AssessandMo*vate:StudentPor2oliosandSelf-Assessments

intheEFLClassroom

Authen*cassessmentisfounda*onaltoevalua*ngstudentlearningthroughreal-

lifeperforma*vetasks.Theuseofpor2oliosandself-assessmentsthatdocument

thecomple*onofperformance-basedtasksisagreatwaytomo*vatestudents

andmeasurelearning.

Thispresenta,onwill:•  explorehowtodevelopavarietyofauthen*ctasksincludingdifferenttypesof

por2olios,self-assessments,andotherperforma*vetasks

•  exploretheuseofrubricsinmeasuringachievement

•  examinehowtoincreasestudentmo*va*onthroughself-reflec*veassessment

andinstructorfeedback

NinaKang

NinaKang,Ed.D.isaSeniorLecturerattheAmericanLanguage

Ins*tute,UniversityofSouthernCaliforniawith17+yearsof

teachingexperience.ShehasenjoyedteachinginUganda,

Uzbekistan,China,Korea,Bulgaria,andMontenegro,andshe

hopestocon*nueteachingandlearningaboutdifferentcultures.

Shehaspresentedatnumerousinterna*onalconferencesand

hasbeeninvolvedinteachertrainingandcurriculum

developmentasaU.S.DepartmentofStateEnglishLanguage

SpecialistinHanoi,Vietnam.Herareasofinterestinclude

academichelp-seekingskillsofinterna*onalstudents,

collabora*vewri*ngmodels,technology-enhancedteachingand

learning,andonline/hybridcontentdelivery.

©2019byNinaKang.AssessandMo*vate:StudentPor2oliosandSelf-AssessmentsintheEFLClassroomfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea,veCommonsAJribu,on4.0License,

exceptwherenoted.Toviewacopyofthislicense,visithJp://crea,vecommons.org/licenses/by/4.0/

AssessandMo,vate:StudentPorQoliosand

Self-AssessmentsintheEFLClassroom

Objec&ves

• Introducenewtrendsinassessment

• Understandtheroleofmo*va*oninassessmentdesign

• Differen*atebetweentradi*onalandauthen*cassessment

• IntroducetheWHAT,WHY,andHOWofstudentpor2olios

• Reviewuseofrubricstoassesspor2olios

Part 1: A New Approach to Assessment

Warm-up

Whatdoyouthinkofwhen

youhear“assessment”?

Ques&ons to Consider

1.  Whenandhowo_enshouldIassessmystudents?

2.  WhataspectoflanguageabilityshouldIassess?

3.  WhatkindsofassessmenttasksshouldIuse?

4.  HowdoIensureconsistencyandmeaningful

feedback?

1. When and how oAen should I assess my students?

• Weekly

• Monthly

• Beginning/End• Con*nuously

• Pronuncia*on• Fluency• Vocabulary• Grammar

• Contentknowledge

2. What aspect of language ability should I assess?

3. What types of assessment tasks should I use?

• Mul*plechoice

• TrueorFalse• Cloze(fill-in-the-blanks)• Essays• Presenta*ons

5. How do I ensure consistency and meaningful feedback?

• Rubrics• Standards/Benchmarks

Mo&va&on

Intrinsic–internalmo*va*on;autonomyandself-efficacy

Extrinsic–externalmo*va*on;rewardsdriven;goal-orienta*on

Trends in Assessment

Culturalrelevance

Interac*ve

Forma*ve(low-stakes)

Applica*onofknowledge&skills

Authen&c Assessment, Defini&on

Incorporatesreal-worldproblemsolvingandtasksthatinvolveac*veapplica*onofknowledgeandskills(S*ggins,1987;Wiggins,1993)

Tradi&onal vs. Authen&c Assessments

Tradi*onal

• Answerchoices• Hypothe*calscenarios• Prac*ceofrecall• Teacher-centered

Authen*c

• Performance-based

• Problem-solving

• Responsetoreal-lifetasks• Construc*onofknowledge• Applica*onofskills

Tradi&onal or Authen&c

Assessment?

Mul&ple Choice

Tradi&onal or Authen&c

Assessment?

Journaling

Tradi&onal or Authen&c

Assessment?

Discussion

Tradi&onal or Authen&c

Assessment?

Cloze

Bloom’s Taxonomy in Assessment

AimingfortheTRANSFEROFKNOWLEDGE,i.e.,theabilitytoevaluateandcreate

Part 2: PorWolios &

Self-Assessments

What is a Student PorWolio?

Acollec*onofstudentworkwhichshowsstudentefforts,progress,andachievements

Digital PorWolios

Digital PorWolios, example

Key Feature #1: Student-Structured

•  Studentsiden*fytheirstrengthsandweaknesses

•  Studentspriori*zetheirlearningneeds•  Studentschoosetopicsandsetgoals

Key Feature #2: Reflec&ve

•  Studentsareaskedtothinkabouttheirgoals•  Studentsareconstantlyengagedinself-reflec,on

27

PorWolios as Learning Process

•  Goals/Objec*ves

•  StudentPerformance

•  Teacher&SelfFeedback

•  Con*nuousReflec*on

PorWolio Steps

Iden*fylearninggoals/objec*ves

Aligngoals/objec*veswithclass

assignmentsandprojects

Selectstudentwork(basedoncriteria)

Givefeedbackonstudentwork

Askstudentstoreflectonprogress

Makenecessarychangesbasedon

observa*onandfeedback

PorWolio Organiza&on

Samplesofwhattoinclude:

