ASSESSMENTASSESSMENT

ANEP CEIPANEP CEIPDepartamento de Segundas Lenguas y Lenguas ExtranjerasDepartamento de Segundas Lenguas y Lenguas Extranjeras

Training Session for English TeachersMarch 9-13, 2015

Montevideo

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What am I supposed to assess?What am I supposed to assess?

How often?How often?

Old vs new schools assessment?Old vs new schools assessment?

What strategies may be used for assessment?What strategies may be used for assessment?

How am I supposed to register the results?How am I supposed to register the results?

ASESSMENT VS EVALUATIONASESSMENT VS EVALUATION

ASSESSMENT EVALUATION

Systematic and purposeful purposeful gathering of informationinformation and collection of datadata on an ongo-ing basis

InterpretingInterpreting, analyzinganalyzing and reflectingreflecting on the as-sessment data for different purposes and decision-tak-ing

ASSESSMENT ASSESSMENT andand EVALUATION EVALUATION

Example: If you assessassess a childs reading comprehension skills in April and again in May, you can evaluateevaluate the progress he or she has made by comparing the two as-sessment instances.

What type of activities may be What type of activities may be used for assessment?used for assessment?

Oral presentations.Oral presentations.Science experiments.Science experiments.Projects (e.g.: poster-making).Projects (e.g.: poster-making).Big book writing and design.Big book writing and design.Games.Games.Etc.Etc.

ANY ACTIVITY THAT IS USED FOR ANY ACTIVITY THAT IS USED FOR TEACHING MAY BE TRANSFORMED INTO TEACHING MAY BE TRANSFORMED INTO AN ASSESSMENT ACTIVITY.AN ASSESSMENT ACTIVITY.

Process of Student EvaluationProcess of Student Evaluation

PreparationPreparation

AssessmentAssessment

EvaluationEvaluation

ReflectionReflection

CurriculumCurriculum - - what stuwhat stu--dents dents will will learnlearn

Assessment Assessment - what - what students students havehave learned learned

No discrepancy between No discrepancy between what is what is taught taught and and what is tested. what is tested.

You must assess what you teach You must assess what you teach and what you expect students to and what you expect students to learn.learn.

ResponsibleResponsible for the for the teaching teaching of:of:

LANGUAGE FUNCLANGUAGE FUNC--TIONS TIONS ((CommunicaCommunica--tion)tion)

SKILLSSKILLS(Oralidad, Lectura, (Oralidad, Lectura, Escritura)Escritura) ListeningListening SpeakingSpeakingReadingReadingWritingWriting

ENGLISHENGLISH TEACHERS:TEACHERS:ResponsibleResponsible for the for the assessment assessment of:of:

LANGUAGE FUNCLANGUAGE FUNC--TIONS TIONS ((CommunicaCommunica--tion)tion)

SKILLSSKILLS(Oralidad, Lectura, Es(Oralidad, Lectura, Es--critura)critura) ListeningListening SpeakingSpeakingReadingReadingWritingWriting

YOU MUST ASSESS:YOU MUST ASSESS:

FOREIGN LANGUAGE INSTRUCTION: FOREIGN LANGUAGE INSTRUCTION: abilabil--ity to use language effectively to attain ity to use language effectively to attain

communicative goalscommunicative goals

PLANNING OBJECTIVES

Well-crafted objectives = ideas for assessment: What will I teach?What will I teach?What will the Ss be able to do by the end of the What will the Ss be able to do by the end of the

activity?activity?How will I know if they have met this goal?How will I know if they have met this goal?

OBJECTIVE: To teach Ss how to describe characOBJECTIVE: To teach Ss how to describe charac--ters from a story.ters from a story.

FROM WHERE SHOULD FROM WHERE SHOULD ASSESSMENT ACTIVITIES ARISE?ASSESSMENT ACTIVITIES ARISE?

Ss knowledge Ss knowledge changeschanges::Ss undergo different stages of interlanguageSs undergo different stages of interlanguage

Interlanguage features (overgeneralization, regression, Interlanguage features (overgeneralization, regression, fossilization, etc.)fossilization, etc.)

