ASSESSMENT AND EVALUATION - Weeblydantas-whitney.weebly.com/uploads/7/4/6/9/7469707/... ·...
Transcript of ASSESSMENT AND EVALUATION - Weeblydantas-whitney.weebly.com/uploads/7/4/6/9/7469707/... ·...
ASSESSMENT AND EVALUATION
Maria Dantas-Whitney, Ph.D. Western Oregon University
Fulbright Scholar 2016-17 (Universidad Latina/Panama Bilingüe) [email protected]
Back to Basics 3 Workshops - Panamá Bilingüe Program January 30-February 3, 2017
Overview of the Week
Mon, Jan 30
Fundamental Concepts; Purposes of Assessment; Guiding Principles; Formative vs. Summative Assessments; Aligning Assessment and Instruction
Tues, Jan 31
Performance/Alternative Assessments; Using and Creating Rubrics
Wed, Feb 1
Observation Checklists, Self- and Peer-assessments, Exit tickets
Thurs, Feb 2
Giving effective feedback; Designing effective summative assessments; Guidelines for test development and adaptation; Guidelines for grading
Fri, Feb 3
Work with GLGF Staff Present a lesson plan with assessment tools (e.g., a rubric and a test)
Plans for Today ¨ Ice breaker activity:
¤ Brainstorming and Discussion ¨ Performance/Alternative assessments
¤ Definitions and characteristics ¤ Examples
¨ Rating performance assessments with rubrics ¤ Why use rubrics ¤ Types of rubrics ¤ Using rubrics ¤ Creating rubrics
Initial Brainstorming and Discussion
• Find a partner for each of the times and write your partner’s name in the blank for that time.
• When asked to get in pairs for a specific time, the person written in that time’s blank will be your partner.
• You will rotate and talk to each partner for about three minutes about the topics assigned.
Clock Appointments
Get a blank sheet of paper and draw a big clock on it with 4 lines
Ana Maria
Vielka
Elias
Javier
12 o’clock partners
• Three minutes: • Introduce yourself • Discuss with your partner and take notes on key
ideas:
Experiences What types of formative and summative assessments do you
usually use?
3 o’clock partners
• Three minutes: • Introduce yourself • Discuss with your partner and take notes on key
ideas: Challenges
What are the main challenges you face related to classroom assessment?
6 o’clock partners
• Three minutes: • Introduce yourself • Discuss with your partner and take notes on key
ideas:
Successes What are examples of successes you
have had assessing your students?
9 o’clock partners
• Three minutes: • Introduce yourself • Discuss with your partner and take notes on key
ideas:
Questions What are some questions you have related to classroom assessment?
Debriefing
Classroom Assessment: • Experiences • Challenges • Successes • Questions
Performance (Alternative) Assessment ¨ Assessments that can be used within the
context of instruction and can be easily incorporated into the daily activities of the classroom
¨ Students are evaluated on how well they can
perform communicative tasks and on the language they produce, rather than on what they are able to recall and reproduce
(Bikowski, 2014)
https://www.youtube.com/watch?v=qERwexKaC00
¨ Performance-based ¤ Students perform an authentic communicative
task to demonstrate their competence ¨ The goal is to evaluate how well learners can
communicate in various contexts and for different purposes
¨ Learners are involved in the assessment process ¤ Help set the criteria ¤ Can assess themselves and their peers
Performance (Alternative) Assessment
(Bikowski, 2014) https://www.youtube.com/watch?v=qERwexKaC00
Advantages of Performance (Alternative) Assessments ¨ Document students’ growth over time ¨ Emphasize students’ strengths, not weakness ¨ Consider context issues such as:
¤ Learning styles, cultural/educational backgrounds
¤ Language proficiency, grade level ¤ Course content
¨ The goal is to gather evidence and provide feedback on how students complete real-world tasks in English
(Bikowski, 2014) https://www.youtube.com/watch?v=qERwexKaC00
Which of the following is NOT a characteristic of Performance (Alternative) Assessments?
A. They are built around topics or issues of interest to the students
B. They are based on real-world communication contexts and situations
C. They require creative use of language rather than simple repetition (or translation)
D. They allow for only one correct answer or right way
E. Their evaluation criteria and standards are known to the student
F. They allow for self-evaluation and self-correction as they proceed
X NO
(Bikowski, 2014) https://www.youtube.com/watch?v=qERwexKaC00
Activities vs. Assessments
¨ Many class activities can become an assessment if you
¨ Keep good records ¨ Are clear with yourself (and your students)
about the criteria for what is being assessed
(Bikowski, 2014) https://www.youtube.com/watch?v=qERwexKaC00
Communicative Assessment Tasks Oral Language • role plays • informal conferencing • observation during
cooperative activities • interview—Q & A • picture-cued descriptions • story-telling/relating events • debates • various oral presentations • video production
Reading • sequencing pictures, sentences, or paragraphs • graphic organizers to classify words or phrases • drawing based on written text • matching words with pictures, words, phrases,
sentences; matching sentences with paragraphs • underlining or highlighting main ideas or
supporting details • cloze exercise, comprehension questions • discussion groups
Writing • essays (expository, persuasive) • narratives (real or fictional) • summaries • notes, journals, and logs • portfolio of writing samples
Choose one of the activities listed here and discuss: How could you use this task as an assessment?
