classifyinganalyzing arguing for/against completing arrangingcategorizingassessing blending highlighting definingcomposingclarifying combining mapping illustrating constructingcomparing contrasting matching listinggraphing defending evaluating replicating reportingjustifyingexpanding identifying representing retelling modifyinginterpreting justifying tracingplanninginventing hypothesizing predicting producing ranking relating editing

  22. C. The Gradual Release of Responsibility Model The Gradual Release of Responsibility Model is the scaffolded delivery of instruction following a progression in which teachers gradually do less work and students gradually assume more and more responsibility for their learning through four stages: 1. Focused lesson 2. Guided instruction 3. Collaboration 4. Independent Learning

  23. 1. Focused Lesson 1. Modeling the language to be used in the content 2. Direct but scaffolded explanation of the content with demonstrations 3. Think-alouds, write-alouds, shared reading focusing on language

  24. 2. Guided Instruction Guided reading Guided writing Student think-alouds Misconception analysis

  25. 3. Collaborative Learning Reciprocal teaching Listening/viewing stations Visual displays Book circles, labs, & simulations Jigsaw

  26. 4. Independent Tasks Independent Learning Centers Independent Reading Writing-to prompts Conferring

  27. Reflection Do you have any comments or questions about: Lesson Planning & Differentiation Enacting a lesson Gradual Release of Responsibility Model

  28. II. Formative Assessment • Assessment: a sampling of student behavior for the purpose of making an inference • Formative Assessment: an ongoing assessment process that provides students and teachers with feedback on progress toward instructional goals • Interim Assessment: a periodic assessment that provides students, parents and educators with information on unitattainment or progressacross units. (e.g.: tests & quizzes) • Summative Assessment: an occasional (often annual) assessment that provides parents, educators, and policymakers with information on course / standard attainment or progress(e.g.: ACCESS for ELLs®)

  29. Types of Assessments

  30. A Balanced System .

  31. Dimensions of Formative Assessment Proxemics Temporality Independence Feedback (Johnston, 1992)

  32. ELL Formative Assessment What do we know about ELL formative assessment? PRECIOUS LITTLE! “Language researchers have only recently undertaken investigations of teachers’ formative assessment” (p.251). McKay, P. (2005). Research into assessment of school-age language learners. Annual Review of Applied Linguistics, 25, pp 243-263.

  33. Formative Assessments . . . but we do know it involves Tasks & Tools

  34. Tasks for Formative Assessment • Uses AUTHENTIC, MEANINGFUL tasks • Provides SCAFFOLDING • Provides MODELING & EXAMPLES • Provides SPECIFIC FEEDBACK The tasks must be linguistically appropriate for ELLs.

  35. Tools for Formative Assessment • Scoring Rubrics • Teacher Observation Checklists • Rating Scales • Performance-Based Assessments • Oral & Poster Presentations • Written Reports, Portfolios • Artwork, Demonstrations, Etc., etc.

  36. In summary . . . The irony of summative and interim assessments is that the more we do NOT teach to the test (assessment OF Learning), but rather assessing FOR learning (formativeassessments), the more we prepare our students for tests.

  37. SpeakingTasks/measures Tools • Oral Summaries • Oral Reports • Oral Labeling • Debates • Role Playing • Group Discussions • Oral Questions • Describing pictures, scenes, • processes • Oral Retelling • Oral Cloze • Rubrics • Checklists • Inventories

  38. LISTENINGTasks/measures Tools • Role Play • Drawing • Retelling • Matching aural prompts to pictures • Listening to stories or lectures • Checklists • Rubrics • Multiple Choice • Note taking frames or graphic organizers

  39. READINGTasks/measures Tools • Retelling • Summaries • Comprehension Questions • Reading Strategy Tasks • Reading Logs • Cloze passages • Word Lists • Vocabulary Assessments • Written or Oral Responses • Response Journals • Fluency assessment • Literature Circles • Complete Note taking • Frames/organizers • Running Records • Miscue Analysis • Inventories • Checklists • Rubrics • Multiple Choice Assessments

  40. WRITINGTasks/measuresTools • Word Spelling • Labeling • Drawing • Dictation • Mechanics assessment • Fluency assessment • Picture Prompts • Journal Writing • Retelling • Summarizing • Reports • Descriptive Paragraphs • Essays • Poems • Teacher Rubrics • Checklists and Inventories • Peer Editing Checklist and/or Rubric • Student Rubrics • Multiple choice assessment

  41. Formative Assessment of Academic Language GOALSINSTRUCTIONACADEMIC SCORING FEEDBACK TASKSLANGUAGE TOOLSMEASURE _______________________________________________________________ Describe Participate inOral summary Checklist Oral procedure an electricity with key Speaking feedback for a science science labvocabulary rubric to each lab. with a partnerand student and state thepicture using a steps to support rubric experimentand checklist (content- (content & PI (language related) related) objective & formative assessment- related)

  42. REFLECTION What has been your experience with formative assessments? What are the challenges? How can you fit in formative assessments of language?

  43. III. Formative Assessment Delivery Procedure Observing and measuring language behavior can be accomplished through the “prism” of the Gradual Release of Responsibility Model.

  44. Formative assessments are ways to check for understanding; with ELLs this must include checking for proficiency-level appropriate use of academic language. This can be accomplished by using WIDA ELP level performance criteria ‘distilled’ through structured teaching embodied by the Gradual Release of Responsibility Model.

  45. Focused Lesson Assessments Partner talk Thinking slips Review guide Dialogue Journal Self-assessment

  46. Guided Instruction Assessments Retelling Student think-aloud Running record Misconception analysis Informal Reading Inventory Guided writing Anecdotal Records

  47. Collaborative Learning Assessments Projects Peer feedback Anecdotal records Dialogue journals Self-assessments

  48. Independent Task Assessments Projects Sustained Silent reading Portfolios (collection/showcase/pivotal) Self-assessments

  49. REFLECTION(distillation of slides 37-40) SPEAKINGLISTENING READING WRITING Oral Summaries Role play Retelling Word spelling Oral Reports Drawing Summaries Labeling Oral Labeling Retelling Comp. questions Drawing Debates Matching aural Reading strategy Dictation Role Playing prompts to tasksMechanics assessments Group Discussions pictures Reading logs Fluency assessments Oral Questions Listening to Cloze passage Picture prompts Describing pictures, stories or Word lists Journal writing scenes, processes lectures Vocab. Assess. Retelling Oral Retelling Written or oral Summarizing Oral Clozeresponses Reports Response journalDescriptive paragraphs Fluency Assessments Essays Literature Circles Poems

  50. Bibliography Fisher, Douglas and Nancy Frey (2008). Better Learning through Structured Teaching. Alexandria, VA: ASCD. WIDA Consortium English Language Proficiency Standards and Resource Guide (2007). Madison, WI: The University of Wisconsin Board of Regents.

More Related