Transcript Document 7703048

DEVELOPING
ASSESSMENT
TOOLS
FOR ESL
Liz Davidson & Nadia Casarotto
CMM General Studies and Further
Education
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ASSESSMENT STRATEGY
•
How will I assess?
•
What does the curriculum suggest?
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What methods will I use?
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What evidence will I collect?
•
How will I structure the assessment?
Strategy = Plan
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WHO ARE MY LEARNERS?
What do I know about my learners?
(This is important for selection of relevant resources for the
assessment and description for other users of assessments)
•
skills levels
•
strengths and weaknesses
•
specific areas of need
e.g. increased community participation, preparing for further study
•
interests
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STEP 1: SELECT THE UNIT
What unit/s am I using? For example from 21936VIC Certificate I in ESL (Access)
VPAU495 Read and write short, simple messages and formatted
texts
Read the whole unit and look for information to help you to plan your assessment
What do I expect learners to be able to do?
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STEP 2: ANALYSE THE UNIT
• Check the unit descriptor: What is the unit about?
• Who does it apply to and for what purpose?
• Check the elements and performance criteria: What do learners
need to do? What is the required level of performance?
• Evidence Guide: What am I looking for?
• What do I need to document and assess?
• Where do I find this information?
– critical aspects
– skills and knowledge
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STEP 2: ANALYSE THE UNIT
Critical aspects for assessment and evidence required to
demonstrate competency in this unit
Learners must demonstrate evidence of the ability to:
• read simple messages and forms in English related to familiar topics
such as personal details, daily routines, immediate social and study
needs
• construct simple messages of one or two simple phrases or
sentences and complete forms using different formats as appropriate
to need and context
• use knowledge and skills to interpret and engage with simple
messages and forms for immediate personal and social purposes
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STEP 2: CRITICAL ASPECTS OF
EVIDENCE (CONT.)
Critical aspects for assessment and evidence required to
demonstrate competency in this unit
• use strategies such as visual clues, text features and previous
experience to create meaning
• use knowledge of the text topic and context to create meaning
• use the conventions of left to right, top to bottom orientation of texts
• use strategies to check and revise writing
• construct multiple simple texts for different purposes and audiences to
demonstrate competency and consistency of performance
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STEP 2: ANALYSE THE UNIT
Required skills and knowledge: what and why?
Details and exemplars show the level of complexity required
• Linguistic
• Sociolinguistic and cultural
• Pragmatic
• Numeracy
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STEP 3: WHAT TEXTS?
• How will I select the text? What ‘messages’ and ‘forms’ are relevant and useful?
•
Will the text help me to get the evidence I need?
• What task will I develop?
• Does this text include enough examples of language covered in the Required Skills
and Knowledge and in the Range statement?
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STEP 3 : WHAT TEXT?
LOOK ACROSS ALL SECTIONS OF THE UNIT
FOR CLUES TO SELECTING TEXTS
Is it real?
Is it short with
simple adjectives,
adverbs, high
frequency
tenses?
Is it related to
familiar topics to do
with immediate
personal, social
and study needs?
TEXT
Does it include a
short simple
sentence, a
phrasal verb?
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Is it
relevant
and
useful?
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Is it a good
model text at an
appropriate
level?
STEP 4: SELECT METHODS OF
ASSESSMENT
•
What methods will allow me to collect the evidence I need?
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Do they suit the needs of the learner?
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Are they fair?
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Do they provide the learner with the appropriate level of support?
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STEP 4: SELECT METHODS OF
ASSESSMENT
Suggested assessment methods include:
• oral questioning to establish understanding of a written message such
as audience, purpose and specific content
• oral questioning to establish evidence of understanding of information
requirements of forms such as data required, where to write data, key
vocabulary
• a portfolio containing evidence of completed messages and forms
• oral questioning of strategies used to clarify meaning
• additional verbal questioning to confirm required skills and knowledge
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ASSESSMENT METHODS
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How many assessment methods would you use?
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Which ones would you use and why?
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Which assessment methods work well for you?
