Transcript Student Evaluation

ASSESSMENT
&
EVALUATION
Kate Bain
English Language Fellow
[email protected]
www.elfellowkbain.wordpress.com
OBJECTIVE
Participants will consider various aspects of
assessment and evaluation and consider
how to use alternative assessment to
enhance instruction and learning results in
their classrooms.
Make a list of all the
different types of tests you
have taken or given as a
student or a teacher.
FROM YOUR LISTS…
Write the skill that was tested in each.
 Determine whether it tested knowledge of the
language or use of the language.
 Which of those tests are best for…

measuring the skill tested?
 achieving the purpose of testing?

HOW DO YOUR
STUDENTS FEEL ABOUT TESTS?
WHAT IS A “TEST?”

Webster: “a critical examination, observation, or
evaluation”
http://www.merriam-webster.com/dictionary/test

Longman: “a set of questions, exercises, or
practical activities to measure someone's skill,
ability, or knowledge”
http://www.ldoceonline.com/dictionary/test_1

H. Douglas Brown:
“a method of measuring a person’s ability,
knowledge, or performance in a given domain.”
(Brown, 2004, p. 3)
A CLOSER LOOK
“a
method of measuring a
person’s ability, knowledge, or
performance in a given
domain.” (Brown, 2004, p. 3)
MEASURE
In order for a test to truly be a test, it must have
a measureable outcome.
 The test-taker and the test-giver must know
what success or failure on the test entails, and
the results must be communicated.

(Brown, 2004)
WHAT IS ASSESSMENT?
Assessment is “an ongoing process
that encompasses a much wider
domain [than a test]. Whenever a
student responds to a question,
offers a comment, or tries out a new
word or structure, the teacher
subconsciously makes an
assessment of the student’s
performance.”
(Brown, 2004, p. 5)
HOW IS “ASSESSMENT” DIFFERENT
FROM “TESTING”?

Tests are a type of
assessment, but they
should never be the
entire basis for how
you determine a
student’s level or
progress.

Assessments are
ongoing, daily,
subconscious or
conscious observations
and records that you
make about student
progress. These
observations should
be constant and
should drive what you
do as a teacher.
(Brown, 2004)
INFORMAL AND FORMAL ASSESSMENT
Informal Assessment

Unplanned observations and
general feedback

Good job!
Did you say “can” or “can’t”?




Planned classroom activities
in which students perform
tasks but do not receive final
grades on performance





Think-Pair-Share
Dialogues
Essay or Journal Writing
Note-taking
Group or Partner Work
Formal Assessment

Activities in class that
you give to students for
which they receive
graded feedback
Tests
 Rubric-Scored Assignments
 Writing portfolio
 Presentations
 Journal Entries
 Notes
 Performances
 Projects
 Posters
(Brown, 2004)

FORMATIVE AND SUMMATIVE ASSESSMENT
Formative Assessment


Daily classroom assessment used
to plan for, modify, and
improve instruction
Feedback that helps the teacher
and the student make plans to
improve language competence in
the future
Summative Assessment

Measures or summarizes
what a student has
learned over a given
period of time




Informal Assessment should
always be formative, aimed at
improving a student’s
competence and performance


Unit Tests
Midterm Exams
Final exams
Entrance Exams
Professional Language
Tests
(Brown, 2004)
NORM-REFERENCED
AND
CRITERION-REFERENCED TESTS
Norm-Referenced Tests





Mean
Median
Standard Deviation
Percentile Rank
SAT/TOEFL
Criterion-Referenced
Tests
• Graded Feedback
• Meeting of language or
course objectives
• Classroom Tests connected to
a curriculum
(Brown, 2004)
CURRENT ISSUES IN CLASSROOM TESTING:
TRADITIONAL AND AUTHENTIC ASSESSMENT
Traditional Assessment










One-shot, Standardized
Exams
Timed, multiple-choice
format
Decontextualized test items
Scores are feedback
Norm-referenced scores
One correct answer
Summative
Oriented to product
Non-interactive
Extrinsic motivation
Authentic Assessment









