formative assessment: bridging the gap between high stakes testing and classroom learning megan...
TRANSCRIPT
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Formative assessment: Bridging the gap between high stakes testing and classroom learning
Formative assessment: Bridging the gap between high stakes testing and classroom learning
Megan Montee
Title III Directors Meeting
May 5, 2009
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This presentation will discuss how formative assessment can inform high stakes testing and classroom academic language development.
Purpose
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By the end of this presentation, you will be able to:Identify purposes and uses for formative
assessment;Understand how formative and summative
assessment can work together;Consider ways to make formative assessment
systematic and integrated with instruction.
Purpose
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What I’ve learned about your roles:• Title III Directors
o Other roles you may hold: Federal program director, Special Education coordinator, testing coordinator
• ESL Teacherso Types of classes you teach: pull-out, content-based, sheltered
approacho Many of you work in multiple schools
What I’ve learned about the challenges you face: • For teaching ESL• For assessing students
Context
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Introduction and OverviewFormative and summative
assessmentAcademic language development Example: ELDA StandardsClassroom applicationsDiscussion
Overview
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Assessment as a part of a learning process (Shepard, 2000)• Learning culture• Training• Classroom impact
Assessment and learning culture
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Instructors must understand language assessment in order to
participate in the language learning culture (Shepard, 2000).
Assessment and learning culture
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Definition of assessment (1/2)
Assessment = process of planning, collecting, analyzing and reporting information about student learning
Adapted from Teachers of English to Speakers of Other Languages. (1997). Managing the assessment process: A framework for measuring student attainment of the ESL standards. Alexandria, VA: TESOL.
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Definition of assessment (2/2)
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Assessment literacy = what instructors need to know about assessment (Stoynoff and Chapelle, 2005; Boyles, 2005; Stiggins, 1997).
Language assessment literacy = what stakeholders need to know about language and assessment in order to conduct reliable, valid and fair assessments of all students
Stakeholders = ALL participants including test developers AND instructors
Background: assessment literacy
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Effective Practices Acquired Through a Team Approach, West Virginia Department of Education
Classroom assessment for learning
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When is it conducted?
What information does it provide?
How can the results be used?
Formative During a course of instruction
Provides feedback to the teacher and the learner about progress toward educational outcomes
Results often used for planning instruction
Summative At the end of a course of instruction
Provides information on outcomes
Results often used for assigning grades, program evaluation, or tracking
Formative and summative
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Formative and summative
Summative Assessment
Building academic language proficiency
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BICS / CALPWESTELL Standards
• English Language Arts• Math, Science and Technology• Social Studies
“(1)Language used to convey curriculum based academic content and (2) the language of the social environment of a school.”
Academic language
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Challenges
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Planning CollectingAnalyzingReporting
Formative assessment
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Begin with the end in mindDon’t wait until the end to assessIntegrate assessment and instruction
Planning for formative assessment
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Re-read your goals• What did you promise?• Can you do it?
Examine your curriculum• What are the big ideas to assess?• What can help with daily, weekly and future planning?
Match assessment to classroom• Domain• Theme
Planning for formative assessment
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Assess what’s in the curriculum (academic language)
Communicate what will be assessedAssess
• Short, daily• Longer, weekly• Longest, end of sequence
If there’s no time to assess it, there’s no time to teach it.
Classroom assessment tasks
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Planning instruction
• Short-term
• Long-term Organizing/grouping students Supporting learning Diagnosing student needs Motivating students Providing feedback
• To students
• To parents
• To school/district Assigning grades
Planning: formative purposes
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Planning: determining Your purposes
What do you want to know?
How will you use this information?
Validity and classroom assessment
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A few examples
What do you want to know?
How will you use this information?
Can my students use the vocabulary words we studied last week?
Short-term instructional planning
How well can my students write a research paper about a topic they select?
Long-term instructional planning; assigning grades; diagnosing student needs; providing feedback to students
How well do my students speak English at the beginning of a course?
Long-term instructional planning; grouping students; providing feedback; motivating students
High and low stakes assessment
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Washback (Hughes 2003)• Positive• Negative
Planning for positive washback
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How can we plan for systematic formative assessment? • Data collection• Analysis• Reporting
Systematic assessment
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Purpose: What is the best way to find out what I need to know?
Use: What is the most appropriate and effective way to collect this information?
Collecting data
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Methods for collecting data (1/2)
Formative assessment is defined by use, not the assessment method
Some assessment methods are well-suited to formative assessment
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ObservationsChecklistsOral presentationsEssays / written compositionsTraditional testsPortfolios / work samplesStudent self-assessmentsClassroom tasks (individual, pairs, group)
Methods for collecting data (2/2)
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Which mode(s) are you testing? What format is appropriate?
