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Authentic Assessment. For ELL students Presented by Kelley Morrissey and Edilma Maravilla. Purposes of Assessment. Placement in and /or exit from ELL or bilingual programs Progress Monitoring On an ongoing basis Accountability
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Authentic Assessment For ELL students Presented by Kelley Morrissey and EdilmaMaravilla
Purposes of Assessment • Placement in and /or exit from • ELL or bilingual programs • Progress Monitoring • On an ongoing basis • Accountability • To monitor state and district standards and goals are being met within the classroom. (O’Malley & Pierce, 1996)
High Stakes Testing • Why are we assessing? • To determine language proficiency. • To determine content knowledge. • How should we interpret the data we obtain? • Be wary of the validity and reliability of the test. • Be aware of cultural bias. • Be aware of language of test. (Cummins, Brown, & Sayers, 2009) (Kohn, 2000)
What is Authentic Assessment? • Definition – assessment that measures students’ use higher level thinking skills to demonstrate their knowledge in real-life or classroom based situations rather than their ability to memorize and repeat back facts. • Implications • Allows flexibility in demonstrating knowledge. In other words you can match the assessment to the needs of the individual student. • Provides a better all-around picture of students abilities. (O’Malley & Pierce, 1996) (Sternberg, 2010)
Self-Assessment • Self is one of the most important aspects of any type of authentic assessment. • This gives students the opportunity to create their own learning by reviewing their own work with an critical eye. • Allows for personal accountability and allows students to direct their own learning. • Must be explicitly taught and practiced often for mastery. • Criteria for assessment should be clearly defined and understood by students. (O’Malley & Pierce, 1996)
Peer-Assessment • Can be done with all types of authentic assessment. • Allows students to learn from their peers and expand their own knowledge in a collaborative environment. • Must be explicitly taught and practiced often for mastery. • Criteria for assessment should be clearly defined and understood by students. (O’Malley & Pierce, 1996) (O’Malley & Pierce, 1996)
Creating Rubrics • Should be clear and written at the reading level of students. • Should be introduced before the assignment is given. • Benchmark examples should be shown and evaluated by the class. • Student and Teacher rubrics should match. • Should be specific and match instructional standards and goals. (EDU 368/EDUG484, Class discussion, July 14, 2010)
Assessment Portfolios • Definition –focused reflections of specific learning goals that shows growth over time and contains: • Systematic collection of student work • Student self-assessment • Teacher assessment • Criteria must be clearly stated and shared with students. • Conferences should be done periodically. (O’Malley & Pierce, 1996)
Examples of Authentic Assessment • Oral Assessment • Oral Interviews • Debates • Literacy Assessment • Running Records/Miscue Analysis • Cloze • Writing Assessment • Holistic • Analytic (O’Malley & Pierce, 1996)
Examples of Authentic Assessment • Content Area Assessment • KWL (H) • Writing across the curriculum • T-list • Semantic Maps • Math Assessment • Problem Solving • Science Assessment • Science Experiments • Social Studies Assessment • Report Writing (O’Malley & Pierce, 1996)
References Cummins, J. Brown, K. and Sayers, D. (2009). Literacy, technology and diversity: Teaching for success in changing times. Boston: Pearson. Kohn, A. (2000). Burnt at the high stakes. Journal of Teacher Education, 51 (4), 315-327. O’Malley, J. M. & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. United States: Addison-Wesley Publishing Company, Inc Sternberg, R. J. (2010). Who are the bright children? The cultural context of being and acting intelligent. Educational Researcher, 36 (3), 148-155.
