chapter 4 evaluating and creating interactive and content- based assessment

Chapter 4

Evaluating and Creating Interactive and Content-

Based Assessment

Setting the Stage

Progress indicators need to be defined and demonstrated for students, parents, community members and school administrators.

Introduction to Assessment

Assessment is more than tests & grades Assessment involves the development

of materials, processes, activities and criteria for success

ESL students require integrated assessments where language and literacy practices are linked

Assessments for Specific Decision Making

Placement Reading, writing, speaking, listening,

interacting evaluated to place in section levels (A, B, B1, C, etc.)

Because assessments are conducted in L2:

Assessments can underestimate past learning

L2 learners are limited in what they can express

Assessments for Specific Decision Making

Progress Goal: to obtain a clear picture of students’

knowledge in both language and content Select a variety of formats for assessment Organization is key

Keep a dated log with language, content and strategies objectives

Document observations regularly

Assessments for Specific Decision Making Evaluation of Instruction

Washback – information or feedback that teachers receive about instruction as a result of assessment and evaluation

Use to adjust instruction (alter teaching style; revise activities)

Use to individualize instruction

washback instructionassessment

Alternative Assessment

Traditional testing: Does not measure critical thinking skills Encourages teaching to the test Does not provide feedback

Alternative assessment: Accommodates differences in learners Assesses progress towards authentic

language Assesses learning over a period of time

Alternative Assessment

Assessment activities and tasks need to be constructed so that comprehension of subject matter and thinking behaviors can be demonstrated directly through either oral or written communicative performances.

Integrated Performance Assessments

Integrated assessments: are used to evaluate performances

required to carry out real-life tasks are used to evaluate student

performance in an entire learning event or project

take into account student’s quality of participation and level of skill in planning, carrying out, and evaluating the activity

Oral Language Assessment

Interviews Teacher-conducted or guided with

peer interaction Student response to an interrogative

statement demonstrates ability to understand and use academic language

Should be used in conjunction with other tools to reveal true proficiency

Oral Language Assessment

Retelling Measures students’ integrated

comprehension though four skills Teachers should:

Be explicit about the criteria for evaluation

Use modeling by stronger students Minimize anxiety which could impact

performance

Oral Language Assessment

Anecdotal records short described encounters or experiences

that students have during learning subjective

Observational Records Documents exactly what is seen/heard

Both allow you to collect information without disrupting the natural interaction taking place in the classroom

Written LanguageAssessment

Types of Portfolios Showcase portfolios – focused; highlight

certain qualities or skills Assessment portfolios – used to provide

evidence of meeting criteria for quality Benefits of Portfolios

Student involvement through piece selection enables the student to learn personal strengths and weaknesses, allowing them to become more conscious learners.

Written Language Assessment

Types of Rubrics Holistic – one number used to evaluate work Analytic

Evaluation based on predetermined criteria for each aspect of a written project

Separate ratings for each defined writing skill

Rubrics should be upgraded and revised based on student performance

Written Language Assessment

Conferencing One-on-one conferences result in

individualized assessment and support

Allows for development of short and long-term writing goals

Teaches peer conferencing and editing skills

Written Language Assessment

Dialogue Journals Can be weekly or daily Types:

Morning journals Math, science, literature response

journals End-of-day journals

Allow for sharing of background information, modeling, (i+1), individualized assessment

Reading Assessment

Running Records Often used with early readers Follows a standard set of written

symbols to note miscues made by the reader

Miscues analyzed to assess learner’s thought organization, thinking and strategies

Allows for individuality of assessment

Reading Assessment

Creative Comprehension Exercises Use visual organizers

and drawing to express knowledge. Use cooperative grouping with

individually designed formats for demonstrating comprehension.

Reading Assessment

Inquiry Challenges The ability to pose coherent questions

with the use of academic language is an indicator of reading comprehension/oral language proficiency.

The formulation of questions occurs pre-reading and post-reading.

Reading Assessment Self-Assessment Tools:

Should be scaffolded to increase comprehensibility

Will enable students to build metacognitive competence and direct their own learning

Common formats: checklists yes or no questions sentence completion

Interactive & Technology-Based Assessment

CBT – Computer Based Testing Based on interactivity

Test displays items that adjust to the learners

Can be used to note students’ strategies and progress

Can be used to aid in measuring learners’ abilities to demonstrate oral communication

Understanding Standardized Tests Norm-referenced test

Assumes that: Performances will have a normal

distribution and fit a normal curve. Test items are fair and unbiased Performances not affected by ethnicity,

gender, race, etc Students perform to the best of their

ability Machine scored Results expressed in percentile, median,

mean, std. deviation

Understanding Standardized Tests

Criterion referenced tests Identify levels of performance that all

students are expected to aim for Scores are unacceptable to highly

accomplished ESL teachers should:

Seek accommodations for ESL students Teach them skills of approach,

including strategic guessing and elimination of wrong answers