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Group Project and Poster Presentation

Possible course objectives?. Think: How can we assess?. Group Project and Poster Presentation. Groups created a travel itinerary for week-long trip in China (budget $1000) Found hotels, transportation, activities Created poster Practiced presenting and asking/answering questions

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Group Project and Poster Presentation

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  1. Possible course objectives? Think: How can we assess? Group Project and Poster Presentation Groups created a travel itinerary for week-long trip in China (budget $1000) Found hotels, transportation, activities Created poster Practiced presenting and asking/answering questions Presented poster in open format

  2. How can we assess? Group Project and Poster Presentation • Match assessment to objectives and criteria: • Content: Thorough, matching curriculum • Speaking: Presentation, fluency, organization, pronunciation • Grammar: Speaking & writing—target grammar points • Reading: Finding and understanding sources • Writing: Using sources effectively, grammar in context • Tell students: • What is being assessed • Weighting for criteria

  3. What type of alternative assessment? Performances • Students worked in groups or individually on projects they chose • Skits/plays • Singing • Reciting poems, etc. • Presented projects to large audience

  4. Possible course objectives? How can we assess? Performances • Students worked in groups on projects they chose • Skits/plays • Singing • Reciting poems, etc. • Presented projects to large audience

  5. How can we assess? Performances • Match assessment to objectives and criteria: • Speaking: Presentation, fluency, organization, pronunciation • Grammar: Speaking & writing—target grammar points • Communication Skills: Effective communication • Tell students: • What is being assessed • Weighting for criteria

  6. What type of alternative assessment? “Best of Show” Activity Groups Round 1: Given a product & decide reasons it’s best New Groups Round: Each student tries to persuade classmates why their product is best Voting Round: Each person votes on best product Final Presentation Round: Groups volunteer to show how they persuaded their classmates that their product was best

  7. Possible course objectives? How can we assess? “Best of Show” Activity Groups Round 1: Given a product & decide reasons it’s best New Groups Round: Each student tries to persuade classmates why their product is best Voting Round: Each person votes on best product Final Presentation Round: Groups volunteer to show how the persuaded their classmates that their product was best

  8. How can we assess? “Best of Show” Activity • Match assessment to objectives and criteria: • Speaking: Presentation, fluency, organization, pronunciation • Grammar: Speaking & writing—target grammar points • Persuasive Communication Skills: Vocabulary, grammar • Tell students: • What is being assessed • Weighting for criteria

  9. Reading Response Journals • Students respond to readings • Assigned or student-chosen • Prompts • General or specific • Topics • Motivating, related to class or life • Fluency vs. Accuracy • Could be graded on either, but tell students

  10. Summary – Response Journal http://axinmin1979.myblog.it/2013/10/10/reading-response-journal-templates/

  11. Quotation - Response Journal http://freeology.com/graphicorgs

  12. Sample Rubric 0-30 0-20 0-20 http://www.docstoc.com/docs/21612185/Readers-Response-Journal-Rubric

  13. Sample Rubric Weighting/point range Highest score Descriptors for each score 0-30 0-30 0-20 0-20 0-20 0-20 http://www.docstoc.com/docs/21612185/Readers-Response-Journal-Rubric

  14. Portfolios Collection of student work over time http://www.americanenglish.state.gov/resources/shaping-way-we-teach-english-successful-practices-around-world

  15. Chat • If you have used Portfolios, what do you like about them?

  16. Chat • What have you found challenging about portfolios?

  17. Portfolio Procedures • What to include (not all their work) • Best items? Most proud of? Items to show growth? • Give students a checklist to follow through course • Assessment & Feedback • Will it be assessed by teachers? Others? • Use a rubric (given to students ahead of time) • Use class time to showcase portfolios • Accessibility • Consider putting it online for others to • Google sites, blogs, course management systems

  18. E-Portfolios http://www.informationweek.com/software/7-ways-to-create-e-portfolios/d/d-id/1110673

  19. Portfolios: What you Can Include • Audio- and videotaped recordings • Readings, oral presentations, plays • Writing samples • Journals, book reports, papers, projects • Art work • Pictures, drawings, graphs, charts • Completed checklists • By teachers, peers, or student • Tests and quizzes

  20. Know Portfolio Goal If you want to assess end-of-class performance, what type of assessment is that? = ????? assessment

  21. Know Portfolio Goal If you want to assess end-of-class performance, what type of assessment is that? = Summative assessment

  22. Know Portfolio Goal If you want to assess performance in the middle of the term to guide your teaching, what type of assessment is that? = ????? assessment

  23. Know Portfolio Goal If you want to assess performance in the middle of the term to guide your teaching, what type of assessment is that? = Formative assessment

  24. http://mcis.marietta.edu/community/sx001/work-samples/ • Showcase students’ strengths • Let students have choice in what they include • Allow students some creativity/personalization

  25. V. Making and using rubrics

  26. Portfolio Assessment—Rubrics A PORTFOLIO ASSESSMENT MODEL FOR ESL, Moya & O’Malley, The Journal of Educational Issues of Language Minority Students

  27. Rubrics • How to create • Customized but similar rubrics for each assignment • Rubrics should be simple and clear • When to use • Use for assignments that are graded • Give rubrics to students before starting assignment • Have students grade own work with rubrics before submitting • Give rubrics to students with graded and returned assignments, including comments

  28. Rubrics Before you can create a rubric, know: • Your objectives • Your criteria • Scales/weighting

  29. Rubric Sample Criteria for grade Points possible/weighting

  30. Free online rubric-maker RubiStar http://rubistar.4teachers.org/

  31. Choose Criteria Choose score descriptors

  32. VI. Learner training with alternative assessments

  33. Alternative Assessment & Student Training—Video In the video, note how teacher • Models feedback • Helps students use the language they need to complete the task • Looks around the room to check all are on task • Shows students how to help each other

  34. Alternative Assessment & Student Training http://www.americanenglish.state.gov/resources/shaping-way-we-teach-english-successful-practices-around-world

  35. Students’ Roles • Do their work diligently and not disruptively • Work courteously if with partners • Follow teacher’s guidelines • Ask for help as needed • Use alternative assessments toprepare for formal assessments

  36. Alternative Assessment Types • Student self-assessment • Peer Review/Feedback • Group project & poster presentations • Performances • “Best of Show” activity • Reading Response Journals • Portfolios

  37. Assessment Recap • Match your assessment to your class and students • Help your students learn from their assessments • Use other types of assessments in addition to multiple choice quizzes/tests • Use assessment to motivate students!

  38. “Language assessment ... is much more than simply giving a language test; it is the entire process of test use. Indeed, the ultimate goal of language assessment is to use tests to better inform us on the decisions we make and the actions we take in language education.” John Norris, English Teaching Forum, p. 45

  39. What did you learn today? Want to share an idea? Visit the Ning:http://shapingenglish.ning.com/ Dawn Bikowski Ohio University

  40. Fenying, M. (2003). Motivating Students by Modifying Evaluation Methods. English Teaching Forum, 41(1), 38-41. http://americanenglish.state.gov/ • Hamayan, E.V. (1995). Approaches to alternative assessment. Annual Review of Applied Linguistics, 15, 212-226. • Huerta-Macias, A. (1995). Alternative assessment: Responses to commonly asked questions. TESOL Journal, 5, 8-10. • Norris, J. (2012). Purposeful language assessment: Selecting the right alternative test. English Teaching Forum, 50(3), 41-45. http://americanenglish.state.gov/ • Shaping the Way we Teach English: http://www.americanenglish.state.gov/resources/shaping-way-we-teach-english

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