How To Provide Meaningful Feedback to ESL Students

1. How To Provide Meaningful Feedback to ESL Students University of Alberta: EDPY 413 By Naomi, Katie and Angela

2. Overview • Meaningful assessments and feedback: • Are valid • Are individualized • Are understandable • Communicate high expectations • Lower emotional barriers • Assessment of content-area knowledge: • Formative Assessment • Summative Assessment

3. Overview • Strategies that will be useful in the four major elements of Language Arts and other content area classes: • Speaking • Listening • Reading • Writing • How to communicate feedback to students • Direct or Indirect feedback • Parental Involvement • Peer Feedback

4. Principles for Fair Student AssessmentPractices for Education in Canada I.1) Assessment methods should allow us to make valid inferences about the knowledge, skills, attitudes, and behaviours possessed by each student1 -A valid assessment will assess what we intend it to assess. 1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-5)

5. Principles for Fair Student Assessment I.5) Assessment methods should suit the background and prior experiences of the student1 -Assessment should be free from biases such as culture, ethnicity, or language 1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-7)

6. Principles for Fair Student Assessment III.4) Comments on student work should be presented in a way that allows students to understand and use them1 -Comments should encourage learning and help students to understand how they can improve 1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-7)

7. Teacher Expectations: A Self-Fulfilling Prophecy • Students perceive differences in teacher expectations by watching how the teacher behaves towards them1 • With time, students' achievement and behaviour conform more and more closely to the expectations of the teacher 1(Alderman, 2004, p. 171)

8. Communicating High Expectations • Guidelines for communicating high expectations when assessing ESL students1: • Give sincere praise regarding a specific area of development • Provide frequent and understandable feedback • Focus on what the students can do rather than what they cannot • Provide ample response time • Provide tasks to challenge the students 1(Gottfredson, 1991, p. 9)

9. Anxiety • “Sometimes when I speak English in class, I am so afraid I feel like hiding behind my chair.” 1 • “I feel like my French teacher is some kind of Martian death ray: I never know when he’ll point at me!” 1 • “When I’m in my Spanish class I just freeze! I can’t think of a thing when my teacher calls on me. My mind goes blank.” 2 1 (Gardner, 1991, p. 27) 2 (Gardner, 1991, p. xiii)

10. Anxiety • Steinberg and Horwitz (1986) found that anxiety affects communication strategies1 • Certain grammar points may also be “forgotten”2 • Krashen’s Affective Filter3 • This affects the validity of the assessment 1 (Gardner, 1991, p. 28) 3 (Herrell & Jordan, 2008, p. 4) 2 (Gardner, 1991, p. 29)

11. Meaningful Feedback? • We will show assessment methods and ways to communicate results to students that: 1) Are valid 2) Fit students’ backgrounds 3) Are understandable 4) Communicate high expectations 5) Lower emotional barriers

12. Assessing Academic Content Knowledge • ELLs often understand more than they can express1 • Use assessments that are less dependent on language proficiency1 • Assess in the same way students are taught1 • Demonstrations • Creation of a product • Speech-based • Written products 1(Herrell & Jordan, 2008, p. 6)

13. Assessing the Task: Formative Assessment (Assessment for learning) • These types of assessments occur on a daily basis and help teachers decide what they can do to help students progress1: • Student Reflections (learning journals, concept maps) • Anecdotal Note-taking • Conversations with students • Peer Assessments 1 (Government of Manitoba, 2008, p. 29)

14. Learning Journals • Allow students to: • Record personal responses to content • Record questions about confusing terms • Record observations • Illustrate or describe concepts Emphasis is on content rather than grammar and mechanics1 1(Hurley, & Tinajero, 2001, p. 94)

15. (Sweetland, 2005)

16. Concept Maps • Visual representations of the student’s mental structure1 • Kidspiration or Inspiration2 1(Birbili, 2006) 2(Inspiration Software, 2008)