Asessment should be Asessment should be ongoingongoing (period of time, (period of time, variety of situations.variety of situations.

Assessment should focus on Assessment should focus on processesprocesses and and productsproducts..

Assessment provides Assessment provides informationinformation about about the effectiveness of instruction. the effectiveness of instruction.

If students are not learning, teachers must do If students are not learning, teachers must do something differently; if they are, teachers can something differently; if they are, teachers can move forward, building on this knowledge base. move forward, building on this knowledge base.

INFORMATION: INFORMATION: ALL ALL STUDENTS (NOT JUST VOSTUDENTS (NOT JUST VO--LUNTEERS)LUNTEERS)

EVIDENCE FOR INSTRUCTIONAL DECISIONS EVIDENCE FOR INSTRUCTIONAL DECISIONS (RETEACHING, REPLANNING, SUPPLEMENTARY (RETEACHING, REPLANNING, SUPPLEMENTARY ACTIVITIES / UNITS, ETC.)ACTIVITIES / UNITS, ETC.)

Assessment Assessment should never be used as punishshould never be used as punish--mentment. .

Emphasis in assessment should be changed from Emphasis in assessment should be changed from making judgments making judgments toto gathering informationgathering information..

CHARACTERISTICS OF EFFECTIVE CHARACTERISTICS OF EFFECTIVE ASSESSMENTASSESSMENT

VALIDITYVALIDITY: : the assessment activity must measure the assessment activity must measure what it is supposed to measurewhat it is supposed to measure. .

RELIABILITYRELIABILITY: : Are the assessment results Are the assessment results concon--sistent enough that they will be similar if sistent enough that they will be similar if they they are gathered under different are gathered under different circumstances?circumstances?

PRACTICALITYPRACTICALITY: : An assessment system An assessment system must be must be practicalpractical..

TRADITIONAL ASSESSMENTTRADITIONAL ASSESSMENT

Tests measure:Tests measure:aaptitudeptitudeachievement. achievement.

Criticisms:Criticisms:

focus on information recall focus on information recall

provides little insight into the way learners think provides little insight into the way learners think (what the S found challenging)(what the S found challenging)

doesnt assess ability to apply understanding to doesnt assess ability to apply understanding to real-world problemsreal-world problems

ALTERNATIVE ASSESSMENTALTERNATIVE ASSESSMENT Any Any non-traditionalnon-traditional assessment method assessment method

Measures Measures performanceperformance through real-world through real-world and requires skill integrationand requires skill integration

Information about products Information about products and and processprocess

CriterionCriterion-referenced-referenced

Examples of school ACTIVITIES that may be included in alExamples of school ACTIVITIES that may be included in al--ternative assessment are: ternative assessment are:

Art workArt workInventionsInventionsNotebooksNotebooksProblem solvingProblem solvingCartoonsCartoonsInternet transInternet trans--missionsmissionsOral reportsOral reportsPuppet showsPuppet showsCollectionsCollectionsJournalsJournalsOriginal playsOriginal playsStoriesStories

DancesDancesReading selectionReading selectionDesigns and drawingsDesigns and drawingsLettersLettersPantomimesPantomimesRecipesRecipesDocumentary reportsDocumentary reportsMapsMapsPerformance, musical Performance, musical instrumentinstrumentScale modelsScale modelsExperimentsExperiments

Model constructionModel constructionPoetry recitationsPoetry recitationsStory illustrationsStory illustrationsMusical compositionsMusical compositionsPhotosPhotosStory boardsStory boardsGamesGamesMusical scoresMusical scoresPlans for inventionsPlans for inventionsPerformancesPerformances

ACTIVITIESACTIVITIES

HOW AM I GOING TO HOW AM I GOING TO ASSESS MY ASSESS MY STUDENTS?STUDENTS?

HOW AM I GOING TO HOW AM I GOING TO REGISTER ASSEMENT REGISTER ASSEMENT RESULTS FOR FUTURE RESULTS FOR FUTURE

EVALUATION?EVALUATION?

