1 / 21

Technology-mediated Assessment: Documenting Learners' Progress

Technology-mediated Assessment: Documenting Learners' Progress. Carl Falsgraf Center for Applied Second Language Studies University of Oregon falsgraf@uoregon.edu. The Ecology of Assessment. Falsgraf, C. (2009). The Ecology of Assessment. Language Teaching . 42:4. 491- 503.

shaine-graham
Download Presentation

Technology-mediated Assessment: Documenting Learners' Progress

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Technology-mediated Assessment: Documenting Learners' Progress Carl Falsgraf Center for Applied Second Language Studies University of Oregon falsgraf@uoregon.edu

  2. The Ecology of Assessment Falsgraf, C. (2009). The Ecology of Assessment. Language Teaching. 42:4. 491-503.

  3. Statement of Intended Test Use (Norris, 2006) Why What is the purpose? Who Who will be tested? What What content and format will be used? For Whom Who is the audience?

  4. An Assessment Ecosystem WHO WHAT INTENDED USE FOR WHOM WHY

  5. Placement Grades Mastery check Children Incoming frosh Airline pilots Teacher Parents Admissions staff Grammar Proficiency Fluency

  6. WHY: Check mastery/ assign grade WHO: Students WHAT: Entire course curriculum FOR WHOM: Teacher WHO AM I?

  7. ORAL PROFICIENCY INTERVIEW WHY: WHO: WHAT: FOR WHOM:

  8. YOUR ASSESSMENT WHY: WHO WHAT: FOR WHOM:

  9. Your assessment system WHY: WHO: WHAT: FOR WHOM:

  10. Another WhyASSESSMENT FORLEARNING “Assessment Manifesto” Stiggins (2008) Effective classroom assessment improves student performance .5~1.0 standard deviations. (Black & Wiliam, 1998) Goal setting using LinguaFolio improves student performance (Moeller, forthcoming)

  11. ASSESSMENTFORLEARNING From auditing to informing From extrinsic to intrinsic focus From teacher control to learner control

  12. How Can This Be? Daniel Pink Drive What motivates people? Not carrots and sticks * Autonomy, mastery, purpose www.ted.com/talks/dan_pink_on_motivation.html

  13. Proficiency, Motivation, and Enrollments

  14. CanDo Learning Why? To improve learning Who? Learners For whom? Learners What? Portfolio of goals/evidence

  15. LinguaFolio and CanDo learning • The tool is not the approach • The approach does not require the tool • The tool facilitates the approach

  16. Passport

  17. CanDo Checklist

  18. AL interpersonalNH writing

  19. Modest Proposals • A balanced assessment system can improve student performance. • Extrinsic rewards (grades) can induce diligence, but not creative language use. • Intrinsic rewards (autonomy, mastery, purpose) can improve proficiency, retention, and enrollments. • CanDo learning is a pedagogically sound way of providing intrinsic rewards. • LinguaFolio Online is a practical tool that can facilitate Can Do learning.

  20. Carl FalsgrafCenter for Applied Second Language StudiesUniversity of Oregonfalsgraf@uoregon.edu

More Related