Assessment: Agenda Day 1• Brief Introduction• Standards-based assessments• Summative assessments• Formative assessment & student motivation

• Conceptual Framework • Anticipation Guide• Interactive graphic organizers• Hands-on Activities

The Ivory Tower and The Trenches

Georgetown UniversityWashington, DC

Arlington Mill High SchoolArlington, VA

“Teaching is still the most important job” (George Lucas).

“Great teachers are earnest learners” (Edutopia, 2015).

International Standards: TESOL

National (US) Standards: WIDA

• Frameworks & Standards• Rubrics

– Samples of Speaking & Writing (See handout)

WIDA Sample: Speaking

• Q1: Why do you think Alicia’s heart rate changes when she is doing these different activities? …. Q2: Now imagine that Alicia wants to ride her bike. What number do you think her heart rate will be? Q3: Explain to me why you say that. (OR) Can you elaborate?

Local Standards

• See handout for benchmarks in writing

Levels & Standards

1 2 3 4 5 6

WIDA Entering Beginning Developing Expanding Bridging Reaching

TESOL Starting Emerging Developing Expanding Bridging

Local Level 1 Level 2 Level 3 Level 4

Summative & Formative Assessments

Why? When? For whom?

What form?

Grade Value?

Summative Monitor progress

scheduled Admin, parents

More formal

Much

Formative Inform ongoing Teachers, Students

Informal Little

Formative Assessments

• can be individualized• guide instruction• are motivating• can be creative• are designed for cognitive (and meta-

cognitive) development • allow for immediate feedback• can be instructive for student

Formative Assessments: Conceptual Framework

Importance of • social interaction• balanced literacy tasks• re-reading• repetition• self efficacy• practice• success

Teachers’ Instructional Goals

• Prioritize content / language objectives• Assess prior knowledge• Allow opportunities for all 4 skills / domains• Design lessons that force students to become

mentally active / independent learners• Ensure that all students are involved• Don’t rely on the most verbal students to

ascertain understanding

Overarching Guidelines

• Students need 6-20 meaningful exposures to vocabulary in order to acquire its meaning;

• Students need multiple opportunities to practice pronunciation

• Students need to be active, independent learners

As an individual

As an individual

With a partner

As an individual

With a partner

As a class

As an individual

With a partner

As a class

As an individual

4 Skills Formative Assessment

Anticipation Guide

• Exploits prior knowledge• Helps clarify misconceptions• Allows for student input and discussion• Gives a meaningful purpose for reading and re-

reading• Is non-threatening

(Fisher & Frey, 2004; Peregoy & Boyle, 2005)

Activity 1

• Please participate as a student. • Keep in mind what skills you use.• Observe the teacher’s behavior.

Facts about the United StatesThe grizzly bear The Statue of Liberty

Anticipation Guide: Facts About the United States

True or False? My Idea

With Friend

In the Text

___ ___ ___

2. The grizzly bear is California’s official state animal because it lives near big cities—even Los Angeles.

___ ___ ___

1. English is the only official language of the United States.

___ ___ ___ 3. The 7 rays on the Statue of Liberty symbolize the 7 continents of the world.

Facts about the United States

True or False?

My Idea

With Friend

In the Text

___ ___ ___1. English is the only official language of the United States.

___ ___ ___ 2. The grizzly bear is California’s official state animal because people see them occasionally— even near big cities.

___ ___ ___ 3. The 7 rays on the Statue of Liberty symbolize the 7 continents of the world.

Facts about the United States

True or False?

My Idea

With Friend

In the Text

___ ___ ___ 1. English is the only official language of the United States.

___ ___ ___ 2. The grizzly bear is California’s official state animal because people see them occasionally— even near big cities.

___ ___ ___ 3. The 7 rays on the Statue of Liberty symbolize the 7 continents of the world.

Reading statements

Re-reading, speaking, listening, clarifying

Re-reading, speaking,listening, clarifying

Facts about the United States

True or False?

My Idea

With Friend

In the Text

___ ___ ___ 1. English is the only official language of the United States.

___ ___ ___ 2. The grizzly bear is California’s official state animal because people see them occasionally— even near big cities.

___ ___ ___ 3. The 7 rays on the Statue of Liberty symbolize the 7 continents of the world.

1. English is the only official language of the United States.

TEXT:

Although English is the most commonly spoken language in the United States, no official national language exists.

2. The grizzly bear is California’s official state animal because people see them

occasionally—even near big cities.

TEXT: • Even though the grizzly bear is California’s

state animal, none has been seen there since 1922.

3. The 7 rays on the Statue of Liberty symbolize the 7 continents of the world.

TEXT:

The seven rays on the crown of the Statue of Liberty represent the seven continents.