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STEP 5: DEVELOP ASSESSMENT
TOOLS
What is an assessment tool?
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Assessment tools are materials that enable you to collect evidence using your
chosen assessment method.
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Assessment tools are the instruments and procedures used to gather and interpret
evidence of competence.
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STEP 5: DEVELOP ASSESSMENT
TOOLS
The instrument is the activity or specific questions used to assess
competence by the assessment method selected. An assessment
instrument may be supported by a profile of acceptable performance and
the decision-making rules or guidelines to be used by assessors.
Task + assessor guidelines
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STEP 5: DEVELOP ASSESSMENT
TOOLS
Procedures are the information or instructions given to the learner and the
assessor about how the assessment is to be conducted and recorded.
Principles of fairness - clearly explained
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ASSESSMENT TOOLS
TOOLS
Instruments
Task
Procedures
Assessor
Guidelines
How to make a
judgement
e.g. assessor
checklists
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Instructions
to
Learner
Instructions
to
Assessor
STEP 5: DEVELOP ASSESSMENT
TOOLS
Assessment Tool Components
1.
Assessment Task- what they do
2.
Assessor Guidelines – judgement – the evidence criteria used to judge the quality
of the performance
3.
Instructions to Learner and Assessor – what they need to do, where it will take
place/ conditions
4.
The recording and reporting requirements
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EXAMPLE TEXTS
ALL AUTHENTIC
• an email from the teacher about next week’s class
• a series of ‘notes’ – one for a room change on whiteboard or
classroom door
• a text message from teacher / class member about being late for class
• a Birthday card
• a worksheet with instructions
• a class survey
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THE ASSESSMENT TOOLS
Assessor instructions planning sheet
1.
2.
3.
4.
5.
6.
7.
Collect a range of examples of messages and instructions from students’ immediate
environment in both print and electronic format
For this unit the students are going to read the texts and then answer some
questions verbally about what the text is for and what it means and some questions
about words and expressions
Students will also complete some forms and write some messages
You will take notes for assessment purposes and you will provide feedback to the
student afterwards
Students can ask questions for guidance, can use a dictionary and can have extra
time to complete the activity
Samples will need to be kept in a folder by the student
Decide how this will be timed over the course of the program – e.g. weekly
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THE ASSESSMENT TOOLS
Assessment tool : Student task and instructions
This task is part of your assessment for the unit VPAU495 Read and write short
simple messages and formatted texts
•Each week we will read and write messages and read and fill in forms.
•You will complete a weekly reading and writing activity
•You need to keep samples in a folder with my feedback
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THE ASSESSMENT TOOLS
Student task (cont) How will you be assessed?
You will be assessed on the following:
Reading:
• your understanding of what the text is about, who it is for and what actions are
required
• your understanding of the language
Writing:
• your ability to write clear messages for different purposes
• our ability to complete a range of forms correctly
Skills & Knowledge
• Your understanding and use of English at the required level
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THE ASSESSMENT TOOLS
Sample questions for oral questioning
Sample question
Response - Record below
What kind of message is this?
Who wrote it and who is it for?
What is the message about?
Can you tell me what this
word means?
What is this form for?
What do you need to write
here?
What do these symbols
mean?
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Satisfactory / not satisfactory
THE ASSESSMENT TOOLS
The Assessor Guidelines capture the:
• Required Skills & Knowledge
• Elements and Performance Criteria
• Critical Aspects
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THE ASSESSMENT TOOLS
Assessor guidelines – teacher checklist planning sheet
Assessor Guidelines – how to
make a judgement
Evidence provided
Identifies purpose of the message or
form
Identifies important details and key
actions required
Identifies features of the text such as
headings, symbols, dates, times,
place
Identifies a range of language
features e.g. adjectives, phrasal
verbs etc
Responds to questions about content
and structure (see Sample questions)
Uses conventions to construct written
and online messages, and to
complete forms using language at
the level described in Required skills
& Knowledge in the unit
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Comments
Date
STEP 6: VALIDATE ASSESSMENT
TOOLS
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