17. Grade 6 Social Studies: Greece (Inspiration Software, 2008)

18. Why Use Learning Journals and Concept Maps? • Knowledge demonstrated pictures and/or words1 • Student-centred and promote reflection 2 • Teacher can assess preconceptions and misconceptions3 1 (Hurley & Tinajero, 2001, p. 92) 2 (Genesee & Upshur, 1996, p. 123) 3 (Birbili, 2006)

19. Concept Maps & Learning Journals: Associated Issues • Too much guidance or too little guidance? 1 • Must be addressed immediately1 • Judgements will discourage students, making the formative assessment less useful to the teacher2 1 (Shanahan, 2007) 2 (Nunan, 2004, p. 159)

20. Anecdotal Records • Small number of students observed each day1 1 (Genesee Upshur, 1996, p. 94)

21. Why Use Anecdotal Records? • Good indicators of student progress1 • Do not increase language demands, or anxiety • Allow you to assess without interrupting the natural classroom activities2 1 (Herrell & Jordan, 2008, p. 7) 2 (Austin & Haley, 2004, p. 129)

22. Anecdotal Records: Associated Issues • If not organized, they become pieces of paper with random notes on them1 • May overlook vital issues2 1 (Genesee & Upshur, 1996, p. 86) 2 (Genesee & Upshur, 1996, p. 94)

23. Formal and Informal Conversations • Conferencing1 • Having impromptu conversations • Making notes afterwards2 1 (Austin & Haley, 2004, p. 132) 2 (Genesee & Upshur, 1996, p. 114)

24. Why Have Conversations? • Conveys high expectations1 • Informal conversation is a natural way to get a feel for level of understanding • Gives students the opportunity to seek clarification 1 (Gottfredson, 1991, p. 9)

25. Conversation: Associated Issues • Learners may be uncomfortable discussing areas in which they are struggling1 • Open conversation may be hindered by low levels of English language proficiency 1 (Austin & Haley, 2004, p. 131)

26. Assessing the Task: Summative Assessment (Assessment of learning) • Assessment used for reporting purposes to ensure that students have achieved the curricular outcomes1: • Portfolios • Student Self-Assessments • Rubrics • Checklists and Rating Scales 1 (Government of Manitoba., 2008, p. 55)

27. Portfolios Two types: • Developmental Portfolio1 • Showcase Portfolio2 • Students actively participate by purposefully selecting entries2 • Teachers assist with entry selection and provide feedback during conferences3 1 (Gronlund, 2004, p. 157) 2 (Gronlund, 2004, p. 158) 3 (Gronlund, 2004, p. 159)

28. Portfolio Reflection • A reflection is attached to each entry1 • Other possibilities include: • Reflections written in first language • Reflections recorded by the teacher • Reflections recorded by a peer/parent who speaks the same L1 1 (Gronlund, 2004, p. 158)

29. Why Use Portfolios? • Completed without pressure or time constraints1 • Clearly demonstrate progress over time1 • Develop active learners1 • Conversations about entries demonstrate comprehension and the ability to use academic language2 1 (Nunan, 2004, p. 160) 2 (Austin & Haley, 2004, p. 130)

30. Self-Assessment • Teachers need to provide students with words, definitions or concepts they will need to understand the task1 • Common formats include1: • yes or no questions • I can name the regions of Canada Yes  No  • Sentence completion • I am still confused about... • Rating scales • I cooperated with my group  (never) 1 2 3 4 (always)  • Picture cues or by discussion beforehand. 1 (Austin & Haley, 2004, p. 135)

31. Why Self-Assessment? • Builds metacognitive competence1 • Students can tell us a lot • Creates independent learners1 • Assesses both the learning process as well as outcomes2 1 (Austin & Haley, 2004, p. 135) 2 (Nunan, 2004, p. 149)

32. Portfolios and Self-Assessment: Associated Issues • Students may not accurately judge own ability1 • Language barrier • The notion that students have a role in assessment may be difficult to accept2 • Learners may be uncomfortable sharing work that is in need of improvement3 • Learners may be hesitant to take pride in their achievements3 1 (Nunan, 2004, p. 149) 2 (Austin & Haley, 2004, p. 130) 3 (Austin & Haley, 2004, p. 131)

