assessment assignment testing

ASSIGNMENTS & TESTSGIVING DIRECTION TO LEARNING AND ASSESSMENT

p. 231

GROUP DISCUSSION ACTIVITYDirections:

1. Make a group of 3 people.

2. Discuss the questions.

3. Be ready to share.

Think back…

G1-3. What kind of assignments or tests did you hate, why?

G4-5. What kind of assignments and tests did you like, why?

G6-8. Why is assessment important in the classroom?

THE NEED FOR ASSIGNMENTS & TESTS

Learning

Assessment

Tests

Assignments

The need for students and teachers to monitor and evaluate learning

Assessment is an ongoing process of planning, practice, and reflection

Doing

Testing

Reflection

THE PURPOSE OF ASSESSMENT

THE PURPOSE OF ASSESSMENT

What classroom assessment can show us:

Traditional Classroom

Assessment

Formative: observations, questioning

Summative: exams, report cards

of (summative assessment)

for (formative assessment)

as (self assessment)

Contemporary Classroom Assessment

Assessment Learning

Table 1.2 p. 76 TYPES OF ASSESSMENT

• Exams, unit/national tests, quizzes, final projects, report cards

Assessment of learning

• Observations, questioning, informal/formal conversations, learning logs, checklists

Assessment for learning

• Discussions, critiquing, peer feedback, journals, portfolios, projects, student created assessment

Assessment as learning

TYPES OF ASSESSMENT EXAMPLES

CLASSROOM ASSESSMENT CHECKLIST

THE ROLE OF ASSIGNMENTS & TESTS

Roles & Functi

ons

Assignments Tests

Teach how to study, learn, and how work is to be done

Assess students’ knowledge and progress

Give explicit goals and expectations to work towards

Gives assessment of learning (summative assessment)

Connects learning Provides points or achievement grades

Move towards learner autonomy

Compares student’s learning to others

THE ROLE OF ASSIGNMENTS & TEST

New Lesson

Assignments

Reinforcement/ Activity Testing

Linking of Learning

THE ROLE OF ASSIGNMENTS & TEST IN ASSESSMENT

What are the learner objectives and outcomes? Planning Assignments

What will the students learn? Planning Assignments

How will we know learning has occurred?

Creating summative assessment (Testing)

Reflection and evaluation of assessment/ What is the next step in learning?

Planning

Assessment

Reflection/ Evaluation

TYPES OF ASSIGNMENTS & TESTS

Primary types of assignments and tests:

Speaking

Listening

Writing

Reading

Vocabulary

Grammar

TYPES OF ASSIGNMENTS & TESTS

Speaking:

Q & A

Role plays

Interviews

Surveys

Songs & Chants

TYPES OF ASSIGNMENTS & TESTS

Listening:

Dictation (Cloze Tests)

Jigsaw pictures

Follow the directions

Video & Qs

TYPES OF ASSIGNMENTS & TESTS

Writing:

Dictation (Cloze Tests)

Answer questions

Sentence response

Story

Comics

Posters

TYPES OF ASSIGNMENTS & TESTS

Reading:

Comprehension Questions

Jigsaw Pictures

T &F

TYPES OF ASSIGNMENTS & TESTS

Vocabulary:

Picture matching

Translation

Definitions

Synonyms/ Antonyms

4. CLASSROOM ASSESSMENT STRATEGIES

Tips for classroom assessment strategies:

1. Use them as a framework

2. Modify them to your classroom situation

3. If possible assessment should be in English

4. Read up and look for resources

4. ASSESSMENT AS LEARNING STRATEGIES

4. ASSESSMENT AS LEARNING STRATEGIES

4. ASSESSMENT FOR LEARNING STRATEGIES

4. ASSESSMENT FOR LEARNING STRATEGIES

Teacher poses a question, observation, or challenge. Students

think and write out answers individually.

Students pair up & combine their best answers.

Students share their new improved answer w/the class.

4. ASSESSMENT OF LEARNING STRATEGIES - RUBRICS

4. ASSESSMENT OF LEARNING STRATEGIES - RUBRICS

ACTIVITY Objective: Create a classroom assessment strategy and assignments & tests based on the lectures, orientation book, and your ideas.

Part 1 Instructions: 1. Discuss and plan a strategy based on the scenario given to you.

2. You do not, or may not need to answer all of the questions.

3. Keep your answers detailed and focused as possible with the time that you have.

4. Remember the process of planning and critically analyzing is what we are practicing.

ACTIVITY

Part 2 Instructions: 1. Discuss the other group’s plan that was given to you.

2. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback.

4. Write notes directly on the other group’s paper.

ACTIVITY

Part 3 Instructions: 1. Each group will take a turn giving feedback to the other group.

2. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback.

My email address: moonasard@gmail.com

http://danielmoonasar.wordpress.com

CLOSING AND QUESTIONS

SOURCES

Bibliography and Links Cohen, A. D. (1996). Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7(1–2), 5–24. Pally, Marcia. Sustained Content Teaching in Academic ESL/EFL: A Practical Approach. Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764, 2000. Oxford, Rebecca L., Mary Evelyn Holloway, and Diana Horton-Murillo. "Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom." System 20.4 (1992): 439-456. Reid, Joy M. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042. 1995. Saito, Hidetoshi. "EFL classroom peer assessment: Training effects on rating and commenting." Language Testing 25.4 (2008): 553-581.

SOURCES

Assessment Basics and Conceptshttp://www.celt.iastate.edu/teaching/cat.htmlhttp://www.cmu.edu/teaching/assessment/assesslearning/index.htmlhttp://www.cmu.edu/teaching/assessment/index.html Assessment Strategieshttps://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity4_4A.pdfhttp://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.htmlhttp://www.scsk12.org/scs/subject-areas/esl/pdfs/hurleys-esl-modifications.pdf Rubrics http://www.schrockguide.net/assessment-and-rubrics.htmlhttp://edtechteacher.org/index.php/teaching-technology/assessment-rubricshttp://www.nwic.edu/assessment/AssessmentResources/rubrics/InstructionRubric.pdf