Rating Performance (Alternative) Assessments
Rubrics Observation
Checklists
Self Assessments Peer
Assessments
Exit Tickets
Center for Educator Development (n.d.) https://www.sedl.org/loteced/modules/mod5_TR.pdf
Center for Educator Development (n.d.) https://www.sedl.org/loteced/modules/mod5_TR.pdf
Holistic vs. Analytic Rubrics
Advantages and disadvantages of each?
General vs. Task-Specific Rubrics
Examining Rubrics
¨ Examine the rubrics in your binder. Discuss with your partners: ¤ What are the characteristics of effective
rubrics?
Center for Educator Development (n.d.) https://www.sedl.org/loteced/modules/mod5_TR.pdf
Ø Focus on 5 aspects of students oral language proficiency o Comprehension
• How much does the students understand when he is spoken too? How well does she follow classroom discussions?
o Fluency • Does the student have a hard time speaking? Is it difficult to have a
conversation with him? Does the student’s speech flow well but occasionally gets stuck as he searches for the correct word
o Vocabulary • Is the student able to say everything he wants, or does he struggle because
he lacks the vocabulary to fully describe what he is thinking? Does he ever use the wrong words?
o Pronunciation • Do others have to struggle to understand what he is saying because he has
a strong foreign accent. o Grammar
• Are grammar errors so frequent it is hard to understand the student?
SOLOM Student Oral Language Observation Matrix
¨ Watch the video: https://www.youtube.com/watch?v=ej1wBXZJGQw or http://www.learnalberta.ca/content/eslapb/video.html#3
Assess the student’s English oral language proficiency using the SOLOM ¨ Discuss your scores and evaluation with
your classmates
Using Rubrics for Oral Tasks
Using Rubrics for Written Tasks
Use the rubric for “Informative/Explanatory Writing” in your binder to evaluate this essay
http://www.learnalberta.ca/content/eslapb/writing_samples.html
Steps in Creating a Rubric
Step 1 • Determine your objectives
• What should students know and be able to do?
Step 2
• Choose a task • Which task could the students perform that would indicate that they have met
these objectives?
Step 3
• Identify the criteria to use • What are the characteristics of good performance that will indicate that
students have met the objectives?
Step 4
• Identify levels of performance for each criterion • The combination of the criteria and the levels of performance will be your
rubric
Adapted from Mueller, J. (2016) http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit.htm
Using Rubrics
¨ Give the rubric to students before starting the task
¨ Have students grade their own work with the rubric before turning it in
¨ Give the graded rubric back to students with their scores and feedback comments
Example: Creating a Rubric
Content Objective: Students will be able to describe people and provide information about their name, age, nationality, and occupation Language Objective: Students will be able to use descriptive adjectives and nouns in writing
Excellent Average Needs Improvement
Ideas and Content: Provides complete information about 3 friends (Name, Age, Nationality, Other)
Organization: Topics follow a logical sequence and details are provided in order
Vocabulary: Uses appropriate adjectives and nouns to describe each friend
Conventions: Uses appropriate grammar, punctuation, and spelling
Example: Creating a Rubric Rubric for Writing Sample:
Criteria
Levels of Performance
Review: Creating Content and Language Objectives
Content objective • What will students do with the language? • (Describe, Compare/Contrast, Ask questions, Summarize,
Retell, Explain, Sequence, etc.)
Language objective • How will students enact the task? • (Grammar forms, Vocabulary, Four language skills)
language functions and
topics
language forms and
skills
Examples of Lesson Objectives
• Students will read a text and extract main ideas to complete a graphic organizer displaying problems and solutions. They will present their visual using the simple future tense and conjunctions/transitions such as because, as a result, therefore, etc.
• Students will identify and explain problems and solutions related to climate change.
• Students will use the imperative form and time/sequence transitional words/phrases (e.g., first, next, then) in writing
• Students will be able to describe the sequence of steps in cooking a dish
• Students will identify and describe the causes and effects of common illnesses.
• Students will distinguish between causes and effects while listening to a dialog, and they will use conjunctions (because, so, since) in writing.
content
language
content
content
language
language
Designing Assessments
¨ Go back to the chart you prepared yesterday.
¨ With your group, create a rubric for the assessment you planned.
Group Practice: Alignment of Instruction and Assessment
Content objective: In groups, students will summarize/retell chronological events in a novel Language objective: Students will use past tense verbs and adverbials of time (e.g., before, after, then, etc.)
What types of activities would you plan for this lesson?
What type of assessments would you plan for this lesson?
Group Task: Create Your Own Rubric
Step 1 • Determine your objectives
• What should students know and be able to do?
Step 2
• Choose a task • Which task could the students perform that would indicate that they have met
these objectives?
Step 3
• Identify the criteria to use • What are the characteristics of good performance that will indicate that
students have met the objectives?
Step 4
• Identify levels of performance for each criterion • The combination of the criteria and the levels of performance will be your
rubric
Adapted from Mueller, J. (2016) http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit.htm
Group Presentations & Feedback
Group Project ¨ In groups, create a lesson plan ¨ Include at least one formative assessment with a
rubric ¨ Include a summative assessment (a test) ¨ You will be work on your group lesson plan on
Mon, Tues, Wed and Thus ¨ On Friday, you will prepare a poster of your
lesson plan/assessments and present it in a gallery walk format
Group Work Time
Continue working on your lesson plan. Review/Revise your objectives and create a sequence of activities.
Sharing and Discussion