33. Rubrics • Holistic 1 • Analytic 2 • Use between 4 and 8 points to avoid a “middle dumping ground”1 • Assess the content rather than language proficiency3 1 (Gronlund, 2004, p. 134) 2 (Austin and Haley, 2004, p. 131) 2 (Austin and Haley, p. 132)

35. Rating Scales and Checklists Checklists: check off the items that correspond to what you have observed or inferred1 Ex. Student cooperates in a group setting ___ Rating scales: Allow you to specify the degree to which the item was achieved2 (1= never, 2= rarely, 3= frequently, 4= always) Ex. Student completes homework every night 1 2 3 4 1(Genesee & Upshur, 1996, p. 88) 2 (Genesee & Upshur, 1996, p. 90)

36. Try Assessing! • Read the ESL writing sample and use the checklist to assess it. • Then talk to a partner: • What did you like about it? • What problems did you encounter?

37. Why Use Checklists, Rating Scales and rubrics? • Assigns justifiable grades to authentic classroom activities1 • Used in self-assessment and clarify teacher’s expectations1 • After construction, they require little time or effort to complete2 • Show specific areas of strength and need3 1 (Gronlund, 2004, p. 136) 2 (Genesee & Upshur, 1996, p. 90) 3 (Genesee & Upshur, 1996, p. 91)

38. Checklists and Rating Scales: Associated Issues • Require precise and well-articulated categories and criteria1 • Take a considerable amount of time to construct2 • Are highly specific and will likely need to be modified each time3 • Language to can be complex and difficult for an ESL student to understand 1 (Genesee & Upshur, 1996, p. 87) 2 (Genesee & Upshur, p. 90) 3 (Genesee & Upshur, p. 91)

39. Overview • Strategies that will be useful in the four major elements of Language Arts and other content area classes: • Speaking • Listening • Reading • Writing

40. Speaking

41. Stages of Language Production Beginning stage: Silent period, rely on gestures and pictures Early production stage: usage of more grammar Speech Emergence stage: can handle more academic concepts Intermediate Fluency stage: fewer errors in speaking Fluency stage: at level of fluency but are still learning (Collier, Combs, & Ovando, 2003)

42. Vocabulary Instruction Provide both explicit and implicit vocabulary instruction. Teach strategies for how to handle unfamiliar words Language Learning Strategies: using clues, asking for clarification, using keywords. Exposure to high frequency vocabulary through meaningful activities. (Oxford, 1990)

43. Pronunciation Five things to ensure students understand: Consonants Cluster Vowel length Word stress Prominence or tonic stress For example, teach: Stress-timed versus syllable-timed language (Hewings, 2004)

44. BICS and CALP Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency (Fisher & Rothenberg, 2007)

45. SOLOM Student Oral Language Observation Matrix Allows observation of oral language proficiency; BICS and CALP Assesses real day to day classroom purposes and activities. (Fisher & Rothenberg, 2007)

46. Potential Problems Vocabulary instruction Implicit can cause problems for students- they may think they understand but they do not Explicit may teach rote memorization and not meaningful understanding. Pronunciation Instruction: Students’ L1s may interfere if they have a syllable timed language. BICS and CALP CALP cannot be inferred, it has to be directly taught and modeled.

47. Handout: Speaking Guide to Implementation (Alberta Education, 2007, P. 161) SOLOM: Student Oral Language Observation Matrix (Cabral, Herrera, & Murry, 2007)

48. Listening

49. Strategy for Improving Listening and Oral communication skills Dictoglos Focus is on fluent academic language Supports recalling information by listening to English language models. Process: Listen Take notes Partners, groups Re-create text (Herrell, & Jordan, 2008)

50. Develop listening skills: Explicitly teach how to listen: Selective Attention Ask for clarification: teach students how to recognize when they have misunderstood, and teach the questions to ask to get back on track. Model strategies aloud. Provide graphic organizers or fill in the blanks for videos and lectures, so they can concentrate on listening rather than writing. Build background knowledge: “Frontload” Use self-assessments of how well they listened. (Fisher & Rothenberg, 2007)