REGISTERING REGISTERING ALTERNATIVESALTERNATIVES

Anecdotal recordsAnecdotal records

Systematic observationsSystematic observations

METHODS OF ASSESSMENTMETHODS OF ASSESSMENTMOST USED:MOST USED:

CHECKLISTS: CHECKLISTS: Written descriptions of dimensions Written descriptions of dimensions of an acceptable performance / product (presence / abof an acceptable performance / product (presence / ab--sence)sence)

Looks at speakerLooks at speaker

Demonstrates responsive reaction (e.g., nods, smiles)Demonstrates responsive reaction (e.g., nods, smiles)

Asks questions and seeks information and clarification of Asks questions and seeks information and clarification of meaning meaning

Gives specific information orallyGives specific information orally

Identify main idea and supporting details from authentic materIdentify main idea and supporting details from authentic mater--ialsials

RUBRICS: RUBRICS: scoring tool for the assessment of student scoring tool for the assessment of student learning while/after lesson learning while/after lesson (presence + absence + quality)(presence + absence + quality)

Criteria to remember:Criteria to remember:

KISS - KISS - KKeep eep iit t sshort and hort and ssimple (include 4 - 15 imple (include 4 - 15 items; use brief statements or phrases) items; use brief statements or phrases)

Each rubric item should focus on a Each rubric item should focus on a different skilldifferent skill

Evaluate only Evaluate only measurablemeasurable criteria criteria

Ideally, the Ideally, the entire rubric entire rubric should fit on one sheet should fit on one sheet of paper of paper

Always Always reevaluate reevaluate the rubric (Did it work? Was it the rubric (Did it work? Was it sufficiently detailed?) sufficiently detailed?)

Terms to use when measuring range/scoring levels

Needs Improvement...Satisfactory...Good...ExemplaryBeginning...Developing...Accomplished...Exemplary

Needs work...Good...ExcellentNovice...Apprentice...Proficient...Distinguished

Numeric scale (for example, ranging from 1 to 5)

LISTENINGLISTENINGORAL UNDERSTANDING OF:ORAL UNDERSTANDING OF:

K5K5 - commands, simple discourse, songs, stories and everyday situations - commands, simple discourse, songs, stories and everyday situations (with concrete support).(with concrete support).

1st G. 1st G. - routines, simple descriptions, narratives, poems.- routines, simple descriptions, narratives, poems.

2nd G. 2nd G. - stories, dialogues (concrete support), descriptions of places, - stories, dialogues (concrete support), descriptions of places, everyday situations, tongue-twisters.everyday situations, tongue-twisters.

3rd G. 3rd G. - tales, fables (support), cartoons, procedures, recipes.- tales, fables (support), cartoons, procedures, recipes.

4th G. 4th G. - main ideas, narration of everyday situations, historical tales, stories' - main ideas, narration of everyday situations, historical tales, stories' scenery.scenery.

5th G. 5th G. - scientific texts (support), news, myths and legends, file cards, nar- scientific texts (support), news, myths and legends, file cards, nar--rative of personal historyrative of personal history

6th G. 6th G. - diagrams, graphs, proverbs, dialects, opinions.- diagrams, graphs, proverbs, dialects, opinions.

K5K5 - simple discourse, songs, stories, identifying objects. - simple discourse, songs, stories, identifying objects.

1st G. 1st G. - routines, simple descriptions, narratives.- routines, simple descriptions, narratives.

2nd G. 2nd G. - stories, dialogues (concrete support), descriptions of places, - stories, dialogues (concrete support), descriptions of places, everyday situations, tongue-twisters.everyday situations, tongue-twisters.

3rd G. 3rd G. - cartoons, procedures, recipes.- cartoons, procedures, recipes.

4th G. 4th G. - narratives of everyday situations, songs, stories' scenery.- narratives of everyday situations, songs, stories' scenery.

5th G. 5th G. - news, file cards, narratives of personal history- news, file cards, narratives of personal history

6th G. 6th G. - diagrams, graphs, opinions.- diagrams, graphs, opinions.

