ASSESSMENT AND EVALUATION. Maria Dantas-Whitney, Ph.D. Western Oregon University

Transcription

1 ASSESSMENT AND EVALUATION Maria Dantas-Whitney, Ph.D. Western Oregon University Back to Basics 3 Workshops - Panamá Bilingüe Program January 2018

2 Overview of the Week Monday Tuesday Fundamental Concepts; Purposes of Assessment; Guiding Principles; Formative vs. Summative Assessments; Aligning Assessment and Instruction Performance/Alternative Assessments; Using and Creating Rubrics Wednesday Observation Checklists, Self- and Peer-assessments, Exit tickets Thursday Friday Giving effective feedback; Designing effective summative assessments; Guidelines for test development and adaptation; Guidelines for grading Work with GLGF Staff Create several formative assessments (with rubrics) and a summative assessment for a unit you teach

3 Power Points available at:

4 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

5 Initial Brainstorming and Discussion Iris Clock Appointments Get a blank sheet of paper and draw a big clock on it with 4 lines Ana Maria Elvis 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. Elias

6 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?

7 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?

8 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 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?

10 Debriefing Classroom Assessment: Experiences Challenges Successes Questions

11 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)

12 Performance (Alternative) Assessment 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 (Bikowski, 2014)

13 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 realworld tasks in English (Bikowski, 2014)

14 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 X right way E. Their evaluation criteria and standards are known to the student F. They allow for self-evaluation and selfcorrection as they proceed NO (Bikowski, 2014)

15 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)

16

17 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 Choose one of the activities listed here and discuss: How could you use this task as an assessment? Communicative Assessment Tasks 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

18 Rating Performance (Alternative) Assessments Rubrics Self Assessments Observation Checklists Peer Assessments Exit Tickets

19 Center for Educator Development (n.d.)

20 Center for Educator Development (n.d.)

21 Holistic vs. Analytic Rubrics Advantages and disadvantages of each?

22 General vs. Task-Specific Rubrics

23 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.)

24 SOLOM Student Oral Language Observation Matrix Ø Focus on 5 aspects of students oral language proficiency o o o o o Comprehension How much does the student understand when he is spoken to? How well does he follow classroom discussions? 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? 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? Pronunciation Do others have to struggle to understand what he is saying because he has a strong foreign accent. Grammar Are grammar errors so frequent it is hard to understand the student?

25

26

27 Using Rubrics for Oral Tasks Watch the video: or Assess the student s English oral language proficiency using the SOLOM Discuss your scores and evaluation with your classmates

28 Using Rubrics for Written Tasks Use the rubric for Informative/ Explanatory Writing in your binder to evaluate this essay

29 Steps in Creating a Rubric Step 1 Step 2 Step 3 Step 4 Determine your objectives What should students know and be able to do? Choose a task Which task could the students perform that would indicate that they have met these objectives? Identify the criteria to use What are the characteristics of good performance that will indicate that students have met the objectives? 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)

30 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

31 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

32 Example: Creating a Rubric Rubric for Writing Sample: 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 Excellent Average Needs Improvement Criteria Levels of Performance

33 Review: Creating Content and Language Objectives Content objective What will students do with the language? language functions and topics (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 forms and skills

34 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 language 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 content change. Students will identify and describe the causes and effects of common illnesses. content Students will distinguish between causes and effects while listening to a dialog, and they will use conjunctions (because, so, since) in writing. language Students will use the imperative form and time/sequence language transitional words/phrases (e.g., first, next, then) in writing Students will be able to describe the sequence of steps in cooking a dish content

35 Designing Assessments Go back to the chart you prepared yesterday. With your group, create a rubric for the assessment you planned.

36 Group Practice: Alignment of Instruction and Assessment Objectives Activities Assessments

37 Group Practice: Alignment of Instruction and Assessment Content objective: In groups, students will summarize/retell chronological events in a story 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?

38 Group Task: Create Your Own Rubric Step 1 Step 2 Step 3 Step 4 Determine your objectives What should students know and be able to do? Choose a task Which task could the students perform that would indicate that they have met these objectives? Identify the criteria to use What are the characteristics of good performance that will indicate that students have met the objectives? 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)

39 Group Presentations & Feedback

40 Group Project today Choose one grade level you usually teach. Get together with teachers who teach the same grade as you do. Choose a unit that you usually teach (e.g., from your textbook) Write down the language and content objectives for the unit Create at least two formative assessments with rubrics to assess the four skills (listening, speaking, reading, writing) Include a summative assessment (a test) You will be work on your project on Mon, Tues, Wed and Thus On Friday, you will prepare a poster of your project and present it in a gallery walk format

41 Sharing and Discussion