Chap 7: Simple Animals

True or False?

My Idea

With Friend

In the Text

___ ___ _F_ 1. English is the only official language of the United States.

___ ___ _F_ 2. The grizzly bear is California’s official state animal because people see them occasionally— even near big cities. .

___ ___ _T_ 3. The 7 rays on the Statue of Liberty symbolize the 7 continents of the world.

Reinforcement

__ 1. There is no__ 2. Most people speak English in the United

States, but __ 3. The grizzly bear __ 4. No one has seen __ 5. The crown on the Statue of Liberty __ 6. The 7 rays

a. is the state animal of California.

b. represent the 7 continents.

c. official language in the United States.

d. a grizzly bear for many years.

e. it isn’t the official language.

f. has seven rays.

Finally facts officialhas are is

There are many unusual _____ about the United States. First, there is no _____ language in the United States. Secondly, the grizzly bear ____ the state animal of California. But nobody has seen one since 1922! _____, the crown on the Statue of Liberty ____ 7 rays. The rays ____ symbols of the 7 continents of the world.

List25.com/25-fascinating-facts-about-

america/

Anticipation Guide: Procedure• Choose non-fiction text• Decide on key concepts and vocabulary that you want

to pre-teach;• Write 3-4 provocative True/False statements;• Have Ss commit opinions by documenting True/False;• Have Ss discuss opinions with another (They can

change their answers if they are convinced!)• Have a whole-class discussion about each statement. As

the T, be “poker-faced.” • Have Ss read the text to find the correct answer

(according to the author). • Review statements and make sure Ss: a) have the

correct answer; b) understand the author’s point.

Anticipation Guideas Formative Assessment

1. What skills are used?2. What are the benefits for the teacher? 3. What are the benefits for the students? 4. Are there disadvantages?

“Interactive” Graphic Organizers

• Use as pre-, during-, and post-reading activity• Make students active readers• Allow students to see connections to concepts• Support planning• Force re-reading for “close reading”• Offer an opportunity to study • Offer an outline for writing

(Fisher & Frey, 2004; Fisher, Frey, & Lapp, 2012; Peregoy & Boyle, 2005)

Graphic Organizer: Venn Diagram

Birthdays Many children have a birthday cake with candles on

their birthday. In some countries, like England and Scotland, there is another custom, too. There people spank or hit the child on his/her birthday. This may hurt a little, but they say it is very lucky for the child. The child must never cry. The custom says that if you cry, you will cry all year.

The reason for birthday spanks is to make the bad spirits go away. The harder you spank, the better it is. In Belgium, another country in Europe, the custom is a little different. There a parent goes into the child’s bedroom early in the morning with a needle. As soon as the child wakes up, the parent pricks the child with the needle. This is for good luck!

Broukal, M. (1994). Weaving it together: Connecting reading and writing). NY: Thomson Heinle.

Birthday Customs

Country Custom Reason

Birthday Customs

Country Custom Reason

USA Cake with candles

(To celebrate)

England & Scotland

Spank the child

To make bad spirits go away

Belgium Prick the child w/ needle

Good luck

Birthday Customs

Country Custom Reason

USA Cake with candles

(To celebrate)

England & Scotland

Belgium

Integrate Reading & Writing

1. In the United States, ….2. In England,….3. In Belgium, ….

In Thailand, ….

Have Ss give sentences with visual prompt. Take prompts away. Have Ss give sentences. (It becomes a game!)

THEN: Have students write the

sentences as a review.

“Interactive” Graphic Organizers as Formative Assessment

1. What skills are used?2. What are the benefits for the teacher? 3. What are the benefits for the students? 4. Are there disadvantages?

ReferencesCauley K.M. & McMillan, J.H. (2010).

Formative assessment techniques to support student motivation and achievement. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6.

Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD.

Fisher, D. & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Fisher, D., Frey, N. & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: ILA.

Harvey, S. & Goudvis, A. (2001). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse Publishers.

Hattie, J., & Temperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Peregoy, S.F. & Boyle, O.F. (2005). (4th Ed.) Reading, writing, and learning in ESL: A resource book for K-12 teachers. NY: Addison-Wesley Longman.

Roe, B.D., Stoodt-Hill, B.D. & Burns, P.C. (2004). (8th Ed.) Secondary school literacy instruction: The content areas. Boston: Houghton Mifflin Company.

Richardson, J.S. (2000). Read it aloud! Using literature in the secondary content classroom. Newark, DE: International Reading Association.

Hands-on Activities (Suggestions)

• For analysis: – Bring texts, samples of formative activities, test

samples, summative assessments • For materials development

– Anticipation Guides– Interactive Graphic Organizers