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Assessing for Learning. Laura Terrill lterrill@gmail.com lauraterrill.wikispaces.com. By the end of the day, I will be able to…. What’s the best thing that has happened so far this year? . Learning is ……. what occurs inside the head. Ruby Payne. image: artsjournal.com.
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Assessing for Learning Laura Terrill lterrill@gmail.com lauraterrill.wikispaces.com
Learning is …… what occurs inside the head. Ruby Payne image: artsjournal.com
Jot down a daily goal from one of your classes from yesterday.
Checks for Understanding/Closure • Answer a question from different perspectives • Brainstorm as many words as you can for this image/concept • Complete a sentence frame • Complete an admit or exit slip • Draw and caption a summary • Interview your partner to find out (x) • Provide definitions by using circumlocution • Read and identify most important word or main idea
Checks for Understanding/Closure • Read and write a title for (x) • State your opinion of (x) • Take turns describing (x) • Think of three things to say (x) • Write a tweet that summarizes (x) • Write a five word description of the story • Write a question for a future quiz • Write questions you would like to ask
Allow students to practice an answer using a strategy such as think-pair-share. Then, call on 3-4 students at random to give the answer. Students who have practiced with their partner or group should be able to give a solid answer. A good answer scores a 10. A zero is given only when students do not know what is expected. Use the index cards over the course of a marking period. Total the points. If some students have 4 answers and others have 2, use 3 as the average or 30 points. Drop the lowest score for those who have 4 answers, use the average of the 2 to determine a third score for those who have 2. Put the score into your gradebook in an appropriate category. Individual Accountability 1. 10 9 8 7 6 0 2. 10 9 8 7 6 0 3. 10 9 8 7 6 0 4. 10 9 8 7 6 0 5. 10 9 8 7 6 0
Student Can-do’s Thematic Unit: In Search of the Coqui – lauraterrill.wikispaces.com
Thinking Like An Assessor What would be sufficient and revealing evidence of learning? What performance tasks must anchor the unit and focus the instructional work? How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)? Against what criteria will I distinguish work? What misunderstandings are likely? How will I check for those? Understanding by Design
Assess what students know… Consider the following directions. Are students being assessed for what they know or evaluated on what they don’t know. Write the correct form of the verb. Participate in a roleplay on given topic. Write 4 questions that you will ask about school when interviewing your epal. Identify the choice that best completes the sentence. Write a definition for 12 of the 15 words. Read the paragraph. Tell me what you know about Mary and her mother. Draft, memorize and present a conversation about a trip you took.
Assess what students know… Consider the following directions. Are students being assessed for what they know or evaluated on what they don’t know. Read the advertisement and place a check next to the statements that contain information from the ad. (Ad in target language, questions in English.) Tell me what you, your friends and others are going to do over the weekend. Listen to the story and answer the following questions – who, what, when and where. Translate the English to Spanish. Spelling and accents count. List at least 4 foods and one beverage that you might have at each meal. Do not repeat choices. Read the following email. Write 2 questions you might ask based on what you read. Dictation. Write exactly what I say.
Designing Tasks for Alternative Assessment • Authentic assessment tasks are: • built around topics or issues of interest to the students • replicate real-world communication contexts and situations • involve multi-stage tasks and real problems that require creative use of language rather than simple repetition • require learners to produce a quality product or performance • have evaluation criteria and standards that are known to the student • involve interaction between assessor (instructor, peers, self) and person assessed • allow for self-evaluation and self-correction as they proceed http://www.nclrc.org/essentials/assessing/alternative.htm
Introductory – Family and Friendship Interpretive Students will read about other families in the world. They will complete a graphic organizer comparing and contrasting the two families. • Communication • Collaboration • Critical Thinking and Problem Solving • Creativity and Innovation Presentational You have been asked to prepare a presentation for a group of international students on the American family along with information on typical teenagers and their possessions. Students will also highlight a family celebration that is important in their homes. Interpersonal Students will be given pictures of a culturally authentic families and will assume that they are part of that family. They will interact asking questions about family and the communities in which they live.
I like to introduce myself to all of you. My name is Jennifer. I’m so happy to study in parkway esl school. It was out of my suspect before my arriving here. I have been here for almost six monthes. There are three people in my family. My husband. I and my son. We’re new immigration in U.S.A. But America is not strange to us. We had been here for one yoar in 1990 to 1991. I came from Taiwan. I was born and grew up in south of Taiwan. I used to live Kalshining city about fourty eight years. When I decided to move here. I was so worried about, what St. Louis look like? I’m no sure if I come to here that everything will be all right? Maybe I’m afraid to drive. The most difficult thing is langurage problem. I can’t sleep very well for a long time. Because I worried so much. I called my friend who had became a u.s. citizen two years ago. I’m looking forward to getting more opinions from her. I made a list what should I do or what should I need to bring. The important thing is economic problem. I need to arrange all of my property. I need to give up my life living in Taiwan. But my husband had a strong feeling to send my son to America. He like to support my son to creat a different and challenge new life for his future. This is a motivation for us to move here. I hope that I can speak and listen better in the furture.
