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ASSESSMENT AND EVALUATION
Maria Dantas-Whitney, Ph.D. Western Oregon University
Fulbright Scholar 2016-17 (Universidad Latina/Panama Bilingüe) [email protected]
Back to Basics 3 Workshops - Panamá Bilingüe Program January 30-February 3, 2017
Overview of the Week
Mon, Jan 30
Fundamental Concepts; Purposes of Assessment; Guiding Principles; Formative vs. Summative Assessments; Aligning Assessment and Instruction
Tues, Jan 31
Performance/Alternative Assessments; Using and Creating Rubrics
Wed, Feb 1
Observation Checklists, Self- and Peer-assessments, Exit tickets
Thurs, Feb 2
Giving effective feedback; Designing effective summative assessments; Guidelines for test development and adaptation; Guidelines for grading
Fri, Feb 3
Work with GLGF Staff Present a lesson plan with assessment tools (e.g., a rubric and a test)
Plans for Today
¨ Assessment basics ¤ Fundamental concepts ¤ Purposes ¤ Guiding principles
¨ A Multidimensional Approach to Language Assessment ¤ Formative vs. Summative Assessments ¤ Authentic Assessments
¨ Aligning Assessment and Instruction
Your Assessment Autobiography
Reflect on your experiences…. ¨ As a student…
¤ What types of tests/assessments were common in your educational experience?
¤ Which types were your most and least favorite? ¤ How did you prepare for these tests/assessments? ¤ How did you feel about them?
¨ As a teacher… ¤ What types of tests/assessments do you use as a
teacher? ¤ Which tests/assessments do you find useful and
which ones do you find problematic? ¤ How do your students feel about them?
Game: Two facts and a lie ¨ Write three sentences related to your assessment
autobiography on a piece of paper: ¤ two true statements (facts) ¤ one false statement (lie)
¨ In your table groups, one by one introduce yourselves and say your three sentences
¨ The rest of the group has to guess which one is the lie
As a teacher today, most of my assessments are projects and papers (not tests)
As a student, I used to prefer essay questions to multiple choice questions
As a student, my favorite type of test was surprise quizzes
¨ Testing ¤ The administration of tests ¤ A test is a single instrument to measure a student’s ability at one
particular time n Ex: A reading comprehension test of a book read in class
¨ Assessment ¤ The systematic process of planning, collecting, analyzing, reporting,
and using student data from a variety of sources over time (Gottlieb, 2016) n Ex: Student’s reading ability is assessed through a variety of tests, and
formal and informal assessments throughout the school year (e.g., observations, projects, self-assessments)
¨ Evaluation ¤ Use of assessment data to make a judgment
n Ex: Giving a grade for a course based on attendance, class participation, projects, papers, homework assignments, and tests
Fundamental Concepts
Which one?
I always monitor my students’ participation in class, have them to complete projects in groups, and give them homework assignments to check their understanding. This information helps me decide if I need to re-teach certain topics, or if I can move on to the next unit.
I give a short quiz at the end of every unit to my students. As a class, we go over each test item and discuss the correct answers.
At the end of the year, I analyzed my students’ performance on all class tasks, projects, homework, and tests. Unfortunately, one student did so poorly that he could not pass to the next level.
Testing
Assessment
Evaluation
Purposes of Assessment ¨ Identify learning needs ¨ Evaluate teaching and learning ¨ Determine language learning targets ¨ Feedback for teachers
¤ Were my methods successful? What do I need to re-teach?
¨ Feedback for students ¤ Positive washback: useful feedback, student
learns from test ¤ Active role in own learning and increased
confidence (self-assessment)
Types of Assessments a. Proficiency b. Diagnostic c. Placement d. Achievement
q Identifies students’ needs in preparation for planning of future teaching activities
q Measures general language ability and is not tied to the content of a particular course or program
q Measures specific content covered in a course within a specific time frame
q Assesses students’ language level before they enrolled in a course (to make sure the course is right for their level)
a
b
c
d
Is this a reliable test?
¨ I created different forms of a test for my morning and afternoon classes with slightly different questions in a slightly different order. However, the content and difficulty level were the same and a student should perform comparably on both tests.
¨ The accuracy with which a test measures what it is intended to measure
¨ Validity refers to how test scores are interpreted and used
¨ Example ¤ Teacher wants to measure students’ writing
ability ¤ Teacher gives students a spelling test ¤ Can the results be used to make valid inferences
about the students’ writing ability?
