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IMPROVING ENGLISH PROFICIENCY THROUGH PROGRESSIVE ASSESSMENT

IMPROVING ENGLISH PROFICIENCY THROUGH PROGRESSIVE ASSESSMENT Strategy to Inspire Self Motivation and Independent Learning Alessandra L. De Guzman Good Samaritan Colleges, Cabanatuan City, Philippines 3rd International Education Conference, Tarlac City, Philippines 18 – 20 May 2011.

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IMPROVING ENGLISH PROFICIENCY THROUGH PROGRESSIVE ASSESSMENT

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  1. IMPROVING ENGLISH PROFICIENCY THROUGH PROGRESSIVE ASSESSMENT Strategy to Inspire Self Motivation and Independent Learning Alessandra L. De Guzman Good Samaritan Colleges, Cabanatuan City, Philippines 3rd International Education Conference, Tarlac City, Philippines 18 – 20 May 2011

  2. The Need for Progressive Assessment Unique circumstances call for a unique approach to English Language Teaching: • Lack of recognition of the importance of English Language Learning. • Lack of reinforcement to use the English Language. • Poor foundational skills in English for the majority of learners. • Lack of self confidence and initiative to pursue English Language Learning. Thus arises the need to adapt educational concepts and methods and make strategic use of technology in order to provide customized interventions for learners.

  3. Progressive Assessment aims to promote active and participative learner centered educational methodologies in English language teaching making use of modern technology and individualized instruction. Educational Technology Integration can serve the objectives of educational administration, instruction and classroom management by rendering all forms of knowledge as properly organized and accessible to the learner and the teacher.

  4. Reading Literacy Diagnosis Program: learning management system that makes use of computer adaptive tests to provide reliable data and immediate feedback on the competency profile and baseline skills of individuals and groups, using the Star Reading Software. Star Reading combines brief, vocabulary in context items with new authentic text passage items to help teachers pinpoint students’ reading levels more accurately and efficiently. Figure 1: Reading Literacy Diagnosis Process Flow Figure 2: Star Reading Sample Test Items.

  5. Figure 3: Sample Star Reading Report • Grade Equivalent: how a student’s test performance compares with that of other students. • Instructional Reading Level: the grade level at which the student is at least 80% proficient at recognizing words and comprehending reading material with assistance. • Scale Score: based on the difficulty of questions and the number of correct responses. • Zone of Proximal Development: reading level range from which the student should be selecting books for optimal growth in reading without frustration.

  6. Specific Advantages of Star Reading • Repeatability • Flexible Administration • For Students: Challenging, Interactive, Brief • For Teachers: Facilitates Individualized Instruction • For Administrators: Regular, Accurate Reports and Comparisons

  7. Accelerated Reader and Need Specific Intervention Accelerated Reader is a learning information system that enables need specific interventions by providing individualized feedback for educationally sound and relevant information that can guide instruction. These assessments are ideal for diagnosing a student’s strengths and weaknesses and for determining mastery and comprehension level.

  8. Accelerated Reader’s Process Flow

  9. Conversion of Data into Action at GSC • DEAR Time • Reading Together Club • English Fever, English Week • Individualized Book Presentation • Readers’ Theater and Stage Plays • Speech Choir, Declamation and Oration • Mock Social Events • Career Preparation

  10. “Good Samaritan Colleges”

  11. Progressive Assessment: An Administrator’s Perspective “The illiterate of the 21st century will not be those who cannot read and write but those who cannot learn, relearn and unlearn.” Alvin Toffler Awareness and empowerment enable a path of directed institutional evolution, so that administrators can be proactive and responsive in the quest to improve educational quality within the unique circumstances of GSC.

  12. Progressive Assessment and Learner Centered Instruction: The Users Perspective Assessment techniques should be enabling and should be constructed to support students’ learning in a contextualized, meaningful manner. Progressive Assessment has allowed GSC to shift to a learner centered paradigm where the learning process is not only enhanced but also individualized. For teachers, Progressive Assessment gives them accuracy and flexibility in their approach to the unique learning needs of each student. Teachers become facilitators and mentors who inspire independence and self motivated learning among students. For students, Progressive assessment allows to take part in their own learning and use the timely and accurate feedback to actively pursue their improvement, increase self confidence and gain knowledge through their own efforts.

  13. “The man who can make hard things easy is the educator.” Ralph Waldo Emerson www.goodsam.edu.ph and Facebook.com/gsc1973 Alessandra L. De Guzman Vice President for Administration alessandra_gsc@yahoo.com (044)4638302

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