Good Feedback Is…. • Timely. It arrives while the student is still thinking about the work and while • there’s still time for improvement. • Descriptive of the work, not the student personally. It focuses on one or more • strengths of the work and provides at least one suggestion for a next step. Don’t • assume that your students know what they did well and that they only need • corrections or fixes. • Positive. It shows how learning is a journey forward, and it’s honest about both • strengths to build on and weaknesses to improve. Its tone conveys to the student • that the teacher thinks of him or her as an active learner. • Clear and specific. It’s specific enough so the student knows what to do next, but • it leaves the student with some thinking to do. • Differentiated. It meets the needs of each student with respect to the current • work. For some students, a reminder is all that’s needed for a next step; others • may need prompts or examples. Source: How to Give Effective Feedback to Your Students, S.M. Brookhart (2008)
General vs. task-specific rubrics • General rubrics – use criteria and descriptions of performance that can be used with different tasks • Task-specific rubrics – used for a specific task, often contain the answers to a problem
Analytic vs. holistic • Analytic – each criterion is described separately • Holistic – criterion are described simultaneously allowing for an overall rating
Why use general rubrics? • Can be shared with students when task is given • Can be used with many tasks allowing students to focus on the skills they need to develop over time • Describe performance in terms of what students must do to improve • Focus is on what students must do to demonstrate learning
Rubrics measure evidence of learning! Rubrics do not: • assess the requirements of the task. • assess how well task directions were followed. • count items.
Non-negotiable checklists Sample non-negotiable items: • Include 3 sources. • Write 5 sentences. • Use 3 transitions. • Describe 3 people. • Include 5 images. • Use appropriate punctuation.
Guiding Questions • How well do I complete the task? • How well do others understand me? • How accurate is my language? • How well do I use the target language to convey the message? • How sophisticated is my language? • How well do I maintain the flow of ideas in writing? • How well do I capture and maintain my audience’s attention? • Is the presentation interesting and informative? • How do I demonstrate an understanding of culture?
Domain Names • Task Completion • Context / Content • Text Type • Comprehensibility • Language Control • Mechanics • Conventions • Vocabulary • Organization • Development • Text Type • Language Functions • Fluency • Communication Strategies • Impact • Voice • Cultural Awareness • Register
Using Rubrics with Students • Give rubric to student before the assignment • Pair students. Have them explain the rubric to each other. • Give students a sample assignment to score. • Have students discuss ratings and evidence in assignment for those ratings. • Have each student do an assignment. • Have each student rate work using rubric. • Pair students. Have them explain reasons for their self-ratings. • Turn in work when partner agrees.
Healthy Lifestyle Students have been asked to organize the end-of-the-year banquet as a fund raiser for a major health consideration at the local, national or international level. Students will be assigned specific countries as a banquet theme. Promotional pieces for the event should include a detailed and culturally authentic menu with alternative selections to address specific dietary concerns/allergies. Create the PSA that will be shown that evening. Tell the story (fiction or non-fiction) of an individual whose health was compromised. Detail the steps taken to deal with the issue and end with a positive promotional piece to encourage others to live a healthy life style. Know your audience. Be sure to design an age appropriate message. These will be viewed by speakers of the language.
Our Emotional Selves Consider how an emotion is portrayed in different mediums and in different cultures. Select known works that convey that convey how a particular emotion is represented in 3 to 5 different ways. Create a multi-media presentation that conveys the emotion showing the different cultural perspectives. Share the presentation with others locally or globally inviting comments from other class members.
Welcome to Chicago Plan a 3-day trip to Chicago for a Spanish-speaking group of teenagers. Determine where they should stay. Describe the area where they will stay. Plan a schedule for each day including a couple of not to be missed “Chicago” meals. Be sure that this is an itinerary that would be of interest to American teenagers, but include at least one stop that showcases the Hispanic influence in Chicago. Create a multi-media presentation that can be posted on the class wiki or one that can be shared with an exchange school.
Daily Activities You consider yourself and those in your group to be “typical” American teenagers. Create a video journal entry about what a typical day in the life of an American teen is like. Post and share with teenagers in another community to get their input of where they are similar and different.
Your task…. • Create a presentational mode task for an existing or new unit that you will teach this year. Prepare the handout that students will receive. Consider the non-negotiables and create a checklist as part of the assignment sheet. • Compare the expectations of the task to the presentational rubric. Does the rubric work? Will you have to add a domain and criteria unique to this task?