Developing assessment tasks
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Characteristics of good classroom assessment tasks:• Standards-based• Proficiency level appropriate• Age/grade-level appropriate• Tied to instructional goals• Purposeful• Clear directions
Classroom assessment tasks
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Prioritization and SequencingPrioritization = how to decide which
parts to assessSequence = the order in which you
assessHow do we do this?
When to assess
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Questions to ask• What did I promise?• What goes together?
• Themes• Domains
• How much is too much?• 15 minutes or fewer rule; AND• Not too choppy rule
Setting sequences
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Thinking beyond grades• Quantitative information
o Assessment levelo Item/task level
• Qualitative information
Looking at assessment data in content• Other formative assessments
• Standardized test scores
• Other information about your students
Using data to improve assessment and instruction
Analyzing formative assessment data
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Reporting formative assessment data
Who needs to know the results of your assessments?
Which reporting format is best for a group of stakeholders?
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Reporting formative assessment data
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Communicating results with students
How can assessment results be reported to students? • Make sure students know the purpose of the
assessment before it’s administered• Provide meaningful feedback to students• When appropriate, review the assessment with
students• Ask for student input
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The test is appropriate for my student population. The test’s intended purpose matches my purpose for
testing. The test’s input is appropriate for the skills I am
assessing. I have the necessary resources to administer the
test. I have the necessary resources to score the test and
analyze the results. I understand how to share the results with stakeholders.
Testing checklist
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Applications
Some questions I encounter: How can formative assessment help me
prepare my students for a standardized test?
Is it wrong to teach to the test? Should formative assessments be mini-
versions of the summative assessment?
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Assessing Speaking• Classroom-based• Academic language
Application: performance assessment
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Standards for Speaking:
Application: WESTELL standards
1. Connect: Establish a verbal connection with an interlocutor in order to talk about something
2. Tell: Provide basic information on a relevant topic in a conversation 3. Explain: Provide detailed information on a relevant topic in a
conversation
4. Reason: Argue in favor of or against a particular relevant topic
Note: Benchmarks are “implied in the soft hierarchy of functions.” (American Institutes for Research (2005))
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Tell: Provide basic information on a
relevant topic in a conversation
Application: speaking standards
Amount of language (words, sentences, extended discourse)
Complexity of language Academic vocabularyFluency and comprehensibility
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Next steps
How could this standard be assessed in the classroom?• Daily• Weekly• End of instructional unit
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A collection of brief, accessible CAL digests on assessment and other relevant topics http://www.cal.org/resources/digest/subject.html
Draft of the ILTA Code of Practice http://www.iltaonline.com/code.htm
Virtual Assessment Center, an introduction to language assessment from CARLA http://www.carla.umn.edu/assessment/VAC/index.html
National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA)
http://www.ncela.gwu.edu/
Learning Teams for Assessment Literacy by Richard J. Stiggins http://www.oise.utoronto.ca/orbit/classroom_assess_sample.html
Do educators know how to make use of the new avalanche of standardized test data? by Rebecca Zwick
http://www.highereducation.org/crosstalk/ct0404/voices0404-zwick.shtml
Assessment resources: web-based
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Short, accessible book which introduces basic concepts of language testing and
reviews 20 English language tests Stoynoff, S. & Chapelle, C. (2005). ESOL tests and testing. Alexandria, VA: TESOL.
A practical guide to developing your own classroom assessments Brown, H.D. (2003). Language assessment: principles and classroom practice. New York: Pearson
ESL.
A book which provides a thorough but accessible overview of foundational concepts
in language testing Hughes, A. (2003). Testing for language teachers (2nd edition). Cambridge: Cambridge University
Press.
Handbook which explains the principles of backward design for classroom
assessment McTighe, J. & Wiggins, G. (2005). Understanding by design (2nd ed). Alexandria, VA: Association for
Supervision and Curriculum Development.
Article on creating a culture of assessment Shepard, L. (2000). The role of assessment in learning culture. Educational Researcher, 29.7, 4-17.
Assessment resources: print
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Possible next steps Review current practices
• Survey• Meet with teachers
Conduct a needs assessment• What do teachers need to know about assessment?• How could formative assessment be improved?• How could analysis and reporting be improved?• What resources are available?• What resources are needed?
Schedule time and support for assessment planning Review and discuss standardized test scores
• How can these be used to inform classroom instruction and assessment
Provide training on formative assessment• Standards expert• Developing assessment tasks
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Discussion and questions
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American Institutes for Research. (2005). English language proficiency standards and test and item specifications. www.ccsso.org/projects/ELDA/research_studies
Hughes, A. (2003). Testing for language teachers (2nd edition). Cambridge: Cambridge University Press.
Shepard, L. (2000). The role of assessment in learning culture. Educational Researcher, 29.7, 4-17.
Teachers of English to Speakers of Other Languages. (1997). Managing the assessment process: A framework for measuring student attainment of the ESL standards. Alexandria, VA: TESOL.
West Virginia Department of Education. Classroom assessment for learning: a journey to assessment literacy.
References