Validity
Practicability ¨ Easy to
administer ¨ Clear
directions ¨ All
resources are available
¨ Language assessed is appropriate and relevant
¨ Tasks resemble real-world uses of language
¨ Positive washback means that students learn something from the test. Good feedback is provided
Authenticity Washback
Is this a practical assessment?
¨ In a class with 40 students, in order to assess speaking skills, the teacher plans to conduct an individual interview with each student. Each interview will last 15 minutes.
Does this test have positive washback? ¨ A teacher returns a reading/grammar test
to the students with only check marks next to the wrong answers. There is no feedback or discussion.
Place the exercises along the authenticity continuum
Inauthentic Authentic
Circle the correct word Complete the chart Work in pairs Write the answers
Work in pairs Write the answers Circle the correct word Complete the chart
Inauthentic vs. Authentic
¨ Decontextualized exercises
¨ Test scores are the only feedback given
¨ Focus on the “right” answer
¨ Addresses knowledge about the language
¨ Contextualized tasks
¨ Interactive feedback (discussion)
¨ Open-ended, creative answers
¨ Addresses use of the language
Inauthentic Tests Authentic Assessments
¨ Performance-based assessments require learners to apply knowledge, skills, and strategies used in learning
¨ Uses activities that reveal what students can do with language
¨ Emphasizes the use of English for meaningful purposes
¨ May involve several language skills ¨ Links instruction to assessment, and provides
useful feedback to students and the teacher
Authentic Assessments
A Multidimensional Approach to Assessment of ELs
• Use a variety of assessment tools. A combination of assessments can capture student learning much more accurately than any single measure can ¤ A single summative assessment that cannot account for student growth over
time • Assessment needs to be closely linked to instruction
• Every lesson should have clear objectives. Assessments will determine if those objectives are reached
• Use assessment results to modify instruction • Communicate assessment results to students in clear
and meaningful ways • Offer students opportunities to use multiple modalities
(e.g., graphic organizers, drawings, PowerPoint slides)
(Lenskie et al, 2006)
Provides a summary of what a student knows and can do • End-of-unit tests • Final exams Provides information on how a student is doing and what modifications may be needed in instruction. Can also be diagnostic. On-going assessments which help inform what to do next with the students • Observation forms • Assessing writing samples with a
rubric • Performance assessments
Summative vs. Formative
Summative
Formative (Formal and
Informal)
Formative vs. Summative
Formative ¨ Monitors student
progress ¨ Occurs internal to
instruction ¨ Provides ongoing
descriptive feedback ¨ Co-occurs with
learning ¨ Is process oriented ¨ Informs instruction
Summative ¨ Evaluates student
progress ¨ Occurs toward the end
of an instructional cycle ¨ Provides feedback that
may be in the form of grading
¨ Demonstrates learning ¨ Is product or outcome
oriented ¨ Gauges instructional
effectiveness
Assessment for learning
Assessment of learning
Formative or Summative?
Assessment that takes place during the process of learning. Purpose: to provide feedback to help the learning process.
Formal evaluation at the end of a learning period. Purpose: to measure what a student learned.
Lesson Planning Grid
Preparing Learners
Ice breaker Build background knowledge Relate content to students’ lives Introduce vocabulary and concepts in context
Interacting
Teacher-Students: Teacher modeling Direct instruction if needed
Student-Student: Group practice (closely monitored by the teacher)
Extending Understanding
Apply newly gained knowledge to novel situations or use it to problem-solve Connect ideas learned to other ideas in previous lessons or in the real world Independent projects and tasks
Formative Assessment/Check for
Understanding
Formative Assessment/Check for
Understanding Summative Assessment
Objectives (content) Objectives (language)
Key Vocabulary Materials/Resources
Ice Breaker & Building Background Lesson Delivery
Group Practice: Alignment of Instruction and Assessment
Content objective: In groups, students will summarize/retell chronological events in a novel Language objective: Students will use past tense verbs and adverbials of time (e.g., before, after, then, etc.)
What types of activities would you plan for this lesson?
What type of assessments would you plan for this lesson?
Group Project ¨ In groups, create a lesson plan ¨ Include at least one formative assessment with a
rubric ¨ Include a summative assessment (a test) ¨ You will be work on your group lesson plan on
Mon, Tues, Wed and Thus ¨ On Friday, you will prepare a poster of your
lesson plan/assessments and present it in a gallery walk format