Continuous long-term
assessment
Untimed, free-response
Contextualized
communicative tasks
Individualized feedback
Criterion-referenced scores
Formative
Oriented to process
Interactive performance
Intrinsic motivation
(Brown, 2004, p. 13)
FORMATIVE ASSESSMENT
PEER ASSESSMENT
PERFORMANCE ASSESSMENT
SELF ASSESSMENT
SUMMATIVE ASSESSMENT
CONFERENCES AND INTERVIEWS
CRITERIA/GUIDELINES
JOURNALS
LANGUAGE PROFICIENCY
LEARNING LOGS
PORTFOLIOS
VIDEO VIEWING
VIEWING QUESTIONS
1. What is the instrument students
use for self-recording? What are they
recording? What other things could
students keep track of through selfrecording?
VIEWING QUESTIONS
What example of assignment guidelines did you
see? For what kind of assignment were the criteria
written? Think of a typical task in your own
classroom. Try to list the criteria you might give
the students to help them complete the task
successfully.
VIEWING QUESTIONS
How was the class in Video segment
#2 organized? Why do you think it was
organized this way? What can peers
offer each other in this situation?
VIEWING QUESTIONS
What language skill were students focusing
on? What skills were they using as they
worked together? Is this a form of
assessment? If so, what kind of assessment
was it, formative or summative?
VIEWING QUESTIONS
What was the teacher’s job, or role,
during this activity?
What was the students’ responsibility?
SEGMENT 3: PORTFOLIOS
VIEWING QUESTIONS
In what form are the portfolios kept and
what age level uses each form? Where are
they kept? Do you think students take
them home? What might be some physical
considerations related to using portfolios in
your classroom?
VIEWING QUESTIONS
Working in a small group, make a list of criteria or
guidelines you might use for evaluating portfolios
in your class.
SEGMENT 4: PERFORMANCE
ASSESSMENT
VIEWING QUESTIONS
List the 2 types of performance you
see and the language skills that are
used in each.
VIEWING QUESTIONS
What was the purpose for each performance?
Do you think the performance was
well done or not?
WORK IN PAIRS

Decide on a type of alternative assessment that
you could use in your classroom.

Give the assessment a title.

Write down the assessment …
Purpose
 Instructions
 Criteria (Rubric)


Share with the group!
THANK YOU!
Katie Bain
[email protected]
www.elfellowkbain.wordpress.com
www.americanenglish.state.gov
GROUP WORK EXERCISES!
teaching
assessment
testing
• Do you agree with
this depiction? Why
or why not?
• Where do these fit?
• choral drill
• pair
pronunciation
• reading aloud
• singing songs
• writing a
description of
the weekend
(Brown, 2004)
SORT ACTIVITIES INTO A CATEGORY
Formative Summative



Informal






Formal






placement tests
diagnostic tests
periodic achievement tests
short pop quizzes
final exams
portfolios
journals
speeches
oral presentations
impromptu student responses
student-written response
drafting and revising
final essays
whole class discussion
observing as students work in
groups or pairs
(Brown, 2004)
GARDNER’S EIGHT INTELLIGENCES
Choose one or two
 Brainstorm teaching
activities for each
 Brainstorm
assessment activities
for each
 Share with the group

(Brown, 2004)
BRAINSTORM ADVANTAGES AND DISADVANTAGES OF
EACH AND SHARE WITH THE CLASS
Traditional Assessment










One-shot, Standardized
Exams
Timed, multiple-choice
format
decontextualized test items
Scores are feedback
Norm-referenced scores
One correct answer
Summative
Oriented to product
Non-interactive
Extrinsic motivation
Authentic Assessment









Continuous long-term
assessment
Untimed, free-response
Contextualized
communicative tasks
Individualized feedback
Criterion-referenced scores
Formative
Oriented to process
Interactive performance
Intrinsic motivation
(Brown, 2004, p. 13)
SOURCES
Brown, H.D. (2004). Language assessment:
Principles and classroom practices. White Plains,
NY: Pearson Education, Inc.
 Gottleib, M. H. (2006). Assessing English
Language Learners: Bridges from language
proficiency to academic achievement. Thousand
Oaks, California: Corwin Press.

THANK YOU!
Katie Bain
[email protected]
www.elfellowkbain.wordpress.com
www.americanenglish.state.gov