SPEAKINGSPEAKINGORAL PRODUCTION OF:ORAL PRODUCTION OF:

K5 K5 names, illustrated stories. names, illustrated stories.

1st G. 1st G. simple stories, simple prompts, poems, rhymes, comic book strips, simple stories, simple prompts, poems, rhymes, comic book strips, lists. lists.

2nd G. 2nd G. simple informative texts, inferences. simple informative texts, inferences.

3rd G. 3rd G. scientific texts, traditional tales, fables. scientific texts, traditional tales, fables.

4th G. 4th G. tales, finding info in a paragraph, plots, lyrics. tales, finding info in a paragraph, plots, lyrics.

5th G. 5th G. semantic inferences, news, graphical organizers. semantic inferences, news, graphical organizers.

6th G. 6th G. reading for gist, implicit/explicit info, predictions, advertising, bio reading for gist, implicit/explicit info, predictions, advertising, bio--graphies, rhetorical questions.graphies, rhetorical questions.

READINGREADINGWRITTEN UNDERSTANDING WRITTEN UNDERSTANDING OF:OF:

K5 K5

1st G. 1st G. actions. actions.

2nd G. 2nd G. descriptions, semantic maps, invitation/greeting cards. descriptions, semantic maps, invitation/greeting cards.

3rd G. 3rd G. file cards, games instructions, recipes. file cards, games instructions, recipes.

4th G. 4th G. file cards (explanations), narratives, schedules. file cards (explanations), narratives, schedules.

5th G. 5th G. outlines, email, chat, questionnaires. outlines, email, chat, questionnaires.

6th G. 6th G. written explanations, opinions, movies, books, videos recommend written explanations, opinions, movies, books, videos recommend--ations.ations.

WRITINGWRITINGWRITTEN PRODUCTION WRITTEN PRODUCTION OF:OF:

K5 1st GRADE 2nd GRADE 3rd GRADE 4th GRADE 5th GRADE 6th GRADE

Asking permission: Could / Can I have ...? Capitalizing nouns.

Asking questions to clarify understanding.

Communicating ideas us-ing connectors (and, but, because).

Telling about past events. Describing recent actions and changes.

Describing habits and life-styles ( used to / to be used to ing).

Expressing feelings. Qualifying things. Locating objects and places. Expressing obligation.

Describing actions in the past, finding out what happened, explaining how something happened (cause effect).

Presenting information in a logical sequence.

Arguing (In my opinion, I think, from my point of view, I agree/disagree).

Introducing oneself and others.

Asking about mean-ing, requesting and demanding inform-ation when needed.

Telling about daily routines expressing fre-quency.

Giving directions, describ-ing geographical location.

Describing a historical event giving dates, ex-pressing sequential order.

Describing a procedure.Persuading (Would you like?), accepting / refusing an invitation.

Naming objects and characters in context.

Performing and de-scribing actions. Giving suggestions. Explaining procedures.

Making future plans (go-ing to).

Giving warnings and ad-vice.

Making requests and asking questions to obtain informa-tion in different contexts.

Expressing ability. Giving and following commands.

Expressing preferences (likes and dislikes, like do-ing).

Making comparisons.Talking about future in-tentions an predictions (will / wont).

Obtaining information using different reading strategies, e.g. skimming, scanning, de-tailed reading.

Locating informa-tion by using illus-trations and cap-tions.

Demanding and request-ing.

Comparing quality (bet-ter/best, worse/worst) expressing equivalence ( as as).

Giving opinion based on facts.

Making and accepting in-vitations Reflecting on word formation: compound words, prefixes, suffixes.

COMMUNICATIONCOMMUNICATION

Pgina 1Pgina 2Pgina 3Pgina 4Pgina 5Pgina 6Pgina 7Pgina 8Pgina 9Pgina 10Pgina 11Pgina 12Pgina 13Pgina 14Pgina 15Pgina 16Pgina 17Pgina 18Pgina 19Pgina 20Pgina 21Pgina 22Pgina 23Pgina 24Pgina 25Pgina 26Pgina 27Pgina 28Pgina 29Pgina 30Pgina 31Pgina 32