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Authentic Assessment Strategies. Each of these strategies were practiced in my Linguistically Diverse Education course, taught by Vicki Nilles , in Spring 2012. . WORD SPLASH:.
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AuthenticAssessment Strategies Each of these strategies were practiced in my Linguistically Diverse Education course, taught by Vicki Nilles, in Spring 2012.
WORD SPLASH: First student puts main topic at the top of the paper, have students write down single words that come to their minds-like brainstorming. Then, have the students discuss the words they wrote and explain why they chose to write about those words. This is a great activity for checking comprehension as well.
Quick Write: This assessment activity is used to determine exactly how much we know about a certain subject…through quick writing. It is very flexible, can take many forms and can be intended for various groups. Using this activity to find strengths and not just weaknesses is key.
THE GRAB BAGThe grab bag is filled with all sorts of realia. The objective is for the students to talk about what they grab. Descriptions are encouraged and prompted by the teacher while he or she assesses the co-relation of the students with their peers . This is also a great community building activity.
BUILD AN ASSESSMENT Using legos , connex, or any kind of small building materials to express and/ or symbolize what has been learned. Then there is walking tour by all students as the group explains their construction and the meaning behind it.
THE JIGSAW METHOD: Divide into groups first. Each group has its own topic and own responsabilty. After research or exercises have been accomplished, and students are ready to inform, the groups break apart to join other groups . Then each person in the newly formed groups will share their research and inform the rest of the group. Everyone presents a different topic in the newly formed groups.
With both of these assessment strategies, in each group there is a reviewer that talks to the group and explains the details of a movie or concert (if a movie, DO NOT TELL THE ENDING ). Then the objective is to relate other SPECIFIED content back to the movie. This is a great way to further develop speaking skills, but also to encourage the student s to foster personal connections with specified material. “Take Me to the Movies” “Take Me to a Concert”
“TRAVEL INTEREST SURVEY” Starting with designated stations around the room to indicate travel destinations. Students choose the group that most interests them. While in their chosen groups they tell each other about their most memorable travel experiences.
“SING A SONG” Students work in groups or individually to create a song that describes or summarizes recently learned material. This activity builds off of prior knowledge and is a great way to assess speaking, writing, listening, and interaction with their peers.
“PEGBOARDING” This is a strategy taught to us in LDE 3910 by Vicki Nilles. It is a way to lock information into our working memories, while exercising the brain. Studies have shown that by activating our neuron pathways simultaneously while activating the physical body memory. This type of exercise has numerous cognitive benefits.
PEGBOARDING CONT>>> You organize the items by number. Each number has a signal that we do with our bodies. Each item that we peg, we do so with a numerical value and also its physical representation with movement. For example, the following were the numbers and signals we used in class: 1. SUN 2.EYES 3. TRIANGLE 4. BURNERS ON STOVE 5. FINGERS MOVE 6. PICK UP STIX 7. SEVEN-UP GULP 8. OCTOPUS HANDS 9. STRAIGHT LINE 10. HEN (CHICKEN WINGS)
