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ASSIGNMENTS & TESTSGIVING DIRECTION TO LEARNING AND ASSESSMENT
p. 231
GROUP DISCUSSION ACTIVITYDirections:
1. Make a group of 3 people.
2. Discuss the questions.
3. Be ready to share.
Think back…
G1-3. What kind of assignments or tests did you hate, why?
G4-5. What kind of assignments and tests did you like, why?
G6-8. Why is assessment important in the classroom?
THE NEED FOR ASSIGNMENTS & TESTS
Learning
Assessment
Tests
Assignments
The need for students and teachers to monitor and evaluate learning
Assessment is an ongoing process of planning, practice, and reflection
Doing
Testing
Reflection
THE PURPOSE OF ASSESSMENT
THE PURPOSE OF ASSESSMENT
What classroom assessment can show us:
Traditional Classroom
Assessment
Formative: observations, questioning
Summative: exams, report cards
of (summative assessment)
for (formative assessment)
as (self assessment)
Contemporary Classroom Assessment
Assessment Learning
Table 1.2 p. 76 TYPES OF ASSESSMENT
• Exams, unit/national tests, quizzes, final projects, report cards
Assessment of learning
• Observations, questioning, informal/formal conversations, learning logs, checklists
Assessment for learning
• Discussions, critiquing, peer feedback, journals, portfolios, projects, student created assessment
Assessment as learning
TYPES OF ASSESSMENT EXAMPLES
CLASSROOM ASSESSMENT CHECKLIST
THE ROLE OF ASSIGNMENTS & TESTS
Roles & Functi
ons
Assignments Tests
Teach how to study, learn, and how work is to be done
Assess students’ knowledge and progress
Give explicit goals and expectations to work towards
Gives assessment of learning (summative assessment)
Connects learning Provides points or achievement grades
Move towards learner autonomy
Compares student’s learning to others
THE ROLE OF ASSIGNMENTS & TEST
New Lesson
Assignments
Reinforcement/ Activity Testing
Linking of Learning
THE ROLE OF ASSIGNMENTS & TEST IN ASSESSMENT
What are the learner objectives and outcomes? Planning Assignments
What will the students learn? Planning Assignments
How will we know learning has occurred?
Creating summative assessment (Testing)
Reflection and evaluation of assessment/ What is the next step in learning?
Planning
Assessment
Reflection/ Evaluation
TYPES OF ASSIGNMENTS & TESTS
Primary types of assignments and tests:
Speaking
Listening
Writing
Reading
Vocabulary
Grammar
TYPES OF ASSIGNMENTS & TESTS
Speaking:
Q & A
Role plays
Interviews
Surveys
Songs & Chants
TYPES OF ASSIGNMENTS & TESTS
Listening:
Dictation (Cloze Tests)
Jigsaw pictures
Follow the directions
Video & Qs
TYPES OF ASSIGNMENTS & TESTS
Writing:
Dictation (Cloze Tests)
Answer questions
Sentence response
Story
Comics
Posters
TYPES OF ASSIGNMENTS & TESTS
Reading:
Comprehension Questions
Jigsaw Pictures
T &F
TYPES OF ASSIGNMENTS & TESTS
Vocabulary:
Picture matching
Translation
Definitions
Synonyms/ Antonyms
4. CLASSROOM ASSESSMENT STRATEGIES
Tips for classroom assessment strategies:
1. Use them as a framework
2. Modify them to your classroom situation
3. If possible assessment should be in English
4. Read up and look for resources
4. ASSESSMENT AS LEARNING STRATEGIES
4. ASSESSMENT AS LEARNING STRATEGIES
4. ASSESSMENT FOR LEARNING STRATEGIES
4. ASSESSMENT FOR LEARNING STRATEGIES
Teacher poses a question, observation, or challenge. Students
think and write out answers individually.
Students pair up & combine their best answers.
Students share their new improved answer w/the class.
4. ASSESSMENT OF LEARNING STRATEGIES - RUBRICS
4. ASSESSMENT OF LEARNING STRATEGIES - RUBRICS
ACTIVITY Objective: Create a classroom assessment strategy and assignments & tests based on the lectures, orientation book, and your ideas.
Part 1 Instructions: 1. Discuss and plan a strategy based on the scenario given to you.
2. You do not, or may not need to answer all of the questions.
3. Keep your answers detailed and focused as possible with the time that you have.
4. Remember the process of planning and critically analyzing is what we are practicing.
ACTIVITY
Part 2 Instructions: 1. Discuss the other group’s plan that was given to you.
2. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback.
4. Write notes directly on the other group’s paper.
ACTIVITY
Part 3 Instructions: 1. Each group will take a turn giving feedback to the other group.
2. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback.
SOURCES
Bibliography and Links Cohen, A. D. (1996). Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7(1–2), 5–24. Pally, Marcia. Sustained Content Teaching in Academic ESL/EFL: A Practical Approach. Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764, 2000. Oxford, Rebecca L., Mary Evelyn Holloway, and Diana Horton-Murillo. "Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom." System 20.4 (1992): 439-456. Reid, Joy M. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042. 1995. Saito, Hidetoshi. "EFL classroom peer assessment: Training effects on rating and commenting." Language Testing 25.4 (2008): 553-581.
SOURCES
Assessment Basics and Conceptshttp://www.celt.iastate.edu/teaching/cat.htmlhttp://www.cmu.edu/teaching/assessment/assesslearning/index.htmlhttp://www.cmu.edu/teaching/assessment/index.html Assessment Strategieshttps://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity4_4A.pdfhttp://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.htmlhttp://www.scsk12.org/scs/subject-areas/esl/pdfs/hurleys-esl-modifications.pdf Rubrics http://www.schrockguide.net/assessment-and-rubrics.htmlhttp://edtechteacher.org/index.php/teaching-technology/assessment-rubricshttp://www.nwic.edu/assessment/AssessmentResources/rubrics/InstructionRubric.pdf