•  LearnerGoals• Worksamples

•  TeacherFeedback•  Self-Reflec*on• Rubrics

Combined Purpose PorWolios

•  ShowcasePor2olios:Forevalua*on

•  GrowthPor2olios:Fordemonstra*ngfinalperformancesand/orproducts

•  Evalua*onPor2olios:Fordemonstra*ngprogress/growth

Types & Purposes of PorWolios – Showcase

•  Emphasizesproductoflearning•  Showcasesend-of-year/semester

accomplishments

•  Highlightsstudentpercep*onsof“best”work

•  Communicatescurrentap*tudes(forfuturecourses/teachers)

Types & Purposes of PorWolios – Evalua.on

•  Documentsachievementforgrading/placement

•  Showsprogresstowardsgoals/standards

•  Reflectsoncumula*veachievement

Types&PurposesofPor2olios–Growth•  Emphasizestheprocessoflearning

•  Tracksgrowth/developmentofperformanceover*me

•  Iden*fiesstrengths/weaknesses

•  Helpsdevelopgoal-senng&self-assessmentskills

Student Self-Assessment, Samples

•  Iwanttobemoreinteres,ngspeaker,morelively.

•  Italktoofast.Ihavetoslowdownmyspeechrate.

•  So?wareisanuncountablenoun,butIsaidso?wares.

•  Some,mesIdon’tusethirdpersonverbcorrectly.

•  Iusethesameword“also”three,mesinoneparagraph.

Part 3: Construc&ng

Rubrics to Measure

Assessments

Rubric, Defini&on

• Criteriatoevaluatestudentresponses

• O_enpresentedintableformatforteacherstoscoreorcomment

Reliability & Fairness in Tes&ng

Sample Rubric Points TaskAchievement KnowledgeofTopic Grammar Vocabulary Pronuncia,on

4 Meetsall

discussion

requirements

Wideknowledgeof

theassignedtopic

Widerangeofgrammar

structureswithveryfew

inaccuracies

Widerangeof

vocabularywithvery

fewinaccuracies

Highdegreeof

control;veryfew

errors

3 Meetsmost

discussion

requirement

Goodknowledgeof

theassignedtopic

Goodrangeofgrammar

structureswithoccasional

inaccuracies

Goodrangeof

vocabularywith

occasional

inaccuracies

Goodcontrol;

occasionalerrors

2 Meetssome

discussion

requirement

Moderate

knowledgeofthe

assignedtopic

Moderaterangeof

grammarstructureswith

frequentinaccuracies

Goodrangeof

vocabularywith

frequentinaccuracies

Moderatecontrol;

frequenterrors

1 Meetsfew

discussion

requirements

Limitedknowledge

oftheassignedtopic

Limitedrangeofgrammar

structureswithvery

frequentinaccuracies

Goodrangeof

vocabularywithvery

frequentinaccuracies

Limitedcontrol;

veryfrequent

errors

©photocopiableOxfordUniversityPress

Sample Recording Form

Ra,ng Few/Limited(1) Somewhat/moderate(2)

Most/Good(3) All/Wide(4)

Task

Knowledgeof

topic

Grammar

Vocabulary

Pronuncia*on

TotalScore:_______________

SpeakingAssessmentTask:Discussanimportantenvironmentalissue.

©photocopiableOxfordUniversityPress

Conclusion

•  Assessmentscanbeaneffec*vetoolforstudentlearning&growth.

•  Por2olioscanintegrateinput,reflec*on,andevalua*onbybothteacherandstudent.

•  Rubricscanensurereliabilityandfairnessintheassessmentprocess.

• Whenthough2ullyplannedandexecuted,assessmentscanincreasestudentmo*va*on.

References

•  Ferlazzo,L.andHullSypnieski,K.2012.“TheESL/ELLTeacher'sSurvivalGuide:Ready-to-UseStrategies,Tools,andAc*vi*esforTeachingEnglishLanguageLearnersofAllLevels”.August;Jossey-Bass.RetrievedFebruary3,2018from<hvps://www.edweek.org/tm/ar*cles/2012/05/01/tln_ferlazzo_hullsypnieski.html>

•  McMillan,J.H.&Hearn,J.2008.“StudentSelf-Assessment:TheKeytoStrongerStudentMo*va*onandHigher

Achievement”Educa*onalHorizons.Fall.

•  Moeller,A.K.1994."Por2olioAssessment:AShowcaseforGrowthandLearningintheForeignLanguageClassroom".

FacultyPublica*ons:DepartmentofTeaching,LearningandTeacherEduca*on.165.RetrievedMarch1,2018from

<hvp://digitalcommons.unl.edu/teachlearnfacpub/165>

•  Mueller,Jon.2016,Authen*cAssessmentToolbox.RetrievedFebruary2,2018RetrievedJanuary16,2018from<hvp://

jfmueller.faculty.noctrl.edu/toolbox/por2olios.html>

•  PaulsonF.L.,P.R.PaulsonandC.A.Meyer.1991.“Whatmakesapor2olioapor2olio?”Educa0onalLeadership.February.

•  S*ggins,R.J.1987.Profilingclassroomassessmentenvironments.Inannualmee0ngoftheNa0onalCouncilonMeasurementinEduca0on,SanFrancisco.

•  Wiggins,G.P.1993.Assessingstudentperformance:Exploringthepurposeandlimitsoftes0ng.Jossey-Bass.

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